Stressed-Out Students-SOS: Youth Perspectives on Changing School Climates

[1]  D. Pope.  Doing School , 2017 .

[2]  Carol Midgley,et al.  Goals, goal structures, and patterns of adaptive learning , 2014 .

[3]  Shawn J Latendresse,et al.  Children of the Affluent , 2005, Current directions in psychological science.

[4]  Dana L. Mitra,et al.  The Significance of Students: Can Increasing Student Voice in Schools Lead to Gains in Youth Development?. , 2004 .

[5]  Nick Clough,et al.  Pupils, the forgotten partners in education action zones , 2004 .

[6]  B. Rubin,et al.  Critical Voices in School Reform : Students Living through Change , 2003 .

[7]  S. L. Benton,et al.  Changes in counseling center client problems across 13 years. , 2003 .

[8]  M. Mclaughlin,et al.  Introduction: moving youth participation forward. , 2002, New directions for youth development.

[9]  S. Ginwright,et al.  From assets to agents of change: social justice, organizing, and youth development. , 2002, New directions for youth development.

[10]  A. Cook-Sather,et al.  Authorizing Students’ Perspectives: Toward Trust, Dialogue, and Change in Education , 2002 .

[11]  David J. Flinders,et al.  How Block Scheduling Reform Effects Classroom Practice , 2001 .

[12]  Jean Rudduck,et al.  Pupil Participation and Pupil Perspective: 'carving a new order of experience' , 2000 .

[13]  S. Luthar,et al.  Contextual factors in substance use: A study of suburban and inner-city adolescents , 1999, Development and Psychopathology.

[14]  J. Eccles,et al.  Academic Functioning and Mental Health in Adolescence , 1999 .

[15]  J. Eccles,et al.  Academic and emotional functioning in early adolescence: Longitudinal relations, patterns, and prediction by experience in middle school , 1998, Development and Psychopathology.

[16]  T. Charlton,et al.  Orchestrating Success in Personal, Social and Educational Areas: Using Peer Support , 1997 .

[17]  Kathryn R. Wentzel,et al.  Social motivation: Frontmatter , 1996 .

[18]  S. Harter.  Social motivation: Teacher and classmate influences on scholastic motivation, self-esteem, and level of voice in adolescents , 1996 .

[19]  Penny Oldfather.  Songs “come back most to them”: Students’ experiences as researchers , 1995 .

[20]  H. Yu,et al.  Navigating the Psychosocial Pressures of Adolescence: The Voices and Experiences of High School Youth , 1994 .

[21]  Suzanne SooHoo.  Students as Partners in Research and Restructuring Schools , 1993 .

[22]  Carole A. Ames.  Classrooms: Goals, structures, and student motivation. , 1992 .

[23]  C. Dweck,et al.  A social-cognitive approach to motivation and personality , 1988 .

[24]  Fred M. Newmann.  Reducing Student Alienation in High Schools: Implications of Theory. , 1981 .

[25]  Suniya S Luthar,et al.  Privileged but pressured? A study of affluent youth. , 2002, Child development.

[26]  Mariame Kaba.  "They Listen to Me...but They Don't Act on It": Contradictory Consciousness and Student Participation in Decision-Making. , 2001 .

[27]  Elena Silva.  'Squeaky Wheels and Flat Tires': a case study of students as reform participants , 2001 .

[28]  Phillip Haid,et al.  Re-focusing the Lens: Assessing the Challenge of Youth Involvement in Public Policy , 1999 .

[29]  J. Eccles,et al.  Round holes, square pegs, rocky roads, and sore feet: The impact of stage–environment fit on young adolescents' experiences in schools and families. , 1996 .

[30]  C. Midgley,et al.  Development during adolescence. The impact of stage-environment fit on young adolescents' experiences in schools and in families. , 1993, The American psychologist.

[31]  M. Fullan.  The New Meaning of Educational Change , 1990 .

[32]  Penelope Eckert,et al.  Jocks and Burnouts: Social Categories and Identity in the High School , 1989 .