A comparison of youth‐driven and adult‐driven youth programs: Balancing inputs from youth and adults

By R. Larson, Kathrin C. Walker, N. Pearce. 2005

294 citations recorded by the source corpus.

Subfields: Education, Safety Research, Social Psychology

View Paper: https://www.semanticscholar.org/paper/0406b6b58307ba42f56a47e5fc2cdcc1cc0d952f

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

1. Stephanie C. Serriere
2. J. Côté
3. Dana L. Mitra
4. K. Mansfield

In Safety Research

1. David J. Hancock
2. Stephanie C. Serriere
3. Jennifer Turnnidge
4. J. Côté
5. Dana L. Mitra
6. Martin Camiré
7. D. Gould
8. S. Vella

In Social Psychology

1. David J. Hancock
2. Jennifer Turnnidge
3. J. Côté
4. Stephanie C. Serriere
5. Dana L. Mitra
6. Martin Camiré
7. J. Fraser-Thomas
8. D. Gould

Citations in the corpus

• Student Voice in Elementary School Reform (2012, background): “While research exists regarding how such assets develop through student voice activities (Larson et al., 2005; Mitra 2004; Sanders, Movit, Mitra, & Perkins, 2007; O’Connor & Camino, 2005; Perkins & Borden, 2003), this section discusses some of the contexts that enabled the development of assets at…”
• Positive Youth Development From Sport to Life: Explicit or Implicit Transfer? (2014, background): “Indeed, recent research suggests that facilitating positive developmental outcomes could have more to do with creating an appropriate sport environment that encourages youth to be active agents in their own development (Holt et al., 2008; Larson et al., 2005), rather than relying on adults to explic”