High-Risk Children In Schools: Constructing Sustaining Relationships / Edition 1

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Overview

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.

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Product Details

  • ISBN-13: 9780415916226
  • Publisher: Taylor & Francis
  • Publication date: 6/4/1996
  • Edition description: New Edition
  • Edition number: 1
  • Pages: 198
  • Product dimensions: 6.00 (w) x 9.00 (h) x 0.44 (d)

Meet the Author

Robert C. Pianta is Associate Professor of Clinical and School Psychology in the Curry School of Education, University of Virginia. Daniel J. Walsh is Associate Professor of Early Childhood Education at the University of Illinois at Urbana-Champaign.

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Table of Contents

Preface
Introduction 1
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
References 175
Index 193
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