Handbook of child psychology: Theoretical models of human development, Vol. 1, 6th ed.

By R. Lerner, W. Damon. 2006

974 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/c23063498d38be102b91fad6d93e7242c705d231

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Citations in the corpus

Kindergarten Classroom Quality, Behavioral Engagement, and Reading Achievement (2009, background): “Unclear or weak links between educational factors and achievement may reflect a tendency to overlook underlying mechanisms or proximal processes (Bronfenbrenner & Morris, 2006; Connor et al., 2005; Guthrie et al., 2001).”
Ecological influences on teachers’ well-being and “fitness” (2015, background): “This system reflects the complex sociocultural world of a teacher and the myriad of influences that impact on their development (Bronfenbrenner & Morris, 1998).”
‘You Need to Know How to Play Safe’: Children's Experiences of Starting School (2005, background): “…the Starting School Research Project is an ecological model of transition, which draws on the work of Bronfenbrenner (see, for example, Bronfenbrenner & Morris, 1998) and others (Pianta et al, 1999) in describing ways in which children influence the contexts in which they live and the…”
Views on Aging: Domain-Specific Approaches and Implications for Developmental Regulation (2015, background): “From an action-theoretical developmental perspective (Brandtstädter, 2006), views on aging play an important role for processes of developmental regulation.”
Introducing the Social Media Literacy (SMILE) model with the case of the positivity bias on social media (2020, methodology): “By applying an ecological perspective (Bronfenbrenner & Morris, 2006), the SMILE-model argues that social media literacy develops through interactions between a person and his/ her environment.”
Soaring Above the Clouds, Delving the Ocean’s Depths (2010, background): “These all represent significant shifts in the social, physical, economic, and political spaces in which Yetu routinely participates, as well as shifts in other spaces that affect Yetu even though he does not directly participate in them (Bronfenbrenner & Morris, 1998).”
Resilience under conditions of extreme stress: a multilevel perspective (2010, background): “This perspective does not ascribe ascendancy to any level of analysis over another, and it encourages loosening of conceptual boundaries between nature and nurture and biology and psychology (45-47).”
Narrative Therapy and the Nature Of “Innovative Moments” in the Construction of Change (2009, background): “One needs to be able to imagine future selves in order for the movement into the future to take place (Valsiner, 2006).”
Behavior Problems in Learning Activities and Social Interactions in Head Start Classrooms and Early Reading, Mathematics, and Approaches to Learning (2011, background): “A developmental ecological model provides a conceptual framework for understanding the preschool classroom as a unique developmental setting and its dynamic proximal influence on children’s behavior (Bronfenbrenner & Morris, 1998).”
Academic Content, Student Learning, and the Persistence of Preschool Effects (2014, background): “Further, content is an aspect of children’s early classroom contexts that is important for child development (Bronfenbrenner & Morris, 1998, 2007).”
Contributions of Academic Language, Perspective Taking, and Complex Reasoning to Deep Reading Comprehension (2016, unknown): “Scores on the RFJ001, like scores for all of Lectica’s assessments (Dawson & Stein, 2008, 2011), represent levels on Fischer’s dynamic skill scale, a lifespan scale of increasing hierarchical complexity (Fischer 1980, 2008; Fischer & Bidell, 2006).”