ABSTRACT
High Risk Children in Schools offers a way for psychologists and educators to see and talk about the growing population of "at-risk" children--those likely to fail at formal schooling--while helping to redefine the relationship between schools and families.
Using systems theory and developmental psychology, the authors present a new framework for the study and education of children who are at-risk. This framework--the Contextual Systems Model--creates a dialogue between the child and schooling through which meaning, goals, and experiences are shared and accepted.
TABLE OF CONTENTS
chapter |8 pages
Introduction
part |49 pages
Risk
chapter |15 pages
Contemporary Children And Risk
chapter |13 pages
The Discourse On Risk And Early Schooling
chapter |17 pages
The Invidious Triangle
part |80 pages
Systems
chapter |26 pages
General Systems Approaches To Understanding Early Schooling And Risk
chapter |16 pages
The Child As A Developing System
chapter |22 pages
Life Hazards Contributing To Educational Risk
part |35 pages
Schooling