Sources
Blakemore, J. E. O., Berenbaum, S.A., & Liben, I.S. (2009). Gender development. New York: Psychology Press.
Booth, A., Johnson, D. R., Granger, D. A., Crouter, A. C., &McHale, S. (2003). Testosterone and Child and adolecsent adjustment: the moderating role of parent-child relationships. Developmental Psychology, 39, 85-98
Brookes-Gunn, J., & Warren, M. P. (1989) the psychological significance of secondary secual characteristics in 9-to-11-year-old girls. Child Development, 59, 161-169
Campbell, L., Campbel, B,. & Dickinson, D (2004). Teaching and learning through multiple intelligences (3rd ed.). Boston: Allyn & Bacon
Crespo, C., Kielpikowski, M., Jose, P. E., & Pryor, J. (2010). Journal of Youth and Adolescence, 39, 1392-1401
Day, J. M. (2010). Journal of Adult Development,17. 215-229
DeRose, L. M., Shiyko, M. P., Foster, H., & Brooks-Gunn, J. (2011, in press). Associations between menacheal time and behavioral developmental trajectories for girls form 6 to 15. Journal of Youth and Adolescence
Gottman, J. M., & Parker, J. G. (1987). Conversations of friends. New York: Combridge University Press.
Jackson, S. L. (2011). Research methods (2nd ed.). Boston: Cengage
King. P.E., & Roeser, R. W.(2009). Religion and spirituality in adolescent development. In R. M. Lerner & L. Steinberg (Eds.). Handbook of adolescent psychology (3rd ed.). New York: Wiley.
Lawler, M., & Nixon, E. (2011). Journal of Youth and Adolescence, 40, 59-71
Markey, C. N. (2010 in press). Why body images are important to adolecent development. Journal of youth and Adolescence, 39, 1387-1391
Miller, P. H. (2011). Piaget’s Theory…, Wiley-Blackwell handbook of child cognitive development (2nd ed.). New York: Wiley Blackwell.
Murray, K. M., Byne, D. C., & Rieger, E. (2011). Journal of Adolescence 34, 269-278
Peskin, H. (1967). Pubertal onset and ego functioning. Journal of Abnormal Psychology, 72, 1-15
Pryor, J. H., Hurtado, S., DeAngelo,L., Blake, L. P., & Tran, S. (2010). The American freshman: National norms for fall 2010. Los Angeles: Higher Education Institue, UCLA.
Stangor, C. (2011). Research methods for behavior sciences (4th ed.). Boston: Cengage
Susman. E. J., Dorn, L. D. (2009). Puberty: Its role in develppment. In R. M. Lerner & L. Steinberg (Eds.) Handbook of adolescent psychology (3rd ed.). New York: Wiley.
Van Goozen, S. H. M., Mathys, W., Cohen-Kettenis, P. T., Thisjssen, J. Ha. H., & van Engeland, H. (2008). Journal of Educational Psychology, 100. 387-397.
Vermeersch. H., T’Sjoen, G., Kaufman, J. M., & Cincke, J. (2008). Hormones and Behavior, 53, 463-471.
Yaun, A. S. V. (2010). Body perceptions, weight control behavior. And changes in adolescents’ psychological well-being over time: A logitudinal examination of gender. Journal of Youth and Adoescence, 39, 972-939.
Booth, A., Johnson, D. R., Granger, D. A., Crouter, A. C., &McHale, S. (2003). Testosterone and Child and adolecsent adjustment: the moderating role of parent-child relationships. Developmental Psychology, 39, 85-98
Brookes-Gunn, J., & Warren, M. P. (1989) the psychological significance of secondary secual characteristics in 9-to-11-year-old girls. Child Development, 59, 161-169
Campbell, L., Campbel, B,. & Dickinson, D (2004). Teaching and learning through multiple intelligences (3rd ed.). Boston: Allyn & Bacon
Crespo, C., Kielpikowski, M., Jose, P. E., & Pryor, J. (2010). Journal of Youth and Adolescence, 39, 1392-1401
Day, J. M. (2010). Journal of Adult Development,17. 215-229
DeRose, L. M., Shiyko, M. P., Foster, H., & Brooks-Gunn, J. (2011, in press). Associations between menacheal time and behavioral developmental trajectories for girls form 6 to 15. Journal of Youth and Adolescence
Gottman, J. M., & Parker, J. G. (1987). Conversations of friends. New York: Combridge University Press.
Jackson, S. L. (2011). Research methods (2nd ed.). Boston: Cengage
King. P.E., & Roeser, R. W.(2009). Religion and spirituality in adolescent development. In R. M. Lerner & L. Steinberg (Eds.). Handbook of adolescent psychology (3rd ed.). New York: Wiley.
Lawler, M., & Nixon, E. (2011). Journal of Youth and Adolescence, 40, 59-71
Markey, C. N. (2010 in press). Why body images are important to adolecent development. Journal of youth and Adolescence, 39, 1387-1391
Miller, P. H. (2011). Piaget’s Theory…, Wiley-Blackwell handbook of child cognitive development (2nd ed.). New York: Wiley Blackwell.
Murray, K. M., Byne, D. C., & Rieger, E. (2011). Journal of Adolescence 34, 269-278
Peskin, H. (1967). Pubertal onset and ego functioning. Journal of Abnormal Psychology, 72, 1-15
Pryor, J. H., Hurtado, S., DeAngelo,L., Blake, L. P., & Tran, S. (2010). The American freshman: National norms for fall 2010. Los Angeles: Higher Education Institue, UCLA.
Stangor, C. (2011). Research methods for behavior sciences (4th ed.). Boston: Cengage
Susman. E. J., Dorn, L. D. (2009). Puberty: Its role in develppment. In R. M. Lerner & L. Steinberg (Eds.) Handbook of adolescent psychology (3rd ed.). New York: Wiley.
Van Goozen, S. H. M., Mathys, W., Cohen-Kettenis, P. T., Thisjssen, J. Ha. H., & van Engeland, H. (2008). Journal of Educational Psychology, 100. 387-397.
Vermeersch. H., T’Sjoen, G., Kaufman, J. M., & Cincke, J. (2008). Hormones and Behavior, 53, 463-471.
Yaun, A. S. V. (2010). Body perceptions, weight control behavior. And changes in adolescents’ psychological well-being over time: A logitudinal examination of gender. Journal of Youth and Adoescence, 39, 972-939.
Standards
1.2 knowledge of developmental characteristics and developmental variation for students in grades 5–12, and the ability to use this knowledge to inform instructional decision making and promote student success
1.3 typical developmental challenges for students in grades 5–12 (e.g., in relation to peer interactions, identity formation, self-esteem, risk taking, and educational decision making), and the ability to help students address these challenges
1.4 knowledge of types of student diversity (e.g., cultural, economic, and linguistic background; gender; religion; family structure), and the ability to use this knowledge to promote learning and development for students with diverse backgrounds, characteristics, and needs
1.5 knowledge of types of exceptionalities, including high ability and twice exceptional; their characteristics; and their implications for development, teaching, and learning; and the ability to use this knowledge to promote learning and development for students with exceptionalities
2.1 knowledge of major theories and concepts related to the learning process, and the ability to apply this knowledge to enhance student learning in varied educational contexts, including project-based learning contexts
2.2 processes by which students construct meaning and acquire skills, including critical- and creative-thinking skills, and the ability to facilitate these processes for students with diverse characteristics and needs
2.3 knowledge of how student learning is influenced by different types of instructional practices and teacher behaviors, and the ability to use this knowledge to promote learning for all students
2.4 procedures for making instruction rigorous and relevant to students and for linking new learning to students' experiences and prior knowledge, and the ability to use these procedures to facilitate student learning
2.6 strategies for engaging students in generating and evaluating new ideas and novel approaches, seeking inventive solutions to problems, and developing original work
2.7 strategies for promoting students' organizational and time-management skills and sense of responsibility for their own learning, and the ability to use these strategies to promote student success
2.9 knowledge of how digital-age tools and environments influence learning processes and outcomes, and the ability to use this knowledge to improve teaching effectiveness and learning outcomes
5.1 the ability to apply skills and strategies for creating a safe, healthy, supportive, and inclusive learning environment that encourages all students' engagement, collaboration, and sense of belonging
5.4 knowledge of the characteristics and benefits of virtual learning environments, online environments, face-to-face environments, and hybrid environments, and the ability to work effectively in different types of environments to ensure student learning and growth
1.3 typical developmental challenges for students in grades 5–12 (e.g., in relation to peer interactions, identity formation, self-esteem, risk taking, and educational decision making), and the ability to help students address these challenges
1.4 knowledge of types of student diversity (e.g., cultural, economic, and linguistic background; gender; religion; family structure), and the ability to use this knowledge to promote learning and development for students with diverse backgrounds, characteristics, and needs
1.5 knowledge of types of exceptionalities, including high ability and twice exceptional; their characteristics; and their implications for development, teaching, and learning; and the ability to use this knowledge to promote learning and development for students with exceptionalities
2.1 knowledge of major theories and concepts related to the learning process, and the ability to apply this knowledge to enhance student learning in varied educational contexts, including project-based learning contexts
2.2 processes by which students construct meaning and acquire skills, including critical- and creative-thinking skills, and the ability to facilitate these processes for students with diverse characteristics and needs
2.3 knowledge of how student learning is influenced by different types of instructional practices and teacher behaviors, and the ability to use this knowledge to promote learning for all students
2.4 procedures for making instruction rigorous and relevant to students and for linking new learning to students' experiences and prior knowledge, and the ability to use these procedures to facilitate student learning
2.6 strategies for engaging students in generating and evaluating new ideas and novel approaches, seeking inventive solutions to problems, and developing original work
2.7 strategies for promoting students' organizational and time-management skills and sense of responsibility for their own learning, and the ability to use these strategies to promote student success
2.9 knowledge of how digital-age tools and environments influence learning processes and outcomes, and the ability to use this knowledge to improve teaching effectiveness and learning outcomes
5.1 the ability to apply skills and strategies for creating a safe, healthy, supportive, and inclusive learning environment that encourages all students' engagement, collaboration, and sense of belonging
5.4 knowledge of the characteristics and benefits of virtual learning environments, online environments, face-to-face environments, and hybrid environments, and the ability to work effectively in different types of environments to ensure student learning and growth