Child and adolescent development: The critical missing focus in school reform

Phi Delta Kappan

Volumn 86, Issue 10, 2005, Pages 757-763

  Comer, James P ^a,b  

^a YALE UNIVERSITY SCHOOL OF MEDICINE   (United States)

^b YALE UNIVERSITY SCHOOL OF MEDICINE   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 22144469100     PISSN: 00317217     EISSN: None     Source Type: Journal    
DOI: 10.1177/003172170508601008     Document Type: Review

References (23)

1. James P. Comer, Leave No Child Behind: Preparing Today's Youth for Tomorrow's World (New Haven, Conn.: Yale University Press, 2004).
2. Mariale M. Hardiman, Connecting Brain Research with Effective Teaching: The Brain-Targeted Teaching Model (Lanham, Md.: Scarecrow Press, 2003).
3. See Erik Erikson, Childhood and Society (New York: Norton, 1985);
4. Anna Freud, Normality and Pathology in Childhood: Assessments of Development (New York: International Universities Press, 1965);
5. Jean Piaget, The Child's Conception of the World (New York: Harcourt, Brace, and World, 1930);
6. Jack Shonkoff and Deborah Phillips, eds., Neurons to Neighborhoods: The Science of Early Childhood Development (Washington, D.C.: National Academies Press, 2000);
7. and Lev Vygotsky, Mind in Society: The Development of Higher Psychological Processes (Cambridge, Mass.: Harvard University Press, 1978).
8. John D. Bransford, Ann L. Brown, and Rodney R. Cookings, eds., How People Learn: Brain, Mind, Experience, and School (Washington, D.C.: National Academies Press, 2002);
9. Linda Darling-Hammond, The Right to Learn: A Blueprint for Creating Schools That Work (San Francisco: Jossey-Bass, 1997);
10. and Chip Wood, Yardsticks (Greenfield, Mass.: Northeast Foundation for Children, 1997).
11. For details about the framework and process for change, see James P. Comer, Edward T. Joyner, and Michael Ben-Avie, eds., The Field Guide to Comer Schools in Action: When Children Develop Well, They Learn Well (Thousand Oaks, Calif.: Corwin Press, 2004).
12. See also Milton J. E. Senn and Albert J. Solnit, Problems in Child Behavior and Development (Philadelphia: Lea and Febiger, 1968).
13. James P. Comer, School Power: Implications of an Intervention Project (New York: Free Press, 1993).
14. James P. Comer, "Educating Poor Minority Children," Scientific American, vol. 259, no. 5, 1988, pp. 42-48.
15. No Dream Denied: A Pledge to America's Children (Washington, D.C.: National Commission on Teaching and America's Future, 2003).
16. Comer, Leave No Child Behind.
17. Geoffrey D. Borman et al., Comprehensive School Reform and Student Achievement: A Meta-analysis (Washington, D.C.: Center for Research on the Education of Students Placed at Risk [CRESPAR], November 2002), p. 59;
18. and Thomas D. Cook and Robert F. Murphy, "Comer's School Development Program in Chicago: A Theory-Based Evaluation," American Educational Research Journal, vol. 37, 2000, pp. 535-97.
19. Evaluation of Detroit's Comer Schools and Families Initiative (Cambridge, Mass.: Abt Associates, 2000);
20. Christine Emmons, New York City District 13 analysis, unpublished raw data, 2004;
21. and George W. Noblit, William W. Malloy, and Carol E. Malloy, The Kids Got Smarter: Case Studies of Successful Comer Schools (Cresskill, N.J.: Hampton Press, 2001).
22. More information on the impact of the SDP process and achievement data for all of the pilot schools are available at www.schooldevelopmentprogram.org.
23. Comer, Joyner, and Ben-Avie, The Kids Got Smarter: Case Studies of Successful Comer Schools op. cit.