New Directions for Child and Adolescent Development

By Jeffrey A. Mclellan, M. Pugh, R. Deslandes. 2002

303 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/adf8e2b21e0c24c41b64014d8cbac6b9000f9fa9

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Citations in the corpus

Ready or Not? (2009, unknown): “The first three factors include the original items conceptualized by arnett (1997, 2003), with the exception that the “married” and “have at least one child” criteria were dropped from the role transitions scale to better fit the context of marriage readiness. also, based in the relationship…”
Power, Identity, and Mathematical Practices Outside and Inside School (2013, background): “…aspects of mathematics learning has highlighted the importance of understanding mathematics as a cultural process (Lave, 1997; Nasir, 2002; Saxe, 1999), and has attended to the social processes underlying the teaching and learning of mathematics in classrooms (Yackel & Cobb, 1996;…”
The Theory of Emerging Adulthood 20 Years Later: A Look at Where It Has Taken Us, What We Know Now, and Where We Need to Go (2020, unknown): “…marriage certificates, and birth certificates (e.g., Greece, Petrogiannis, 2011; Austria, Sirsch et al., 2009; Czech Republic, Macek et al., 2007; Argentina, Facio & Micocci, 2003; China, Nelson et al., 2004, 2013; Romania, Nelson, 2009; India, Seiter & Nelson, 2011; Canada, Cheah & Nelson, 2004).”
Children’s Use of Variables and Variable Notation to Represent Their Algebraic Ideas (2015, background): “…students is aligned with our theoretical position that conceptual understandings do not necessarily need to precede the introduction of symbols and that meanings and symbols can co-emerge (e.g., Sfard, 2000) and forms and functions can shift over time (e.g., Saxe, 1999, 2005; Saxe & Esmonde, 2005).”
The role of acculturation in the emerging adulthood of aboriginal college students (2004, result): “By itself, this is not necessarily a novel finding; several recent studies (see Arnett & Galambos, 2003) have demonstrated this important fact.”
Mathematics Learning in Groups: Analyzing Equity in Two Cooperative Activity Structures (2009, background): “Learning is conceptualized as happening not just “in the head” but mediated by community practices, available cultural forms, language, and representations (Saxe, 1999).”
Same-Gender versus Cross-Gender Friendship Conceptions: Similar or Different? (2007, background): “(Bukowski, 2001; Furman & Robbins, 1985; Sullivan, 1953); and are strongly linked to psychological, social, and academic adjustment (e.g., Nangle & Erdley, 2001).”
ARTICLES: Studying Cognition in Flux: A Historical Treatment of Fu in the Shifting Structure of Oksapmin Mathematics (2005, methodology): “The framework that we used to guide our analysis has largely been implicit in our descriptions in prior sections (for prior discussions of the framework see Saxe, 1991, 1999, 2005).”
Perceptions of the transition to adulthood among Chinese and American emerging adults (2006, methodology): “The factors of Role Transitions, Norm Compliance, and Family Capacities included many of the same indicators that were conceptually organized by Arnett (2003) under the same name (see Table 2 for a list of the five factors).”
Young children’s emotional stress reactions during the COVID-19 outbreak and their associations with parental emotion regulation and parental playfulness (2020, background): “Children can learn toperceive emotionally arousing events as less threatening (Gottman, Katz, & Hooven, 1996; Thompson, 1994) while establishing more secure attachment with their caregivers (Brumariu, 2015).”