Youth, Education and the Role of Society
Regular price
€46.99
Regular price
€62.99
Sale
Sale price
€46.99
14 days return policy
Shipping & Delivery
A01=Robert Halpern
adolescence
Age Group_Uncategorized
Age Group_Uncategorized
aims and objectives of education
Author_Robert Halpern
automatic-update
Category1=Non-Fiction
Category=JNLC
college preparation
Common Core State Standards
COP=United States
Delivery_Delivery within 10-20 working days
educational innovations
eq_bestseller
eq_isMigrated=0
eq_isMigrated=2
eq_nobargain
eq_non-fiction
eq_society-politics
high school students
internships
Language_English
PA=Available
Price_€50 to €100
PS=Active
softlaunch
youth development
Product details
- ISBN 9781612505374
- Weight: 460g
- Dimensions: 152 x 228mm
- Publication Date: 30 Apr 2013
- Publisher: Harvard Educational Publishing Group
- Publication City/Country: US
- Product Form: Hardback
- Language: English
Secure
checkout
Fast Shipping
Easy returns
Youth, Education, and the Role of Society examines the “learning landscape” currently available to American adolescents, arguing that we need to expand, enrich, and diversify the learning opportunities available to young people today.
Central to the book is Robert Halpern’s view that we depend too exclusively on schools to meet the full range of young people’s developmental needs. “High school learning as typically structured is just too fragmented, isolated, and abstract to meet young people’s developmental needs,” he argues. “It relies too much on century-old curriculum and pedagogy, and is too oriented, in an unreflective way, toward preparing young people for four-year college.”
As Halpern notes, school leaders are already aware of the limitations posed by traditional high schools and are aiming for reformed school institutions and curricula. However, he contends that “better meeting young people’s learning and developmental needs will require far more than a reconceptualised high school experience. It will mean a fundamentally different understanding of where learning can take place and the wholehearted participation of a variety of institutions and sectors of society.”
The book’s initial chapters explore the nature of productive learning experiences for adolescents. The volume then looks at how various institutions—including schools, after-schools, businesses, and nonprofit and civic organisations—can make unique and indispensable contributions to those crucial learning experiences. Halpern also considers how other countries “structure learning” during these formative years, and he concludes with an exploration of the social and cultural challenges ahead—challenges we must meet, he argues, if we are to enlist and sustain the necessary participation of institutions and adults in an expanded and enriched program for preparing young people for adult life and success.
A bold and wide-ranging effort to examine—and reimagine—learning and youth development, this book promises to be a major contribution to the literature on adolescent education.
Central to the book is Robert Halpern’s view that we depend too exclusively on schools to meet the full range of young people’s developmental needs. “High school learning as typically structured is just too fragmented, isolated, and abstract to meet young people’s developmental needs,” he argues. “It relies too much on century-old curriculum and pedagogy, and is too oriented, in an unreflective way, toward preparing young people for four-year college.”
As Halpern notes, school leaders are already aware of the limitations posed by traditional high schools and are aiming for reformed school institutions and curricula. However, he contends that “better meeting young people’s learning and developmental needs will require far more than a reconceptualised high school experience. It will mean a fundamentally different understanding of where learning can take place and the wholehearted participation of a variety of institutions and sectors of society.”
The book’s initial chapters explore the nature of productive learning experiences for adolescents. The volume then looks at how various institutions—including schools, after-schools, businesses, and nonprofit and civic organisations—can make unique and indispensable contributions to those crucial learning experiences. Halpern also considers how other countries “structure learning” during these formative years, and he concludes with an exploration of the social and cultural challenges ahead—challenges we must meet, he argues, if we are to enlist and sustain the necessary participation of institutions and adults in an expanded and enriched program for preparing young people for adult life and success.
A bold and wide-ranging effort to examine—and reimagine—learning and youth development, this book promises to be a major contribution to the literature on adolescent education.
Robert Halpern is director of the doctoral program and chair of the research council at the Erikson Institute in Chicago, USA.
