Basics of qualitative research: Grounded theory procedures and techniques

Emerging adulthood is proposed as a new conception of development for the period from the late teens through the twenties, with a focus on ages 18-25. A theoretical background is presented. Then evidence is provided to support the idea that emerging adulthood is a distinct period demographically, subjectively, and in terms of identity explorations. How emerging adulthood differs from adolescence and young adulthood is explained. Finally, a cultural context for the idea of emerging adulthood is outlined, and it is specified that emerging adulthood exists only in cultures that allow young people a prolonged period of independent role exploration during the late teens and twenties.

/pdf/emerging-adulthood-a-theory-of-development-from-the-late-48n8l4n0g7.pdf

Emerging adulthood. A theory of development from the late teens through the twenties.

It is hypothesized that collective efficacy, defined as social cohesion among neighbors combined with their willingness to intervene on behalf of the common good, is linked to reduced violence. This hypothesis was tested on a 1995 survey of 8782 residents of 343 neighborhoods in Chicago, Illinois. Multilevel analyses showed that a measure of collective efficacy yields a high between-neighborhood reliability and is negatively associated with variations in violence, when individual-level characteristics, measurement error, and prior violence are controlled. Associations of concentrated disadvantage and residential instability with violence are largely mediated by collective efficacy.

Neighborhoods and Violent Crime: A Multilevel Study of Collective Efficacy

Emerging adulthood is proposed as a new conception of development for the period from the late teens through the twenties, with a focus on ages 18-25. A theoretical background is presented, Then evidence is provided to support the idea that emerging adulthood is a distinct period demographically, subjectively, and in terms of identity explorations. How emerging adulthood differs from adolescence and young adulthood is explained. Finally, a cultural context for the idea of emerging adulthood is outlined, and it is specified that emerging adulthood exists only in cultures that allow young people a prolonged period of independent role. exploration during the late teens and twenties.

http://personal.tcu.edu/pwitt/emerging%20adults.pdf

A Theory of Development From the Late Teens Through the Twenties

So far in this course we have dealt entirely with the evolution of characters that are controlled by simple Mendelian inheritance at a single locus. There are notes on the course website about gametic disequilibrium and how allele frequencies change at two loci simultaneously, but we didn’t discuss them. In every example we’ve considered we’ve imagined that we could understand something about evolution by examining the evolution of a single gene. That’s the domain of classical population genetics. For the next few weeks we’re going to be exploring a field that’s actually older than classical population genetics, although the approach we’ll be taking to it involves the use of population genetic machinery. If you know a little about the history of evolutionary biology, you may know that after the rediscovery of Mendel’s work in 1900 there was a heated debate between the “biometricians” (e.g., Galton and Pearson) and the “Mendelians” (e.g., de Vries, Correns, Bateson, and Morgan). Biometricians asserted that the really important variation in evolution didn’t follow Mendelian rules. Height, weight, skin color, and similar traits seemed to

Human biochemical genetics

This article examines the association between attentive and aggressive behavior (at the child- and class-level) and individual child achievement. Children with low attention, alone or in combination with aggressive behavior, made fewer gains in test scores during kindergarten. Additionally, having more children in the classroom with low attention was linked with lower achievement gains, even for children who did not themselves demonstrate problem behaviors.

Links Between Young Children's Behavior and Achievement: The Role of Social Class and Classroom Composition

We examined the associations between preschool attendance and academic school readiness at kindergarten entry among 5-year-old children of immigrant mothers in the United States using data from a U...

Jeanne Brooks-Gunn

Papers

Links Between Young Children's Behavior and Achievement: The Role of Social Class and Classroom Composition

Preschool attendance and school readiness for children of immigrant mothers in the United States

Growing Up in Poverty in Developed Countries

New directions in measuring young children's emotional development

Parents' persistence and certification in a two-generation education and training program