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Adolescent Development for Educators [Mīkstie vāki]

3.40/5 (13 ratings by Goodreads)
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  • Formāts: Paperback / softback, 448 pages, height x width x depth: 100x100x100 mm, weight: 100 g
  • Izdošanas datums: 21-Aug-2018
  • Izdevniecība: Pearson
  • ISBN-10: 0134987241
  • ISBN-13: 9780134987248
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  • Cena: 130,13 €
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Adolescent Development for EducatorsPalielināt
  • Formāts: Paperback / softback, 448 pages, height x width x depth: 100x100x100 mm, weight: 100 g
  • Izdošanas datums: 21-Aug-2018
  • Izdevniecība: Pearson
  • ISBN-10: 0134987241
  • ISBN-13: 9780134987248
Citas grāmatas par šo tēmu:
Permanent link: https://www.kriso.lv/db/9780134987248.html
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An adolescent development text written for educators. The existing textbooks on adolescent development are predominantly written for undergraduate psychology majors and have little to say about what the theories and research mean for teachers in schools working with adolescent students. The key feature that guided the development of this book and that sets it apart from other textbooks on adolescent development is the focus on application of concepts to educational settings and the practical implications for teachers.

 

Also available with MyLab Education®

This title is also available with MyLab Education—an online homework, tutorial, and assessment program designed to work with the text to engage students and improve results. Within its structured environment, students see key concepts demonstrated through real classroom video footage, practice what they learn, test their understanding, and receive feedback to guide their learning and ensure they master key learning outcomes.


To order this title with MyLab Education access search ISBN:


0134987284 / 9780134987286 Adolescent Development for Educators with MyLab Education with Enhanced eText-- Access Card Package, 1/e. Package consists of:


  • 0134497848 / 9780134497846 MyEducationLab with Pearson eText -- Access Card -- for Adolescent Development for Educators         
  • 0134987241 / 9780134987248 Adolescent Development for Educatord, 1/e.



Recenzijas

From reviews of the text:

This text conveys the experience of classroom teachers with many concrete examples, realistic vignettes, and helpful guidelines for what educators can do.  The content is organized around many real-world issues and educational applications of the adolescent experience. The research support is comprehensive and current.  What Educators Can Do sections are very practical and applicable.  Students will enjoy this feature.

Lynda Randall, CSU Fullerton

 

The biggest strengths [ of this text] are the focus on educators and how they can facilitate growth and development and enhance learning among adolescents. I believe this is an excellent text for educators

Farah Ibrahim, University of Colorado Denver

 

I love the organization and the pull back to the classroom application, especially that it is woven in versus saved for the end of each chapter.  That is very appealing to me as it will be to any current teacher who feels that some books are too rooted in theory. . . .  This is much more accessible that most textbooks, and it has much more likelihood of being read and read carefully by students in the class.  It seems more practical and meaningful versus a book that merely mentions the classroom applications.

Steve Kucinski, Ohio State University & Otterbein University

 

The key strengths of the chapters and the book overall is the focus on educators. . . .  I like the clear, consistent writing style throughout all of the chapters. . . . I would likely give serious attention to adopting this text because of the attention to secondary educators. . . .

M Cecil Smith, West Virginia University

1 Introduction to Adolescence 2(12)
Introduction
3(1)
Defining Adolescence
4(2)
Cultural Variations
5(1)
The Lives of Adolescents
6(1)
Frameworks for Conceptualizing Adolescent Development
7(4)
The Bio-Psycho-Social Model
8(1)
Systems Theories
9(1)
Framing of This Book
10(1)
Why This Book?
11(1)
Structure of the Book
11(3)
Chapter 2: Physical Development
11(1)
Chapter 3: Cognitive and Intellectual Development
11(1)
Chapter 4: Social and Moral Development
12(1)
Chapter 5: Identity and Self-Perceptions
12(1)
Chapter 6: Families
12(1)
Chapter 7: Technology and Media
12(1)
Chapter 8: Peers
13(1)
Chapter 9: Motivation, Classrooms, and Schools
13(1)
Chapter 10: Sexuality and Romantic Relationships
13(1)
Chapter 11: Mental Health, Coping Strategies, and Problems
13(1)
Chapter 12: Moving into Adulthood
13(1)
2 Physical Development 14(36)
Introduction
15(1)
Overview of the
Chapter
15(1)
Physiological Development During Adolescence
16(8)
Menarche and Semenarche: Developmental Milestones
19(3)
The "Storm-and-Stress" View of Adolescence
22(2)
What Educators Can Do
24(1)
Development of the Brain During Adolescence
24(4)
The Prefrontal Cortex
25(1)
Brain Development and Adolescent Risk Taking
26(2)
What Educators Can Do
28(1)
How Physical Development Affects Social and Cognitive Change
28(6)
Changes in Perceptions of Self and Others
28(1)
Timing of Physical Development
29(5)
What Educators Can Do
33(1)
Body Image and Eating Disorders During Adolescence
34(3)
Recommendations for Educators
35(1)
Ethnic Differences in Body Image and Eating Disorders
35(1)
Summary
36(1)
Physical Health and Well-Being During Adolescence
37(8)
Circadian Rhythm
37(1)
Nutrition
38(1)
School Lunches
38(2)
Athletic Participation
40(1)
Obesity
41(2)
Eating Disorders
43(2)
Adolescent Health and School Health Services
45(4)
Health-Care Services in Schools
46(3)
Conclusion
49(1)
3 Cognitive and Intellectual Development 50(32)
Introduction
51(1)
Overview of the
Chapter
51(1)
Piaget's Theory of Cognitive Development
52(5)
Early Development
53(1)
Piaget's Explanations of Cognitive Development During Early, Middle, and Late Adolescence
54(3)
What Educators Can Do
56(1)
Vygotsky's Theory of Cognitive Development
57(2)
Elementary and Higher Mental Functions
57(1)
Cultural Signs and Tools
58(2)
What Educators Can Do
59(1)
Integrating Piaget's and Vygotsky's Theories
59(1)
Adolescent Cognitive Development in the 21st Century
60(4)
21st-Century Skills
61(3)
Memory
64(7)
Memory Development
64(1)
Information Processing
65(6)
What Educators Can Do
68(3)
Intelligence
71(4)
Measured Intelligence and Beliefs About Intelligence
72(1)
Is There One Intelligence, or Are There Multiple Types of Intelligence?
72(3)
Metacognition
75(2)
Limitations of Adolescents' Cognitive Abilities
77(4)
Recommendations for Educators
79(2)
Conclusion
81(1)
4 Social and Moral Development 82(24)
Introduction
83(1)
Overview of the
Chapter
83(1)
Moral Development During Adolescence
84(5)
Kohlberg's Theory of Moral Development
85(2)
Gilligan's Theory of Moral Development
87(2)
What Educators Can Do
88(1)
Perspective Taking During Adolescence
89(4)
Benefits of Being Able to Take Perspectives
90(9)
What Educators Can Do
92(1)
Religiosity During Adolescence
93(3)
What Educators Can Do
95(1)
Volunteering and Service Learning
96(3)
What Educators Can Do
98(1)
Academic Cheating
99(6)
High-Stakes Testing and Cheating
100(8)
What Educators Can Do
102(2)
Recommendations for Educators
104(1)
Conclusion
105(1)
5 Identity and Self-Perceptions 106(34)
Introduction
107(1)
Overview of the
Chapter
108(1)
Theories, Conceptualizations, and Definitions of Identity
108(11)
Identity Versus Role Confusion
108(1)
Refining and Expanding Erikson's Ideas
109(2)
The Multidimensional Self
111(1)
The Dynamic Self: Past, Present, and Future Selves
112(1)
Self-Esteem, Self-Concept, and Self-Worth
113(2)
Independent Versus Collectivist Selves
115(4)
What Educators Can Do
117(2)
Gender Identity
119(8)
Gender Roles and Gender Identity
119(2)
Stereotype Threat
121(2)
Gender Differences in Self-Perceptions
123(1)
Vulnerabilities of Adolescent Boys
124(1)
Gender Identity by Ethnic Group
124(3)
What Educators Can Do
125(2)
Ethnic and Cultural Identity
127(12)
Definition and Developmental Models of Cultural and Ethnic Identity
128(2)
Integrating Multi-Ethnic Identities
130(2)
Ethnic Identity and Education
132(3)
What Educators Can Do
135(1)
Ethnic Identity and Stereotype Threat
135(7)
Recommendations for Educators
137(2)
Conclusion
139(1)
6 Families 140(30)
Introduction
141(1)
Overview of the
Chapter
142(1)
Changing Circumstances of Adolescents and Families in Society
142(6)
Adolescents and Divorce
143(1)
Adolescents in Single-Parent Families
144(1)
Adolescents and Remarriage
144(1)
Maternal Employment
145(1)
Adolescents of Gay and Lesbian Parents
146(1)
Adolescents and Poverty
146(1)
Immigration
146(2)
What Educators Can Do
148(1)
The Family System During Adolescence
148(2)
Adolescent Changes and the Family System
149(1)
Parents at Midlife and the Family System
149(1)
Parenting Styles
150(6)
Types of Parenting Styles
151(1)
The Effects of Parenting Styles on Adolescent Development
151(1)
Cultural and Ethnic Differences in Parenting Styles
152(1)
Implications of Parenting Styles for Effective Teaching Styles
153(3)
What Educators Can Do
154(2)
Attachment and Autonomy
156(5)
Attachment
156(2)
Autonomy
158(4)
What Educators Can Do
160(1)
Conflict with Parents
161(1)
Parental Involvement in Adolescent Learning
162(7)
What Educators Can Do
164(1)
Parents' Income Level, Educational Background, and Parental Involvement
164(1)
Changes in Parental Involvement During Adolescence
164(1)
Optimal Parental Involvement in Adolescents' Learning
165(7)
What Educators Can Do
167(1)
Recommendations for Educators
168(1)
Conclusion
169(1)
7 Technology and Media 170(30)
Introduction
171(1)
Overview of the
Chapter
171(1)
Technology and Media Use
172(12)
Technology Ownership and Access to the Internet
173(2)
Technology and Media Use
175(5)
Opportunity or Cause for Concern?
180(4)
What Educators Can Do
182(2)
Media and Adolescent Development
184(15)
The Media Landscape
184(3)
Theories of Media Influence
187(2)
Media Effects
189(3)
Use of Media to Promote Adolescents' Health
192(1)
Social Media
193(1)
Adolescents' Selection of Different Media
194(8)
What Educators Can Do
196(1)
Recommendations for Educators
197(2)
Conclusion
199(1)
8 Peers 200(36)
Introduction
201(1)
Overview of the
Chapter
202(1)
Friends
202(9)
Changes in Friendship During Adolescence
204(3)
Friendship Provisions and Friendship Quality
207(2)
Cross-Ethnic and Same-Ethnic Friendships
209(2)
What Educators Can Do
210(1)
Peer Groups
211(6)
Changes in Peer Groups in Adolescence
211(2)
Peer Influence
213(1)
Susceptibility to Peer Influence in Adolescence
214(1)
Teachers'Attunement to Peer Groups
215(2)
What Educators Can Do
216(1)
Crowds
217(2)
Changes in Crowds During Adolescence
218(1)
Popularity
219(5)
Peer Acceptance
219(1)
Popular Reputation
220(2)
Changes in Characteristics Associated with Popularity During Adolescence
222(2)
What Educators Can Do
223(1)
Bullying, Aggression, and Victimization
224(5)
Changes in Bullying During Adolescence
226(1)
What Educators Can Do
227(1)
Conditions That Affect Bullying
227(2)
Supporting Students' Peer Relationships at School
229(6)
Social-Emotional Learning Programs
229(1)
The Emotionally Supportive Classroom
230(8)
What Educators Can Do
232(2)
Recommendations for Educators
234(1)
Conclusion
235(1)
9 Motivation, Classrooms, and Schools 236(34)
Introduction
237(1)
Overview of the
Chapter
237(1)
Motivation
238(10)
Intrinsic Versus Extrinsic Motivation
238(3)
Motivation to Learn
241(1)
Expectancy-Value Framework and the Motivation to Learn
242(1)
Mindsets and Expectancies for Success
243(4)
Changes in Motivation During Adolescence
247(1)
What Educators Can Do
247(1)
Classrooms
248(7)
Organization and Behavior Management
248(2)
Instruction
250(1)
Motivational Climate
251(1)
Social-Emotional Climate
252(3)
What Educators Can Do
254(1)
Schools
255(11)
Does School Type Matter?
255(1)
School Types
256(3)
Urbanicity
259(1)
School Size
260(1)
Grade Configurations and School Transitions
261(3)
Academic Tracking
264(2)
What Educators Can Do
265(1)
Socioeconomic Status, Ethnicity, and Schooling
266(3)
Socioeconomic Status
266(1)
Ethnicity
267(6)
What Educators Can Do
268(1)
Recommendations for Educators
268(1)
Conclusion
269(1)
10 Sexuality and Romantic Relationships 270(26)
Introduction
271(1)
Overview of the
Chapter
271(1)
What Is Healthy Sexual Development?
272(1)
Rates of Sexual Activity
273(3)
Intercourse
273(2)
Other Types of Sexual Activity
275(1)
Romantic Relationships in Adolescence
276(6)
What Educators Can Do
276(2)
Adolescents' Attitudes About Romantic Relationships
278(1)
The "Hook-Up Culture"
278(1)
Homosexuality
279(6)
What Educators Can Do
281(1)
Where Adolescents Get Their Information About Sex
282(3)
Problems Associated with Adolescent Sexual Behavior
285(10)
Pregnancy
285(2)
Sexually Transmitted Diseases
287(1)
Failure to Use Contraception
288(1)
Sexual Harassment
289(2)
What Educators Can Do
291(1)
Dating Aggression
291(7)
Recommendations for Educators
292(3)
Conclusion
295(1)
11 Mental Health, Coping Strategies, and Problems 296(28)
Introduction
297(1)
Overview of the
Chapter
297(1)
Internalizing Disorders Common Among Adolescents
298(11)
Anxiety and Stress
298(1)
Depression and Mood Disorders
299(5)
Risk and Resilience
304(1)
Eating Disorders
305(4)
What Educators Can Do
306(3)
Externalizing Disorders Most Common During Adolescence
309(4)
Conduct Disorder and Oppositional-Defiant Disorder
309(2)
Aggression
311(1)
Causes of Antisocial Behavior
311(2)
Substance Use and Abuse Among Adolescents
313(10)
Alcohol
313(1)
Illicit Drugs
314(1)
Differences by Ethnicity and Gender in the Use of Drugs and Alcohol
314(2)
Summary of Drug and Alcohol Use in Adolescence
316(1)
Effects of Drug Use and Abuse
316(1)
Reasons for Drug Use
317(2)
Comorbidity of Internalizing Disorders, Externalizing Disorders, and Substance Abuse
319(2)
What Educators Can Do
319(2)
Trauma
321(5)
Recommendations for Educators
322(1)
Conclusion
323(1)
12 Moving Into Adulthood 324(21)
Introduction
325(1)
Overview of the
Chapter
325(1)
Emerging Adulthood
326(5)
Characteristics of Emerging Adults
327(1)
Emerging Adults in the 21st Century
328(1)
Does Everyone Experience Emerging Adulthood?
328(1)
The Varied Experiences of Emerging Adults
329(1)
Senior Year: The Beginning of Emerging Adulthood
330(1)
What Educators Can Do
331(1)
Transitions into College
331(8)
Rates of Postsecondary Education Attendance
331(1)
Changes in Emerging Adolescents' Lives During the College Years
332(1)
Having a Positive College Experience
333(6)
What Educators Can Do
338(1)
Transitions into the Workforce
339(2)
The Benefits of Vocational Education
340(1)
Transitions into the Military
341(3)
What Educators Can Do
343(1)
Recommendations for Educators
343(1)
Conclusion
344(1)
Glossary 345(10)
References 355(42)
Name Index 397(10)
Subject Index 407