{"product_id":"unexpected-educational-pathways-isbn-9781405186445","title":"Unexpected Educational Pathways","description":"The authors consider various forms of non-normative educational pathways within the cultural contexts of Canada, England, Finland, Sweden, Switzerland, and the United States of America. Rather than conducting cross-cultural comparisons of normative educational pathways, the authors focus on (a) identifying unexpected educational pathways across various ages using various analytic methods and (b) examining a wide range of factors that may promote, inhibit, or result from these diverse forms of educational progress. The results are intended to help researchers and policy-makers understand why some students who appear to be on promising educational pathways fail to succeed and why other students, who appear to be at risk for failure, nevertheless go on to negotiate successful educational pathways.  INTRODUCTION Unexpected Pathways through Education: Why Do Some Students not Succeed in School and What Helps Others Beat the Odds?. \u003cp\u003eLeon Feinstein and Stephen C. Peck.\u003c\/p\u003e \u003cp\u003eTHE PERSON AS THE SOURCE OF DEFLECTION.\u003c\/p\u003e \u003cp\u003eSchool Engagement Trajectories and Their Differential Predictive Relations to Dropout.\u003c\/p\u003e \u003cp\u003eMichel Janosz, Isabelle Archambault, Julien Morizot, and Linda Pagani.\u003c\/p\u003e \u003cp\u003eCauses and Consequences of Unexpected Educational Transitions in Switzerland.\u003c\/p\u003e \u003cp\u003eMarkus P. Neuenschwander and Jessica L. Garrett.\u003c\/p\u003e \u003cp\u003eTrajectories Based on Post-Comprehensive and Higher Education and Their Correlates and Antecedents.\u003c\/p\u003e \u003cp\u003eKatja Kokko, Lea Pulkkinen, Päivi Mesiäinen, and Anna-Liisa LyyraMESO-LEVEL SOURCES OF DEFLECTION: THE FAMILY AND WIDER SOCIAL INSTITUTIONS.\u003c\/p\u003e \u003cp\u003eExceptions to High School Dropout Predictions in a Low-Income Sample: Do Adults Make a Difference?.\u003c\/p\u003e \u003cp\u003eMichelle M. Englund, Byron Egeland, and W. Andrew Collins.\u003c\/p\u003e \u003cp\u003eEffects of the Home Learning Environment and Preschool Center Experience Upon Literacy and Numeracy Development in Early Primary School.\u003c\/p\u003e \u003cp\u003eEdward C. Melhuish, Kathy Sylva, Pam Sammons, Iram Siraj-Blatchford, Brenda Taggart, and Mai B. Phan.\u003c\/p\u003e \u003cp\u003eIndividual Differences in the Pathways Into and Beyond Higher Education in the UK: A Lifecourse Approach.\u003c\/p\u003e \u003cp\u003eLeon Feinstein and Anna Vignoles.\u003c\/p\u003e \u003cp\u003eExploring the Roles of Extracurricular Activity Quantity and Quality in the Educational Resilience of Vulnerable Adolescents: Variable- and Pattern-Centered Approaches.\u003c\/p\u003e \u003cp\u003eStephen C. Peck, Robert W. Roeser, Nicole R. Zarrett, and Jacquelynne S. Eccles.\u003c\/p\u003e \u003cp\u003e\u003cb\u003eMULTILEVEL SOURCES OF DEFLECTION\u003c\/b\u003e.\u003c\/p\u003e \u003cp\u003eMapping Swedish Females’ Educational Pathways in Terms of Academic Competence and Adjustment Problems.\u003c\/p\u003e \u003cp\u003eKari Trost and Bassam Michel El-Khouri.\u003c\/p\u003e \u003cp\u003eWhen Predictions Fail: The Case of Unexpected Pathways Toward High School Dropout.\u003c\/p\u003e \u003cp\u003eLinda S. Pagani, Christa Japel, Frank Vitaro, Richard E. Tremblay, Simon Larose, and Pierre McDuff.\u003c\/p\u003e \u003cp\u003eWhen Can We Expect the Unexpected? Predicting Educational Attainment When It Differs from Previous Expectations.\u003c\/p\u003e \u003cp\u003eEmily E. Messersmith and John E. Schulenberg.\u003c\/p\u003e \u003cp\u003e\u003cb\u003eCOMMENTARIES\u003c\/b\u003e.\u003c\/p\u003e \u003cp\u003eWhat to Make of “Unexpected” Pathways?.\u003c\/p\u003e \u003cp\u003eGreg J. Duncan.\u003c\/p\u003e \u003cp\u003eDevelopmental Science in the Melting Pot.\u003c\/p\u003e \u003cp\u003eJohn Bynner.\u003c\/p\u003e \u003cp\u003eThe Value of an Off Diagonal Approach.\u003c\/p\u003e \u003cp\u003eJacquelynne S. Eccles.\u003c\/p\u003e \u003cp\u003eIssues in Progress.\u003c\/p\u003e \u003cp\u003eIntragroup Conflict and Cooperation.\u003c\/p\u003e \u003cp\u003eAlexander Chizhik, Robert Shelly, \u0026amp; Lisa Troyer.\u003c\/p\u003e \u003cp\u003eThe Social and Psychological Dynamics of Collective Action: From Theory and Research to Policy and Practice.\u003c\/p\u003e \u003cp\u003eAarti Iyer \u0026amp; Martijn van Zomeren.\u003c\/p\u003e \u003cp\u003eNew Perspectives on Human-Animal Interactions: Theory, Policy, and Research.\u003c\/p\u003e \u003cp\u003eSarah Knight \u0026amp; Harold A. Herzog.\u003c\/p\u003e \u003cp\u003eInternational Perspectives on Gender and Political Socialization.\u003c\/p\u003e \u003cp\u003eHans-Peter Kuhn, Connie Flanagan, Lonnie Sherrod, \u0026amp; Angela Ittel.\u003c\/p\u003e \u003cp\u003eDemocracy and Disenfranchisement.\u003c\/p\u003e \u003cp\u003eKevin Lanning.\u003c\/p\u003e \u003cp\u003eYoung People’s Perspectives on the Rights of the Child: Implications for Theory, Research, and Practice.\u003c\/p\u003e \u003cp\u003eMartin D. Ruck \u0026amp; Stacey S. Horn.\u003c\/p\u003e \u003cp\u003eThe Landscape of the Multiracial Experience.\u003c\/p\u003e \u003cp\u003eDiana Sanchez \u0026amp; Margaret Shih.\u003c\/p\u003e \u003cp\u003eEthnic Prejudice and Discrimination in Europe.\u003c\/p\u003e \u003cp\u003eAndreas Zick, Thomas F. Pettigrew, \u0026amp; Ulrich Wagner.\u003c\/p\u003e \u003cp\u003eEditorial Advisory Board.\u003c\/p\u003e \u003cp\u003eHarold L. Arnold, Jr., Temple University, United States.\u003c\/p\u003e \u003cp\u003eB. Ann Bettencourt, University of Missouri, United States.\u003c\/p\u003e \u003cp\u003eHerbert H. Blumberg, Goldsmiths College, University of London, United Kingdom.\u003c\/p\u003e \u003cp\u003eMarcella H. Boynton, University of Connecticut, United States.\u003c\/p\u003e \u003cp\u003eHeather E. Bullock, University of California, Santa Cruz, United States.\u003c\/p\u003e \u003cp\u003eGillian Finchilescu, University of the Witwatersrand, South Africa.\u003c\/p\u003e \u003cp\u003eI-Ching Lee, National Chengchi University, Taiwan.\u003c\/p\u003e \u003cp\u003eSusan Clayton, College of Wooster, United States.\u003c\/p\u003e \u003cp\u003eSara McClelland, City University of New York, United States.\u003c\/p\u003e \u003cp\u003eRupert W. Nacoste, North Carolina State University, United States.\u003c\/p\u003e \u003cp\u003eNoraini M. Noor, International Islamic University, Malaysia.\u003c\/p\u003e \u003cp\u003eLouis A. Penner, Wayne State University, United States.\u003c\/p\u003e \u003cp\u003eStephanie Rowley, University of Michigan, United States.\u003c\/p\u003e \u003cp\u003eJohanna Vollhardt, University of Massachusetts, Amherst, United States.\u003c\/p\u003e \u003cp\u003ePast JSI Editors.\u003c\/p\u003e \u003cp\u003eIrene Hanson Frieze (2001-2005).\u003c\/p\u003e \u003cp\u003ePhyllis Katz (1997-2000).\u003c\/p\u003e \u003cp\u003eDaniel Perlman (1993-1996).\u003c\/p\u003e \u003cp\u003eStuart Oskamp (1988-1992).\u003c\/p\u003e \u003cp\u003eGeorge Levinger (1984-1987).\u003c\/p\u003e \u003cp\u003eJoseph E. McGrath (1979-1983).\u003c\/p\u003e \u003cp\u003eJacqueline D. Goodchilds (1974-1978).\u003c\/p\u003e \u003cp\u003eBertram H. Raven (1970-1973).\u003c\/p\u003e \u003cp\u003eJoshua A. Fishman (1966-1969).\u003c\/p\u003e \u003cp\u003eLeonard Solomon (1963).\u003c\/p\u003e \u003cp\u003eRobert Chin (1960-1965).\u003c\/p\u003e \u003cp\u003eJohn Harding (1956-1959).\u003c\/p\u003e \u003cp\u003eM. Brewster Smith (1951-1955).\u003c\/p\u003e \u003cp\u003eHarold H. Kelley (1949).\u003c\/p\u003e \u003cp\u003eRonald Lippitt (1944-1950)\u003c\/p\u003e Dr. Peck is a Research Investigator at the Research Center for Group Dynamics in the Institute for Social Research at the University of Michigan. He uses a combination of variable- and pattern-centered methodological approaches to study how personal and contextual multilevel systems interact to produce more or less healthy forms of human development. Dr. Feinstein is Professor of Education and Social Policy at the Institute of Education, Univeristy of London and Director of the Centre for Research on the Wider Benefits of Learning, a centre funded by the UK Government’s Department for Children, Schools and Families and others to investigate the economic, social, and personal effects of education and other policy interventions. Dr. Eccles is the McKeachie Collegiate Professor of Psychology, Women's Studies, and Education at the University of Michigan. Her most recent work focuses on: (1) ethnicity as a part of the self and as a social category influencing experiences and (2) the relation of self beliefs and identity to the transition from mid to late adolescence and then into adulthood. The authors consider various forms of non-normative educational pathways within the cultural contexts of Canada, England, Finland, Sweden, Switzerland, and the United States of America. Rather than conducting cross-cultural comparisons of normative educational pathways, the authors focus on (a) identifying unexpected educational pathways across various ages using various analytic methods and (b) examining a wide range of factors that may promote, inhibit, or result from these diverse forms of educational progress. The results are intended to help researchers and policy-makers understand why some students who appear to be on promising educational pathways fail to succeed and why other students, who appear to be at risk for failure, nevertheless go on to negotiate successful educational pathways","brand":"Wiley-Blackwell","offers":[{"title":"Default Title","offer_id":47990435021029,"sku":"NP9781405186445","price":51.0,"currency_code":"USD","in_stock":false}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/1842\/7735\/files\/9781405186445.jpg?v=1761787816","url":"https:\/\/k12savings.com\/products\/unexpected-educational-pathways-isbn-9781405186445","provider":"K12savings","version":"1.0","type":"link"}