Suchergebnisse

Researchers have examined the predictors of adolescent gang membership, finding significant factors in the neighborhood, family, school, peers, and individual domains. However, little is known about whether risk and protective factors differ in predictive salience at different developmental periods. The present study examines predictors of joining a gang, tests whether these factors have different effects at different ages, and whether they differ by gender using theSeattleSocialDevelopmentProject (SSDP) sample (n = 808). By age 19, 173 participants had joined a gang. Using survival analysis, results showed that unique predictors of gang membership onset included living with a gang member, antisocial neighborhood, and antisocial peer influences in the previous year. No time or gender interactions with predictors were statistically significant.

This paper uses data from an ongoing panel study of urban youth to examine the causes and correlates of hidden gun carrying among young urban males. The analysis assesses the changing impact of gang membership, drug sales, and peer gun ownership for protection on gun carrying at nine separate points over the early adolescent to young adult life course. In early adolescence, gang membership is a strong motivation for gun carrying. At somewhat older ages, drug dealing, particularly high drug sales, and illegal peer gun ownership replace gang membership as the primary determinants of illegal gun carrying.

[4], 10, [2] p. ; Preface signed: J.H. ; Attributed, without evidence, to James Howell by DNB and others; Wing assigns to James Heath, following a notation in the Bodleian copy. Cf. NUC pre-1956 imprints. ; The final leaf is blank. ; Annotation on Thomason copy: "October 2d". ; Reproduction of the original in the British Library.

[6], 387 p. ; Frontispiece: port. of Charles V. ; Numerous errors in paging. ; From Sandoval's Historia de la vida y hechos del Emperador Carlos V. ; Epistle dedicatory signed: James Wadsworth; preface signed: James Howell. ; Reproduction of original in the University of Illinois (Urbana-Champaign Campus). Library.

Introduction -- Research with important implications for juvenile justice practice -- A comprehensive strategy for evidence-based juvenile justice practice -- Effective evidence-based prevention and intervention programs for juvenile offenders -- The standardized program evaluation protocol -- Initiating and sustaining evidence-based practice -- Eight key administrative tools that support evidence-base programming -- Conclusion.

Purpose
The purpose of this paper is to investigate the effects of scaffolded lesson study on the content knowledge, conceptions of curriculum, and classroom practice of 22 elementary and secondary history teachers in four school districts.


Design/methodology/approach
Teachers, teacher educators, and historians collaborated to design and test research lessons grounded in a theory-based framework for problem-based historical inquiry (PBHI) practice. The authors sought to support consonance between the reform ideas of the formal, professional development, curriculum, and the curriculum as enacted in participants' classrooms.


Findings
Project participation was associated with significant gains in content knowledge and the conceptualization and implementation of more challenging instruction consistent with the PBHI model and the standards of authentic intellectual work (AIW). Mean AIW instruction scores for research lessons were more than double the scores for participants' non-lesson study lessons and indicated noteworthy progress in integrating the formal and enacted curricula. Evidence suggested that many teachers developed more nuanced understandings of historical phenomena, gained greater appreciation for the importance of authentic purpose in motivating student engagement in challenging learning, and began to reconsider what is required to facilitate complex learning and to refine their repertoire of learning strategies.


Originality/value
Evidence from the first year of this project offers hope for the potential of collaborative communities of practice to facilitate a shared professional knowledge base of wise practice that brings the formal, intended, and enacted curriculum into greater alignment. These results also emphasize the evolutionary process of conceptual change.

Este artículo es el número cinco de la serie especial sobre Transición desde la delincuencia juvenil a la delincuencia adulta. El primer trabajo de esta serie (sobre transición delictiva) se publicó en esta misma revista en el número 9 (2011); el segundo (sobre patrones de la carrera delictiva) y el tercero (sobre explicaciones teóricas de las transiciones delictivas) en el número 11 (2013); y el cuarto (sobre predicción de riesgo) antecede al presente trabajo, en el presente número 13 (2015) de la Revista. Por su parte, este quinto artículo versa sobre la delincuencia juvenil en Estados Unidos y sobre la particularidad existente en ese país relativa a la intervención combinada con menores delincuentes tanto del sistema de justicia juvenil como del sistema penal adulto. Se analizan los debates jurídicos y las circunstancias históricas que dieron lugar a que los jóvenes puedan ser transferidos, en determinados casos, a la justicia adulta; así como los problemas e inconvenientes graves que pueden derivarse de ello. Y se revisan diversos resultados de investigación y otras consideraciones racionales (sobre maduración cerebral y desarrollo personal, sobre programas de rehabilitación eficaces, sobre la responsabilidad disminuida de los menores, etc.) que amparan el que los jóvenes deban ser tratados preferiblemente en contextos de justicia juvenil más que de la justicia penal adulta.