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Katherine Nelson re-centers developmental psychology with a revived emphasis on development and change, rather than foundations and continuity. Nelson argues that a child’s entrance into the community of minds is a gradual process with enormous consequences for child development, and the adults that they become.
Over the last two decades, researchers have made significant discoveries about the causes and origins of delinquency. Specifically, we have learned a great deal about adolescent development and its relationship to decision-making, about multiple factors that contribute to delinquency, and about the processes and contexts associated with the course of delinquent careers. Over the same period, public officials have made sweeping jurisprudential, jurisdictional, and procedural changes in our juvenile justice systems. The Oxford Handbook of Juvenile Crime and Juvenile Justice presents a timely compilation of state-of-the-art critical reviews of knowledge about causes of delinquency and their significance for justice policy, and about developments in the juvenile justice system to prevent and control youth crime. The first half of the handbook focuses on juvenile crime and examines trends and patterns in delinquency and victimization, explores causes of delinquency-at the individual, micro-social, and macro-social levels, and from natural and social science perspectives-and their implications for structuring a youth justice system. The second half of the handbook concentrates on juvenile justice and examines a range of issues-including the historical origins and re-invention of the juvenile court; juvenile offenders' mental health status and considerations of trial competence and culpability; intake, diversion, detention, and juvenile courts; and transfer/waiver strategies-and considers how the juvenile justice system itself influences delinquency. The Oxford Handbook of Juvenile Crime and Juvenile Justice provides a comprehensive overview of juvenile crime and juvenile justice administration by authors who are all leading scholars involved in cutting-edge research, and is an essential resource for scholars, students, and justice officials.
This book is based on a study which investigates the developing conceptualisation of twenty-four first, third, and fifth-grade New York Puerto Rican children of their own cultural group. Unique to the study is the notion that children are developing a conceptualisation of a cultural group and that this conceptualisation begins quiet early, within the first decade of life. While the study focuses on one group, it raises the probability that the immigrant children of other cultural groups are also developing a conceptualisation of their group as they reconcile two primary, but different cultures. The study may stimulate similar studies with children of other cultural groups as they immigrate to a new country. The twenty-four children were individually asked to respond to interview questions aimed at eliciting their conceptualisation of "Puerto Ricaness". Given the young age of the children, oral questions were often supported with manipulatives including miniature dolls and photographs representing different cultural groups, marker and paper for drawing. The study focused on nineteen domains and their content which emerge as relevant organisers of children thinking about their cultural group: twelve domains relevant to Puerto Rican people, six domains relevant to the country of Puerto Rico, and one domain relevant to the dual life of Puerto Ricans as they live in the United sates while maintaining physical and/or psychological contact with Puerto Rico. Analysis of the data was organised around patterns in the children's responses related to frequency of reference to each of the nineteen domains (Global Conceptualisation, Differentiated Conceptualisation, Integrated Conceptualisation, and Hierarchically Integrated Conceptualisation), and emerging themselves in the children's conceptualisation.
Learning and teaching complex cultural knowledge calls for meaningful participation in different kinds of symbolic practices, which in turn are supported by a wide range of external representations, as gestures, oral language, graphic representations, writing and many other systems designed to account for properties and relations on some 2- or 3-dimensional objects. Children start their apprenticeship of these symbolic practices very early in life. But being able to understand and use them in fluid and flexible ways poses serious challenges for learners and teachers across educational levels, from kindergarten to university. This book is intended as a step in the path towards a better understanding of the dynamic relations between different symbolic practices and the acquisition of knowledge in various learning domains, settings and levels. Researchers from almost twenty institutions in three different continents present first hand research in this emerging area of study and reflect on the particular ways and processes whereby participation in symbolic practices based on a diversity of external representations promotes learning in specific fields of knowledge. The book will be useful for persons interested in education, as well as cognitive psychologists, linguists and those concerned by the generation, appropriation, transmission and communication of knowledge.
The Handbook of Research on Reading Comprehension assembles researchers of reading comprehension, literacy, educational psychology, psychology, and neuroscience to document the most recent research on the topic. It summarizes the current body of research on theory, methods, instruction, and assessment, including coverage of landmark studies. Designed to deepen understanding of how past research can be applied and has influenced the present and to stimulate new thinking about reading comprehension, the volume is organized around seven themes: historical perspectives on reading comprehension theoretical perspectives changing views of text elements of reading comprehension assessing and teaching reading comprehension cultural impact on reading comprehension where to from here? This is an essential reference volume for the international community of reading researchers, reading psychologists, graduate students, and professionals working in the area of reading and literacy.
First published in 1991. Routledge is an imprint of Taylor & Francis, an informa company.

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