Read by QxMD icon Read

New Directions for Child and Adolescent Development

Valeska Grau, Amaya Lorca, Carolina Araya, Sofía Urrutia, Dominga Ríos, Pietro Montagna, Miguel Ibaceta
Collaborative group work has been recognized as a way of fostering the development of metacognition and self-regulation. Moreover, it has been claimed that these regulatory processes have an interpersonal level in which the regulation of the activity is shared with others (Iiskala et al., 2004). There has also been a considerable body of research on talk within small groups in the classroom. This approach has built a considerable amount of research, given the demonstrated effect of certain types of talk on academic learning...
November 9, 2018: New Directions for Child and Adolescent Development
David D Preiss, Valeska Grau, David Torres Irribarra, Elisa Calcagni
This paper presents the results of an observational study developed on lessons taught by 128 teachers for a national teaching assessment program in Chile and whose practice was identified as outstanding. Specifically, we studied which strategies teachers used to promote students' self-regulation and autonomy during segments involving teacher-led public talk, student-led public talk, shared engagement, and private work. Additionally, we examined whether the instructional practices targeting self-regulation that occur throughout these segments can be accounted for based on two overall dimensions of teacher practices, namely one of promotion of metacognition and one of promotion of motivation...
November 4, 2018: New Directions for Child and Adolescent Development
Valeska Grau, David Whitebread
No abstract text is available yet for this article.
October 31, 2018: New Directions for Child and Adolescent Development
David Whitebread, Valeska Grau, Matthew P Somerville
As indicated in the introductory article, this special issue has attempted to represent and illustrate developments in theoretical, methodological, and empirical work related to the role of primary classroom dialogue in supporting children's self-regulation. The articles included report studies carried out in the United Kingdom and Chile (two quite different cultural contexts) originally supported by a British Academy International Partnership and Mobility grant to the two editors. These articles extend the work originally reported in Whitebread, Mercer, Howe & Tolmie (2013), bringing together a number of research traditions to develop our understanding of the contribution of dialogic processes in primary classrooms to the development of children's self-regulation...
October 29, 2018: New Directions for Child and Adolescent Development
Pablo E Torres, David Whitebread, Ros McLellan
This study is the first to explore the contribution of different types of teacher regulatory talk-directive, guiding, and autonomy supportive talk-in children's development of self-regulation across cultures. Teacher-to-student talk was analyzed under naturalistic conditions in eight Year 4 classrooms, all situated in different primary schools in England (student N = 25) and Chile (N = 24). Self-regulation was studied by observing students' effective metacognitive monitoring (awareness of errors) and effective metacognitive control (effective control of problems) in a series of 11-13 cube assembly tasks...
October 29, 2018: New Directions for Child and Adolescent Development
Antonia Larrain, Paulina Freire, Valeska Grau, Patricia López, Ignacia Salvat, Maximiliano Silva, Vicente Gastellu
Experimental evidence has shown the effect of peer-group argumentation on scientific concept development. However, questions regarding how and why it happens remain. The aim of this study is to contribute, with experimental evidence gathered in naturalistic settings (classrooms), to the understanding of the relationship between peer-group argumentation and content knowledge learning, exploring the role that individual argumentative skills play. In total, sixty-one fourth-grade students (aged 9-10 years) participated in the study (thirty-nine female)...
October 29, 2018: New Directions for Child and Adolescent Development
Deborah Pino-Pasternak, David Whitebread, Dave Neale
This qualitative study explored the interactions of six triads of Year One students in the United Kingdom (n = 18; mean age = 5 years, 7 months; 9 female) investigating interpersonal regulation of learning, social dynamics, and group dialogue, evident in instances of productive collaboration during problem-solving activities. Group activity was captured through video (total footage = 8 hours) and subjected to two sequential phases of qualitative analysis, undertaken by three researchers: (1) comprehensive qualitative descriptions of group activity, and (2) multidimensional analysis of group interaction with a focus on interpersonal regulation of learning, social dynamics, and group dialogue...
October 29, 2018: New Directions for Child and Adolescent Development
Luis A Parra, Paul D Hastings
The comprehensive lived experiences of lesbian, gay, bisexual, transgender, and queer (LGBTQ) individuals of color remain invisible in neurobiological studies of LGBTQ populations. Models of minority stress posit that LGBTQ and Latinx individuals experience and internalize sexual, ethnic, racial, and gender discrimination, which may adversely impact mental and physical health. However, the current minority stress models predominantly focus on single categorical social identities and do not account for interlocking systems and processes of oppression based on features of sexuality, race, ethnicity, sex, and gender, as explained by an intersectionality framework in feminist theory...
July 6, 2018: New Directions for Child and Adolescent Development
Amanda L Roy
Developmental science has recognized the import of ecological theory and research in furthering understanding of development in context. However, despite the fact that ecological and intersectional theory share points of commonality, few researchers to date have attempted to integrate these perspectives. This manuscript addresses this gap and highlights three ways that an intersectional lens can advance settings-level research. With a focus on neighborhoods as settings of development, we (1) describe how intersectionality may manifest itself within neighborhoods, (2) discuss how intersectionality can inform our understanding of how individuals experience neighborhoods, and (3) detail strategies for conceptualizing and measuring intersectionality in neighborhood research...
July 3, 2018: New Directions for Child and Adolescent Development
Erin B Godfrey, Esther Burson
Developmental psychologists widely recognize that the social structures and inequities of American society influence youth development. A burgeoning body of research also considers how youth marginalized by society critically evaluate societal inequities and take action to change them (critical consciousness, Freire [Education for critical consciousness (Vol. 1). Bloomsbury Publishing.]), suggesting that marginalized youth who are more critically conscious experience improved mental health and better educational and occupational outcomes and are more engaged in traditional forms of civic behavior...
July 3, 2018: New Directions for Child and Adolescent Development
Gabriel Velez, Margaret Beale Spencer
Beginning with Erikson, identity formation has often been framed as a salient developmental challenge for adolescents. Recent theoretical advances situate this identity formation as a central life course process involving ecological and social context associated with diverse experiences and characteristics. Some scholars have employed intersectionality as a call to study experiences of individuals who belong to multiple marginalized groups. In this article, we argue that developmental research would be served by a return to Crenshaw's formulation of intersectionality-that is, that marginalization involves systematic inequality and interlocking systems of oppression-as integrated with Spencer's phenomenological variant of ecological systems theory (PVEST)...
July 3, 2018: New Directions for Child and Adolescent Development
Moin Syed, Alex A Ajayi
In this commentary, we use the manuscripts in this volume as source material from which to highlight what we view as critical issues in integrating intersectionality with developmental science. In reading and meditating on the manuscripts, we abstracted two key themes that were evident, to some extent, in all of the manuscripts: (1) the disciplinary use of intersectionality as a theory and (2) the nature of development for an intersectional developmental science. These two themes reflect the current state of the integration of intersectionality with developmental science, in that they represent both areas of strength and success, but also areas of challenge and weakness...
July 3, 2018: New Directions for Child and Adolescent Development
Dalal Katsiaficas
Social responsibilities are a central component of adolescents' and young adults' development, particularly for those from immigrant backgrounds. Social responsibility-a sense of responsibility and duty that extends beyond the self (Wray-Lake & Syvertsen, 2011) includes both family obligations (Fuligni, 2001; 2007) and community engagement (Jensen, 2008; Lerner et al., 2002). What is often missing, however, are the ways in which social identities and social inequality shape young adult's development of social responsibilities...
July 3, 2018: New Directions for Child and Adolescent Development
Carlos E Santos, Russell B Toomey
This article discusses key issues in the integration of an intersectionality lens in the developmental sciences and introduces a peer-reviewed thematic journal issue on this topic. We begin by briefly situating the importance of an intersectionality lens within the changing demographics and sociopolitical history in the United States, and within developmental science as a field. We provide a brief overview of recommendations on responsible use of intersectionality in developmental science. We then introduce contributions contained within this volume, and how each contributor grappled with the following question: How can an intersectionality perspective inform the developmental phenomena of interest and particular developmental theories you draw upon in your area of research? We end by noting that these contributions offer a collection of manuscripts that aim to increase dialogue among developmental scientists on ways to productively integrate an intersectionality lens in developmental science...
July 3, 2018: New Directions for Child and Adolescent Development
Jens F Beckmann
In this article, I comment on the prospect of integrating an intersectionality perspective into the developmental sciences. I do this by sharing impressions, insights, and questions that have emerged whilst attempting to look at and to look through an intersectionality lens. My comments focus on three main topics. First, I speculate what forms such an integration could take and argue that an integration that productively contributes to shaping developmental science into a transdisciplinary field is likely to change intersectionality research itself...
July 3, 2018: New Directions for Child and Adolescent Development
Ismintha Waldring, Maurice Crul, Halleh Ghorashi
Based on sixteen semi-structured interviews, this article examines how second-generation Turkish-Dutch education professionals experience their professional position in the ethnically homogeneous upper echelons of the Dutch education sector. The analysis shows that second-generation education professionals, being newcomers to higher-level positions in the sector, have to engage with diverse cultural repertoires at work. Instead of being stuck in-between these repertoires, second-generation education professionals actively "go-between" repertoires, employing their ability to deal with difference...
June 2018: New Directions for Child and Adolescent Development
Margarita Azmitia, Grace Sumabat-Estrada, Yeram Cheong, Rebecca Covarrubias
First-generation college students (FGCS) often have different cultural values, practices, and goals from those of students from college-going families. As they navigate college, FGCS coordinate these values, practices, and goals with those of their families, noncollege-going friends, and communities. We draw on longitudinal and cross-sectional studies of FGCS attending a public university in California to address three research questions: (1) What challenges do FGCS face in their transition to and through college?; (2) What resources do they use to surmount these challenges?; and (3) What is the association between FGCS' resources and challenges and their academic persistence and career goals? Results showed that FGCS who surmounted challenges and persisted toward graduation had emotional support from family and friends from home; developed supportive relationships with university peers, staff, and faculty; and believed that college would allow them to attain their future life and career goals...
June 2018: New Directions for Child and Adolescent Development
Catherine R Cooper, Elizabeth Domínguez, Robert G Cooper, Ashleigh Higgins, Alex Lipka
This article considers how the global "academic pipeline problem" constrains immigrant, low-income, and ethnic minority students' pathways to higher education, and how some students build pathways to college and career identities. After aligning theories of social capital, alienation/belonging, and challenge and their integration in Bridging Multiple Worlds Theory, we summarize six longitudinal studies based on this theory from a 23-year university-community partnership serving low-income, primarily U...
June 2018: New Directions for Child and Adolescent Development
Robert G Cooper
No abstract text is available yet for this article.
June 2018: New Directions for Child and Adolescent Development
Maurice Crul
No abstract text is available yet for this article.
June 2018: New Directions for Child and Adolescent Development
Fetch more papers »
Fetching more papers... Fetching...
Read by QxMD. Sign in or create an account to discover new knowledge that matter to you.
Remove bar
Read by QxMD icon Read

Search Tips

Use Boolean operators: AND/OR

diabetic AND foot
diabetes OR diabetic

Exclude a word using the 'minus' sign

Virchow -triad

Use Parentheses

water AND (cup OR glass)

Add an asterisk (*) at end of a word to include word stems

Neuro* will search for Neurology, Neuroscientist, Neurological, and so on

Use quotes to search for an exact phrase

"primary prevention of cancer"
(heart or cardiac or cardio*) AND arrest -"American Heart Association"