Adolescent Education

This book elucidates the complexities, contradictions, and confusion surrounding adolescence in American culture and education.

About one in ten young people in Australia are neither in employment, education or training (NEET), a factor that may lower their long-term economic prospects and threaten their well-being. Individuals who did not graduate from upper secondary education, who have health limitations, or who are Indigenous are over-represented in this group.

Adolescenceâ€"beginning with the onset of puberty and ending in the mid-20sâ€"is a critical period of development during which key areas of the brain mature and develop. These changes in brain structure, function, and connectivity mark adolescence as a period of opportunity to discover new vistas, to form relationships with peers and adults, and to explore one's developing identity. It is also a period of resilience that can ameliorate childhood setbacks and set the stage for a thriving trajectory over the life course. Because adolescents comprise nearly one-fourth of the entire U.S. population, the nation needs policies and practices that will better leverage these developmental opportunities to harness the promise of adolescenceâ€"rather than focusing myopically on containing its risks. This report examines the neurobiological and socio-behavioral science of adolescent development and outlines how this knowledge can be applied, both to promote adolescent well-being, resilience, and development, and to rectify structural barriers and inequalities in opportunity, enabling all adolescents to flourish.

In an increasingly demanding world of literacy, it has become critical that students know how to write effectively. From the requirements of standardized tests to those of the wired workplace, the ability to write well, once a luxury, has become a necessity. Many students are leaving school without the necessary writing practice and skills needed to compete in a complex and fast-moving Information Age. Unless we teach them how to run with it, they are in danger of being run over by a stampede—a literacy stampede. InTeaching Adolescent Writers , Kelly Gallagher shows how students can be taught to write effectively. Gallagher shares a number of classroom-tested strategies that enable teachers to: Understand the importance of teaching writing and how to motivate young writers Show how modeling from both the teacher and real-world texts builds young writers Provide choice of what to write, which helps elevate adolescent writing, and how to fit it into a rigorous curriculum Help students recognize the importance of purpose and audience Assess essays in ways that drive better writing performance. Infused with humor and illuminating anecdotes, Gallagher draws on his classroom experiences and work as co-director of a regional writing project to offer teachers both practical ways to incorporate writing instruction into their day and compelling reasons to do so.

Not a Stage! is written for teachers, students, and scholars interested in the academic, social, and emotional needs of young adolescents. It is unique because it actively resists basing the practice, research, and theory of young adolescent education on developmentalism and the developmental stage of young adolescence. The purpose of this book is to begin to reorient the discourse on young adolescent growth and change and in turn reconceptualize the education of young adolescents. The book infuses a contingent, recursive conception of adolescent growth and change into the discourse around young adolescence by making three pleas to those interested in the schooling of young adolescents: to move away from a developmentally responsive vision to a contingently and recursively relational vision; to move from «characterizing» young adolescenCE to «particularizing» young adolescenTS; and to move from a «sameness» curriculum to a «difference» curriculum.

Now in a thoroughly revised and updated second edition, this handbook provides a comprehensive resource for those who facilitate the complex transitions to adulthood for adolescents with disabilities. Building on the previous edition, the text includes recent advances in the field of adolescent transition education, with a focus on innovation in assessment, intervention, and supports for the effective transition from school to adult life. The second edition reflects the changing nature of the demands of transition education and adopts a "life design" approach. This critical resource is appropriate for researchers and graduate-level instructors in special and vocational education, in-service administrators and policy makers, and transition service providers.

Activate learning with practical techniques that put brain research and technology into practice! Translating brain research into practical classroom strategies, this valuable resource for adolescent-centered teaching provides keys to curriculum design, instruction, and assessment within the context of a developmentally appropriate, differentiated approach. This book focuses on learners’ intellectual, social, and emotional needs and equips teachers with: A six-point differentiation model Tactics tailored to English Language Learners, gifted learners, and students with special needs Ways to capitalize on technology Brain-friendly instructional practices grounded in universal design for learning (UDL) Techniques to create environments aligned with adolescents’ specific developmental needs