Commentary: Relationships, developmental contexts, and the school development program.
I Drivers of Human Development i nicely synthesizes decades of research on the way context and relationships impact development and learning. But, despite an abundance of evidence regarding what children need to experience at home and at school, many students from all socioeconomic backgrounds still...
| Publicado en: | Applied Developmental Science Vol. 24; no. 1; pp. 43 - 48 |
|---|---|
| Autor principal: | |
| Formato: | Artículo |
| Publicado: |
Taylor & Francis Ltd
Jan-Mar2020
|
| Materias: | |
| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ssf&AN=141626989&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 141626989 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 10888691 7LF jtl: Applied Developmental Science issn: 10888691 maglogo: N pubinfo: dt: Jan-Mar2020 vid: 24 iid: 1 pid: 377 pub: Taylor & Francis Ltd artinfo: ui: 141626989 10.1080/10888691.2018.1515296 ppf: 43 ppct: 5 formats: tig: atl: Commentary: Relationships, developmental contexts, and the school development program. aug: au: Comer, James P. affil: Yale University School of Medicine, USA su: Poor children No Child Left Behind Act of 2001 sug: subj: Poor children No Child Left Behind Act of 2001 ab: I Drivers of Human Development i nicely synthesizes decades of research on the way context and relationships impact development and learning. But, despite an abundance of evidence regarding what children need to experience at home and at school, many students from all socioeconomic backgrounds still come to school underprepared. The school challenge exists, in part, because knowledge regarding how to intentionally design, organize, and manage schools in ways that support student's development, learning, and increased opportunity for life success is not adequately understood and embedded in our adult population. Our school improvement approach was an authentic effort to understand why apparently able students, parents, and school staff were not succeeding. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
|---|