Providing role models of excellence for contemporary women and men and contributing to the understanding of the educational and career development of high achieving women, these autobiographical essays of seventeen women and their achievements generate a deeper appreciation of the vital role of women in the development of contemporary psychology.

This important book is intended to preserve historically the contributions of women to the field of psychology and to help redress the lack of female role models and the concomitant isolation of women professionals. Seventeen autobiographical essays, all rich in detail and lively in experience, portray the tremendous persistence in the face of obstacles, the willingness to take risks and seek new experiences and directions, and the critical importance of social and professional networks for these women. The book provides an introductory analysis by Nancy Felipe Russo which considers the social and historical context of the times in which these women pursued their careers. It concludes with a chapter by Agnes N. O'Connell which analyzes the similarities and differences among the women. Tables summarize such topics as demographic variables, educational backgrounds, professional positions, and barriers and coping strategies evolved over the years. -- From publisher's description.

This book discusses research and theory on how motivation changes as children progress through school, gender differences in motivation, and motivational differences as an aspect of ethnicity. Motivation is discussed within the context of school achievement as well as athletic and musical performance. Key Features * Coverage of the major theories and constructs in the motivation field * Focus on developmental issues across the elementary and secondary school period * Discussion of instructional and theoretical issues regarding motivation * Consideration of gender and ethnic differences in motivation

First Published in 2003. Routledge is an imprint of Taylor & Francis, an informa company.

This volume focuses on concepts central to the understanding of the key features of individuality which undergo significant transformations throughout the adolescent period: Personality, self, and ego. While rooted in distinct theoretical traditions, these three concepts, in combination, capture the core aspects of the formation of the individual's unique sense of self or identity, a psychosocial development fundamentally associated with adolescence. Consistent with the developmental-systems models of person-context relations at the forefront of current human development theory and research, the articles within this volume focus on the dynamic, reciprocal relations between youth and key socializing agents within their ecologies. Nevertheless, the articles represented in this volume illustrate that when attempting to understand the development of personality- and self-systems, scholars differ in the extent to which they place primary emphasis on the individual, on the context, or on the relationship between the two.

In spite of decades of school reform, the achievement gap between English learners and English-proficient students has narrowed little. This book introduces the Sustainability Frameworka step-by-step process that will help educators at all levels increase school attendance and academic success for ELL students. This reform-navigation tool identifies patterns and trends in the deployment of a reform and subsequently allows leaders to make necessary adjustments to extend, accelerate, or terminate a given reform. Bridging the English Learner Achievement Gap offers a compelling, research-grounded way for schools with a substantial ELL population to successfully accommodate their students.

First Published in 2010. Routledge is an imprint of Taylor & Francis, an informa company.

Instructional Design Theories and Models is a thorough yet concise overview of eight of the most comprehensive and best-known attempts to integrate knowledge about effective and appealing instruction. Chapters were written by the original theorists to provide a more accurate and behind-the-scenes look at the theories' development. Instructional Des

This research-based book provides details on how educators can dramatically increase student achievement. It offers numerous experience-based ideas and strategies which can be applied to any school or district.This book will help you: - establish a results-oriented focus on the curriculum - increase time-on-task and academic rigor for ALL students - provide a supportive accountability system for all staff members - identify and eliminate educational practices that lower student achievement - introduce an achievement audit process that will increase student performance in any school or district

International interest focuses on why pupils from East-Asia tend to outperform pupils from the West and scholars have proposed a number of possible explanations to account for these international trends. Using Vygotsky's theory (1978) as a conceptual framework to "construct" school achievement, this book puts forward culturally relevant context for understanding developmental aspects of children’s school achievement and their implication to classroom practice and education progress. Converging the two important lines of inquiry – the child factor and the sociocultural factor – this book showcases evidence-based scholarly works from across the globe that shed light on causes of academic achievement in different contexts. The book brings together eminent scholars from early childhood, primary education, secondary and vocational education who expertly capture the vitality of development and processes of specific child factors and their interaction with their environment that explain their school achievement. Foregrounded in the five planes of cultural historical, institutional, social, personal and mental, the research explain how children think, learn and form the will to perform amidst the changing social and family environment, and challenging school and educational environment.