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High Risk Children in Schools offers a way for psychologists and educators to see and talk about the growing population of "at-risk" children—those likely to fail at formal schooling—while helping to redefine the relationship between schools and families.
Using systems theory and developmental psychology, the authors present a new framework for the study and education of children who are at-risk. This framework—the Contextual Systems Model—creates a dialogue between the child and schooling through which meaning, goals, and experiences are shared and accepted.
|Case Study: Sara||7|
|1||Contemporary Children and Risk||11|
|2||The Discourse on Risk and Early Schooling||27|
|3||The Invidious Triangle||41|
|Case Study: Glenda||55|
|4||A New Lens: The Contextual Systems Model||61|
|5||General Systems Approaches to Understanding Early Schooling and Risk||75|
|Case Study: Gary||98|
|6||The Child As a Developing System||101|
|7||Life Hazards Contributing to Educational Risk||117|
|Case Study: Colin||136|
|8||What Do High-Risk Children Come to? Contemporary Schools||141|
|9||Conversations Between Children and Schools||153|