期刊
JOURNAL OF RESEARCH ON ADOLESCENCE
卷 21, 期 1, 页码 225-241出版社
WILEY
DOI: 10.1111/j.1532-7795.2010.00725.x
关键词
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Considerable strides have been made in the past decade in recognizing the centrality of the cultural context of schooling to adolescent development. In this review, adopting a developmental systems conceptualization of schooling, we focus on selected new research findings from the past decade regarding how (a) teachers, curricular tasks, and classroom environments; (b) aspects of the school as an organization; and (c) district policies and practices can play an instrumental role in adolescents' intellectual and social-emotional development.
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