| Formatted contents note |
1. Introduction, Judith L. Meece and Victoria A. Schaefer, University of North Carolina-CH <br/><br/>2. Schools as Context for Human Development, Jacquelynne Eccles, University of Michigan and Robert Roeser, Portland State University<br/><br/>II. Classroom Contexts <br/><br/>3. Classroom Environments and Developmental Processes: Conceptualization, Measurement, & Improvement, Bridget K. Hamre and Robert Pianta, University of Virginia<br/><br/>4. Linking the Classroom Context and the Development of Children's Memory Skills, Peter Ornstein, Jennifer Coffman, Laura McCall, Jennie Grammer, and Priscilla San Souci, University of North Carolina-CH<br/><br/>5. Learner-Centered Practices: Providing the Context for Positive Learner Development, Motivation, and Achievement, Barbara McCombs, Denver Research Institute, University of Denver <br/><br/>6. Teacher-Student Relationships and School Adjustment, Kathyrn Wentzel, University of Maryland <br/><br/>7. Classroom Goal Structures, Motivation, and Learning, Timothy Urdan, Santa Clara University <br/><br/><br/>III. Schools as Social Context for Development<br/><br/>8. Schools Contexts that Promote Student's Positive Development, Victor Battistich, University of Missouri-St. Louis <br/><br/>9. The Multilevel Nature of Adolescent Peer Relations in Ethnically Diverse Schools, Jill V. Hamm and Lei Zhang, University of North Carolina-CH<br/><br/>10. The School Context, Bullying, and Victimization, Dorothy Espelage, University of Illinois, Champagne-Urbana, Melissa Holt, University of New Hampshire, and Paul Poteat, University of Illinois, Champagne-Urbana<br/><br/><br/>IV. Developmental Effects of School Transitions <br/><br/>11. Early School Transition of Rural Poor Children, Lynne Vernon-Feagans, Kathleen Gallagher, and Kirsten Kainz, University of North Carolina-CH <br/><br/>12. Literacy Development in the Transition to School: An Integrative Framework, Frederick Morrison, University of Michigan, Ann Arbor, and Carol Connor, Florida State University <br/><br/>13. Middle School Transitions & Adolescent Development: Disentangling Psychological, Social, and Biological Effects, Eric Anderman, University of Kentucky and Christian Mueller, University of Memphis <br/><br/>14. Bringing Rigor to the Study of Rigor: Are Advanced Placement Courses a Useful Approach to Increasing College Access and Success for Urban and Minority Youths? Melissa Roderick and Ginger Stoker, University of Chicago<br/><br/><br/>V. Schooling & Educational Equity<br/><br/>15. The Long Reach of Socioeconomic Status in Education, Doris Entwisle, Karl Alexander, and Linda Olson, Johns Hopkins University <br/><br/>16. Stereotypes & Expectations in the Classroom: Interpersonal vs. Group-Based Expectancy Processes across Domains of Functioning, Clark McKown, University of Illinois, Chicago, Anne Gregory, University of Virginia, and Rhona Weinstein, University of California-Berkeley<br/><br/>17. The Role of Schooling in Ethnic Minority Achievement and Attainment, Stephanie Rowley, University of Michigan, Ann Arbor, Beth Kurtz-Costes, University of North Carolina-CH, and Shauna M. Cooper, University of South Carolina <br/><br/>18. Schooling Experiences of Latino Students, Rosemary Ceballo, Marisela Huerta, and Quyen Epstein Ngo, University of Michigan <br/><br/>19. Schooling, Cultural Diversity, and Student Motivation, Revathy Kumar, University of Toledo and Martin Maehr, University of Michigan<br/><br/><br/>VI. School Organization and Educational Policy<br/><br/>20. Grade Retention, Student Achievement, & High School Dropout: Results of Chicago School Project, Elaine Allensworth and Jennifer Nagako, Consortium on Chicago School Research, University of Chicago<br/><br/>21. School Calendars and Academic Achievement, Harris Cooper, Duke University, Geoffrey Borman, University of Wisconsin-Madison, and Ron Fairchild, Johns Hopkins University <br/><br/>22. Developmental and Educational Role of Recess in School, Anthony Pellegrini and Danielle Dupuis, University of Minnesota <br/><br/>23. Protect, Prepare, Support, and Engage: The Roles of School-Based Extracurricular in Students' Development, Bonnie Barber and Margaret Stone, University of Arizona, and Jacquelynne Eccles, University of Michigan <br/><br/>24. After-School Program Engagement and In-School Competence: Program Quality, Content, and Staffing, Joseph Mahoney, University of California-Irvine, Maria E. Parente and Edward Zigler, Yale University<br/><br/>25. Parents' Involvement in Children's Schooling: A Context for Youth's Positive Development, Eva Pomerantz and Elizabeth Moorman, University of Illinois, Champaign-Urbana<br/><br/><br/>VII. School-Based Interventions<br/><br/>26. Comer School Development Program, James Comer, Yale University <br/><br/>27. Success for All: Prevention and Intervention in Schoolwide Reform, Robert Slavin, Johns Hopkins University and Nancy Madden, Success for All Foundation, Baltimore, MD <br/><br/>28. Talent Development Model in the Middle School, Douglas Mac Iver, Robert W. Balfanz, Allen Ruby, and Vaughn Byrnes, Johns Hopkins University<br/><br/>29. Concept-Oriented Reading Instruction, Allan Wigfield and John Guthrie, University of Maryland-College Park <br/><br/>30. Taking "Steps" to Effect Ecological Change: A Transactional Analysis of Social Competence and Bullying Prevention Programs, Karin Frey, Committee for the Children and Susan Nolen, University of Washington |
