Foundations for Young Adult Success: A Developmental Framework

By J. Nagaoka, Camille A. Farrington, Stacy B. Ehrlich, Ryan D. Heath, David W. Johnson, Sarah Dickson, A. Turner, Ashley Mayo, Kathleen C. Hayes. 2015

134 citations recorded by the source corpus.

University of Chicago researchers describe the ingredients that children need for adult success.

Subfields: Developmental and Educational Psychology, Education, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/ffe79ad9e5beda584fe0d675d0d0a77aadb783d7

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In Developmental and Educational Psychology

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Citations in the corpus

Key skills for the 21st century: An evidence-based review (2017, background): “The Chicago consortium offers a framework for thinking about the skills students need grounded on a view of what it takes to be successful in today’s and tomorrow’s world (Nagaoka et al., 2015).”
Transformative Social and Emotional Learning (SEL): Toward SEL in Service of Educational Equity and Excellence (2019, background): “Intersectionality We agree with Nagaoka et al. (2015) that an integrated identity is a desirable developmental outcome among young people.”
Taking Skills Seriously: Toward an Integrative Model and Agenda for Social, Emotional, and Behavioral Skills (2020, background): “On the one hand, the burgeoning SEB skills literature is exciting, in that it suggests avenues for promoting positive outcomes for school, work, social relationships, health, and well-being (Bleidorn et al., 2019; Nagaoka et al., 2015; Kautz et al., 2014; OECD, 2015).”
Drivers of human development: How relationships and context shape learning and development1 (2020, background): “…12–13) is often described as a time of emotional volatility and a preference for short-term rewards (Steinberg, 2008), middle and late adolescence are times of increasingly goal-oriented learning, identity formation, autonomy assertion, and a growing sense of values (e.g., Nagaoka et al., 2015).”
Advancing the Science and Practice of Social and Emotional Learning (2016, background): “National Research Council. (2009). Transforming agricultural education for a changing world.”
Malleability, plasticity, and individuality: How children learn and develop in context1 (2019, background): “…social, emotional, metacognitive, and academic development processes; modulate experiences of stress; and enable productive engagement with the social and physical world (e.g., Almlund, Duckworth, Heckman, & Kautz, 2011; Dweck, Walton, & Cohen, 2011; Farrington et al., 2012; Nagaoka et al., 2015).”