Schools as Developmental Contexts During Adolescence

Abstract

Considerable strides have been made in the past decade in recognizing the centrality of the cultural context of schooling to adolescent development. In this review, adopting a developmental systems conceptualization of the context of schooling, we focus on selected new research findings regarding how (a) teachers, curricular tasks and classroom environments; (b) aspects of the school as an organization; and (c) district policies and practices can influence adolescents' intellectual and socioemotional development.

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