EDUC 6115: Knowledge of All Learners (3-2-3)
Course Description: Knowledge of All Learners
This course will investigate the basic theories of learning, development and communication that create productive classroom
instruction for all learners. Particular attention will be paid to understanding how differences in ethnicity, class, gender, religion,
language and exceptionally affect the work of teachers and learners in modern society. The characteristics, legal requirements, and
teacher responsibilities for students with disabilities will also be articulated in this class. This course includes a field experience in
which candidates observe and work (mentoring, tutoring, interviewing, etc.) with adolescents, one-on-one, focusing on development,
needs, exceptionalities, diversity, and learning styles.
Course Pre-requisites: Admission to Master of Arts in Teaching and EDUC 2130 or Permission of Program Coordinator. This course
does NOT substitute for EDUC 6100.
Conceptual Framework: Collaborative Development of Expertise in Teaching and Learning
The Professional Teacher Education Unit (PTEU) at Kennesaw State University is committed to developing expertise among
candidates in initial and advanced programs as teachers and leaders who possess the capability, intent and expertise to facilitate high
levels of learning in all of their students through effective, research-based practices in classroom instruction, and who enhance the
structures that support all learning. To that end, the PTEU fosters the development of candidates as they progress through stages of
growth from novice to proficient to expert and leader. Within the PTEU conceptual framework, expertise is viewed as a process of
continued development, not an end-state. To be effective, teachers and educational leaders must embrace the notion that teaching and
learning are entwined and that only through the implementation of validated practices can all students construct meaning and reach
high levels of learning. In that way, candidates are facilitators of the teaching and learning process. Finally, the PTEU recognizes,
values and demonstrates collaborative practices across the college and university and extends collaboration to the community-at-large.
Through this collaboration with professionals in the university, the public and private schools, parents and other professional partners,
the PTEU meets the ultimate goal of assisting Georgia schools in bringing all students to high levels of learning.
Use of Technology: Telecommunication and information technologies will be integrated throughout the teacher preparation program,
and all candidates must be able to use technology to improve student learning and meet Georgia Technology Standards for Educators.
During this course, candidates are expected to utilize various media resources to support classroom and group activities relative to the
course. Candidates are encouraged to be functional in the use of library and computer research tools. Candidates should access
information resources and incorporate these into assignments and activities.
In EDUC 6115, teacher candidates will use:

The basic skills and terminology needed to use a computer,

A word processing package,

Internet technologies including email, WWW, and online course applications
Diversity: A variety of materials and instructional strategies will be employed to meet the needs of the different learning styles of
diverse learners in class. Candidates will gain knowledge as well as an understanding of differentiated strategies and curricula for
providing effective instruction and assessment within multicultural classrooms. One element of course work is raising candidate
awareness of critical multicultural issues. A second element is to cause candidates to explore how multiple attributes of multicultural
populations influence decisions in employing specific methods and materials for every student. Among these attributes are age,
disability, ethnicity, family structure, gender, geographic region, giftedness, language, race, religion, sexual orientation, and
socioeconomic status. An emphasis on cognitive style differences provides a background for the consideration of cultural context.
Kennesaw State University provides program accessibility and accommodations for persons defined as disabled under Section 504 of
the Rehabilitation Act of 1973 or the Americans with Disabilities Act of 1990. A number of services are available to support students
with disabilities within their academic program. In order to make arrangements for special services, students must visit the Office of
Disabled Student Support Services (ext. 6443) and develop an individual assistance plan. In some cases, certification of disability is
required.
The Learner
1
MODULE I: Knowledge of All Learners
REQUIRED TEXT: Santrock, John W. (2007). Adolescence (11th ed.) New York: McGraw-Hill Higher Education.
COURSE OBJECTIVES: Upon completion of this module each teacher candidate will accomplish objectives as indicated in the
grid that follows.
Course Goals and Objectives
1.
CPI
Outcome/NCATE
Standard*
GA
Framework
for
Teaching
2.2.1
Apply major theoretical perspectives and principles of
development and learning in children and adolescents advocated
by such scholars as Piaget, Maslow, Erikson, Bandura, Bloom,
Kohlberg, Gardner, and Vygotsky.
Describe normative research methods and techniques used to
study behavior and development change in learners.
2.1
Standard I
1.4, 2.1
Standard I
2.4.1
3.
Describe how instruction and learning evolves from the study of
human growth and development
2.4, 2.6, 2.7
Standard I
2.1.1
2.5.1
4.
Describe how genetic, health, and environmental factors
influence the process of development and learning.
2.1, 2.3
Standard I, II
2.2.1
5.
Describe social, moral, emotional, physical, cognitive, and
physiological development and the interrelationships among these
domains as related to learners.
Analyze the cultural, economic, social, ecological, political and
educational influences on development.
2.1
2.5.1
Standard I
2.3
Standard I, II
2.1.1.
2.3.1
7.
Use current technology to access research.
8.
Articulate the sequence and characteristics of life span
development with special emphasis on middle childhood,
adolescence, and young adulthood.
1.4
Standard I
2.1
2.
6.
9.
Identify factors inside and outside the home, which affect
successful growth and development as related to family system
theory, knowledge of the dynamics, roles, and relationships
within families and communities.
10. Identify current issues in child development.
11. Explain and apply methods of studying child development
12. Apply the knowledge and principles of human growth,
development, and learning theories when observing learners at
various stages of development.
13. Exhibit the ability to work cooperatively with peers, parents and
others.
2.5.1
Standard I
2.2, 2.3
Standard I, II
2.1, 2.2
Standard I
1.4, 2.1
Standard I
2.3.1
2.5.1
2.2.1
2.1
2.2.1
Standard I
3.2, 3.3
5.7.1
Standard I
The Learner
3.2.1
Assignments and
Activities
 Formal Assessment
(Exam)
 Group Presentation
 Research Article
Review
 Formal Assessment
 Formal Assessment
(Exam)
 Observation and
Narrative
 Observation and
Narrative
 Group Presentation
 Observation
Reflection
 Group Presentation
 Immersion Reflection
 Observation and
Narrative
 Research Article
Review
 Formal Assessment
 Observation and
Narrative
 Text Readings
 Observation and
Narrative
 Formal Assessment

 Research Article
Review
 Formal Assessment
 Observation and
Narrative
 Observation and
Narrative
 Group Presentation
 Professionalism
Evaluation from field
experience
 Group Presentation
 Small Group
Activities
2
Course Goals and Objectives
CPI
Outcome/NCATE
Standard*
GA
Framework
for
Teaching
6.3.1
Assignments and
Activities
 Professionalism
Evaluation from field
experience
 Group Presentation
 Small Group
Activities
*“Outcomes” refers to outcomes evaluated in the Candidate Performance Instrument (CPI). The National Council for Accreditation
of Teacher Education (NCATE) Standards can be found at www.ncate.org.
14. Exhibit ethical standards in course work and relationships with
others.
3.3, 3.4
Standard I
Course Assignments and Requirements (Module I)
1.
2.
Reflective Journal: (40 points [8 points per question]) Each teacher candidate will maintain an electronic journal of their typed
reflections based on chapter questions.
Observations: (50 points each) Teacher candidates will observe two adolescent individuals in their natural environments (e.g., at
school, work, home, and play). Individual observations, in narrative form, will be due on the dates specified in the course outline.
Your first observation will involve a student from the U. S. American middle-class Caucasian culture. Your second observation
will involve a student from the minority culture chosen by your cooperative group.
An Observation Guide to use while you observe your student for at least 30 minutes will be provided. If necessary, be sure to
obtain permission to observe the student from a parent or guardian with the understanding that participation is voluntary and all
information will remain confidential. We will discuss in class the ethics involved in an the observation, and the ethics involved in
your narrative. Please note, this is an observation – not an interview. These two observation narratives will form the foundation of
a group presentation, so be sure to keep a paper and disk copy of each narrative to share with your collaborative group.
3.
4.
5.
Collaborative Group Presentation: (30 points) Teacher candidates will be assigned into groups by their subject area
concentrations. Your group presentation will integrate your data from your two observations with those of your group members
and apply your conclusions toward the research discussed in the text and possible implications for teaching.
Research Article Project: (40 points) Working with a partner, you will locate copy and read one research article related to
adolescent development. The primary goals of this assignment are 1) to be able to locate a research article of interest in databases
and 2) to read and understand current research and recommendations in an area of interest. More information on this project will
be given in class including instruction on searching electronic databases. Partners will prepare and present a PowerPoint in which
you review the article according to the guidelines provided to you.
Exam: (100 points) There will be one exam. The test will be multiple-choice, essay, and possibly open-book. All questions are
based on assigned readings from Santrock. Teacher candidates are expected to take tests on scheduled dates with the class. Class
notes, PowerPoints, and posted handouts will point you to the topic/concept that will be questioned on the test.
Module II : Diversity
Required Text:
Salend, Spencer J. (2007). Creating inclusive classrooms: Effective & reflective practices. (6th Ed.). Upper Saddle River, NJ:
Merrill Prentice Hall.
COURSE OBJECTIVES: Upon completion of this module each teacher candidate will accomplish objectives as indicated in the
grid that follows.
Course Goals and Objectives
1.
2.
The Learner
Understand how differences in ethnicity,
class, gender, religion, language and
exceptionality affect the work of schools
and teachers in modern society.
Articulate the legal and ethical requirements
of their role in the education of students
CPI Outcomes &
NCATE
Standards*
2.3
GA Framework
for Teaching
2.1.1
 Research Article
Review
 Proficiency Exams
6.2.1
 Proficiency Exams
 Quizzes/Tests
Standard I, II
3.4
Assignments and
Activities
3
Course Goals and Objectives
with disabilities and the ways those
continue to evolve out of legislative,
litigative, and sociological changes.
Demonstrate an understanding of the way in
which general characteristics of
exceptionalities are linked to definitions
under state and federal laws and the
attendant regulations.
Demonstrate an understanding of due
process and their role in its implementation
for parents and students and their role in
engaging and supporting the participation of
parents of students with diverse
characteristics (including disabilities) in the
education of their children.
Demonstrate an understanding of
disabilities as lifelong circumstances
requiring different strategies and
accommodations in various settings and
stages.
Demonstrate the ability to identify
community and professional resources and
collect information about their access.
3.
4.
5.
6.
CPI Outcomes &
NCATE
Standards*
GA Framework
for Teaching
Assignments and
Activities
Standard I
2.1, 3.4
2.2.1
6.2.1
 Proficiency Exams
 Quizzes/Tests
6.2.1
 Proficiency Exams
 Quizzes/Tests
2.3.1
 Proficiency Exams
Standard I
3.3, 3.4
Standard I
2.3, 2.4
Standard I
2.3, 2.4, 2.6, 2.7,
2.8
Standard I
3.4
6.2.1
 Cultural Immersion
Experience
 Cultural Immersion
Experience
Standard I
 Professionalism
evaluation from field
experience
*“Outcomes” refers to outcomes evaluated in the Candidate Performance Instrument (CPI). The National Council for Accreditation
of Teacher Education (NCATE) Standards can be found at www.ncate.org.
7.
Exhibit a commitment to teaching in a
diverse world.
2.1.1
Course Requirements and Assignments (Module II):
1.
Research/Review/Respond: (40 points) Locate and read a research article addressing issues in educating students with
disabilities in your primary area of interest, e.g. Science or Math. Therefore, If you are pursuing an MAT in Math you must
find an article on teaching math to students with disabilities in the general education classroom. The primary goal is to read
and understand current research or recommendations in an area of interest and then be able to discuss the topic in class. The
articles can be located through technology tools such as CD-ROM, WWW, Galileo, ERIC, microfilm or microfiche, etc. You
may also use the bibliography provided with this syllabus. You are encouraged to go to the library and explore the resources
available to you.
2.
Proficiency Exam: (150 points) One examination, with two parts (described below) will be completed on-line during a
designated time period. Both of these exams require a minimum score of 80% correct responses in order to receive a passing
grade in this course. More than one retake to meet mastery will entail a personal and private conference with the instructor to
develop a remediation plan.

The Learner
Legislation and Litigation Proficiency Exam: The knowledge and understanding of public
laws focusing on the provision of special education services is an important segment of this course.
As a teacher, you will be asked to collaborate with other service givers to provide educational opportunities for all
students, including those with disabilities. State and federal laws that you must understand stringently regulate the
provision of those services. The content of this assessment is the application of the laws studied in class and will be
evaluated for knowledge and comprehension.
4
 Disability Characteristics Proficiency Exam: It is important that candidates have an understanding of disability
categories contained within the Federal Regulations for Special Education as well as the characteristics and learning needs of
students identified with those disability categories. This assessment tests the knowledge of candidates in these areas.
3.
Cultural Immersion Experience Essay & Resource Guide: (75 points)

Interview/interact with an adult of a different race, religion, sexual orientation, physical ability, cognitive ability, etc.
than your own OR participate in an in-depth cultural experience approved by the instructor.

Reflect on your experience and what you learned about yourself and the culture you experienced in a three-page essay.
(See rubric for grading criteria.)

Create Diversity Resource Guide: Identify five community services to assist you in teaching students and relating to
families of cultures similar to the individuals with whom you interacted. Organize the resources from WebCT into a
resource guide for students with disabilities.
Modular III: Field Experience (30 hours)
COURSE OBJECTIVES: Upon completion of this module each teacher candidate will accomplish objectives as indicated in the
grid that follows.
Course Goals and Objectives
1.
2.
Demonstrate an awareness and sensitivity to
students from different backgrounds as related
to the concepts of race, socioeconomic status,
ethnicity, religion, language, gender, and
exceptionalities.
Describe how the concepts of race,
socioeconomic status, ethnicity, religion,
language differences, gender and
exceptionality affect student performance and
teacher expectations.
3.
Describe how the cultural background,
language differences, cognitive abilities, and
exceptionalities of a learner influence
participation in the educational setting.
4.
Discuss communication and learning styles of
diverse learners in middle grades and
secondary classrooms.
Demonstrate an understanding of their role in
engaging and supporting the participation of
parents of diverse students in the education of
their children.
Explain major theoretical perspectives of
learning (cognitive, developmental, social
learning, behavioral, and human information
processing) and their role in the education of
diverse learners.
5.
6.
7.
The Learner
Describe contexts when different theoretical
positions would be appropriate for use with
CPI Outcomes &
NCATE Standards
GA Framework
for Teaching
Assignments and
Activities
2.3.1
 Observations and
Reflections
2.1.1
 Observations,
Reflections, &
Conclusions
2.1.1
2.3.1
 Observations,
Reflections, &
Conclusions
Standard I, II
2.1, 2.3
2.5.1
Standard I, II
3.3
2.3.1
 Observations,
Reflections, &
Conclusions
 Observations,
Reflections, &
Conclusions
2.3, 3.3
Standard I, II
2.3, 2.5
Standard I, II
2.1, 2.2, 2.3, 2.4
Standard I, II
CPI – Facilitator of
Learning,
Collaborative
Professional
NCATE – Standard I
(Knowledge, Skills,
and Dispositions),
Standard II
(Diversity)
CPI – Facilitator of
Learning
2.2.1
 Observations,
Reflections, &
Conclusions
2.5.1
 Observations,
Reflections, &
5
Course Goals and Objectives
CPI Outcomes &
NCATE Standards
GA Framework
for Teaching
Assignments and
Activities
NCATE – Standard I
Conclusions
(Knowledge, Skills,
and Dispositions)
*“Outcomes” refers to outcomes evaluated in the Candidate Performance Instrument (CPI). The National Council for Accreditation
of Teacher Education (NCATE) Standards can be found at www.ncate.org.
diverse learners.
Course Assignments and Requirements (Module III):
1. Professionalism: It is expected that future teachers will conduct themselves with the professionalism that is required of
practicing teachers. MAT teacher candidates are entering a profession of extremely high standards that they are expected
to live up to daily. Keep in mind that the way that you deal with peers and faculty has proved to be indicative of how you
will deal with your future students, colleagues, and administrators.
The Teacher Candidate shows acceptable professional ability to:




Communicate effectively orally and in writing
Reflect upon and improves professional performance.
Builds collaborative and respectful relationships with colleagues, supervisors, students, parents and community
members.
Displays professional and ethical behavior.
2. Experiential Service Learning Project (150 points) – Candidates will arrange to spend one-on-one time with
adolescents and/or young adults in the role of tutor and mentor, applying the concepts studied in this course. You should
spend at least thirty hours with an adolescent, documenting the dates and times of your meetings. You should also make
efforts to work with a diverse population. Choose to work with males and females and/or middle grades and secondary
students. Keep in mind that any one student might represent several diverse characteristics. Consider selecting students
to work with who are
 From a culture different from yours
 Are language minority
 Have special physical or cognitive needs
Candidates will be given a total of six directed activities to use while working with students. There will be two activities
for each module. These activities may include but are not limited to
 Determining the students’ preferred learning modalities, multiple intelligences, motivational factors, etc.
 Investigating conditions of students’ educational environments and experiences.
 Reflecting upon the impact of the students’ diversities and exceptionalities on learning.
 Collecting observational data that might be useful for decision-making.
 Communicating with the students’ parents or guardians regarding your relationship and observations.
Opportunities to work with students may include the following:
 Church or synagogue youth groups
 Scout troops
 Your children or relatives
 The children of friends or neighbors
 Students at your school (if you are employed)
 Service-learning opportunities through KSU (information will be provided)
You will be required to verify that the students you work with are there on a voluntary basis, and that they may chose to
discontinue working with you at any time without fear of any type of penalty. You are also required to verify that you
are covered by liability insurance. More information will be provided about how to acquire this insurance in class.
Evaluation and Grading (based from a total of 650 points from the three modules):
90% - 100% Excellent
A
70% - 79%
Satisfactory
80% - 89%
Good
B
60% - 69%
Less than satisfactory
(must re-take course)
The Learner
C
D
6
Academic Honesty:
Every KSU student is responsible for upholding the provisions of the Student Code of Conduct, as published in the Undergraduate and
Graduate Catalogs. Section II of the Student Code of Conduct addresses the University’s policy on academic honesty, including
provisions regarding plagiarism and cheating, unauthorized access to University materials, misrepresentation/falsification of
University records or academic work, malicious removal, retention, or destruction of library materials, malicious/intentional misuse of
computer facilities and/or services, and misuse of student identification cards. Incidents of alleged academic misconduct will be
handled through the established procedures of the University Judiciary Program, which includes either an “informal” resolution by a
faculty member, resulting in a grade adjustment, or a formal hearing procedure, which may subject a student to the Code of Conduct’s
minimum one semester suspension requirement.
Adolescent Development
Berk, Laura E. (2002). Child development. Boston: Allyn & Bacon.
Berk, Laura E. (2002) Infants, children, and adolescents. Boston: Allyn & Bacon.
Berns, Roberta M. (1994). Topical child development. Belmont, CA: Wadsworth Publishing.
Daniels, Denise, Beaumont, Lorrie, and Doolin, Carol. (2001). Understanding children: An interview and observation guide for
educators. Columbus, OH: McGraw-Hill.
Gearheart, Bill R. and Gearheart, Carol J. (1993). Exceptional individuals: An introduction. Belmont, CA: Wadsworth Publishing.
Owens, Karen B. (2002). Child and adolescent development. Belmont, CA:Wadsworth Publishing.
Santrock, John W. (2002). A topical approach to life-span development. Boston: McGraw-Hill.
Shaffer, David R. (2002). Developmental psychology: Childhood and adolescence. Belmont, CA: Wadsworth Group.
Schickedanz, Judith A. and Schickedanz, David I. (2001). Understanding children and adolescents. Boston: Allyn & Bacon.
Adolescent Literature
Fox, Paula. (1991). Monkey island. New York: Doublesday Dell Books
Freedman, Russell. (1994). Kids at work: Lewis Hine and the crusade against child labor. New York: Scholastic
Mers, Walter. D. (1993). Malcolm X: By any means possible. New York: Scholastic Inc.
Hamanaka, Sheila. (1995). On the wings of peace: In memory of Hiroshima and Nagasaki. New York: Houghton Mifflin Company.
Tsuchiya, Yukio. (1988). Faithful elephants: A true story of animals, people and war. New York: Houghton Mifflin Company.
Teacher Resources
Alboun, M. (1997). Tuesdays with Morrie. New York: Doubleday.
Crawford, Susan Hoy. (1996). Beyond dolls and guns: 101 ways to help children avoid gender bias. Portsouth, N. H.: Heinemann
Fadiman, Anne. (1997). The spirit catches you and you fall down. New York: The Noonday Press
Fedullo, Mick, (1992). Light of the feather: Pathways through contemporary Indian America. New York: William Morrow.
Levine, D., Lowe, R., Peterson, B., & Tenorio, R. (1995). Rethinking schools: An agenda for change. New York: The New Press
Recent Journal Articles
Puberty, Health, and Biological Foundations
Hermes, S. F., & Keel, P. K. (2003). The influence of puberty and ethnicity on awareness and internalization of the thin ideal.
International Journal of Eating Disorders, 33, 465-468.
Snyman, M. V., Poggenpoel, M.,& Myburgh, C. P. H. (2003). Young adolescent girls’ experience of non-clinical depression.
Education, 124, 269-289.
Talpade, M., & Talpade, S. (2001). Early puberty in African American girls: Nutrition past and present. Adolescence, 36, 789-795.
Xiaojia, G., Conger, R.D., & Elder, Jr., G.H. (2001). The relation between puberty and psychological distress in adolescent boys.
Journal of Research on Adolescence, 11, 49-71.
Cognitive Development
Flieller, A. (1999). Comparison of the development of formal thought in adolescent cohorts aged 10 to 15. Developmental
Psychology, 35, 1048-1059.
Families
Engels, R.C.M.E., Dekovic, M., & Meeus, W. (2002). Parenting practices, social skills and peer relationships in adolescence. Social
Behavior & Personality: An International Journal, 30, 3-18.
The Learner
7
Galinsky, E. (2001). What children want from parents—and how teachers can help. Educational Leadership, 58, 24-29.
Kung, E.M., & Farrell, A.D. (2000). The role of parents and peers in early adolescent substance use: an examination of mediating and
moderating effects. Journal of Child & Family Studies, 9, 509-529.
Mounts, N.S. (2002). Parental management of adolescent peer relationships in context: the role of parenting style. Journal of Family
Psychology, 16, 58-70.
Richardson, S., & McCabe, M.P. (2001). Parental divorce during adolescence and adjustment in early adulthood. Adolescence, 36,
467-490.
Rodgers, K.B., & Rose, H.A. (2002). Risk and resiliency factors among adolescents who experience marital transitions. Journal of
Marriage & the Family, 64, 1024-1038.
Updegraff, K.A., Mchale, S.G., Grouter, A.C., & Kupanoff, K. (2001). Parents’ involvment in adolescents’ peer relationships: a
comparison of mothers’ and fathers’ roles. Journal of Marriage & the Family, 63, 655-669.
Peers
Azmitia, M., & Cooper, C.R. (2001). Good or bad? Peer influences on Latino and European adolescents’ pathways through school.
Journal of Education for Students Placed at Risk, 6, 45-72.
Craig, W.M., Vitaro, F., Gagnon, C., & Tremblay, R.E. (2002). The road to gang membership: characteristics of male gang and
nongang members from ages 10 to 14. Social Development, 11, 53-69.
Engels, R.C.M.E., Dekovic, M., & Meeus, W. (2002). Parenting practices, social skills and peer relationships in adolescence. Social
Behavior & Personality: An International Journal, 30, 3-18.
Furman, W. (2002). The emerging field of adolescent romantic relationships. Current Directions in Psychological Science, 11, 177181.
McCabe, M. P., & Ricciardelli, L. A. (2003). Sociocultural influences on body image and body changes among adolescent boys and
girls, Journal of Social Psychology,143, 25-27.
Mounts, N.S. (2002). Parental management of adolescent peer relationships in context: the role of parenting style. Journal of Family
Psychology, 16, 58-70.
Prinstien, M.J., & La Greca, A.M. (2004). Childhood peer rejection and aggressive as predictors of adolescent girls’ externalizing and
health risk behaviors: a 6-year longitudinal study. Giordano, P.C. (2003). Relationships in adolescence. Annual Review of
Sociology, 29, 257-282.
Updegraff, K.A., Mchale, S.G., Grouter, A.C., & Kupanoff, K. (2001). Parents’ involvment in adolescents’ peer relationships: a
comparison of mothers’ and fathers’ roles. Journal of Marriage & the Family, 63, 655-669.
Schools
Certo, J.L., Cauley, K.M., & Chafin, C. (2003). Students’ perspectives on their high school experience. Adolescence, 38, 705-725.
Culture
Azmitia, M., & Cooper, C.R. (2001). Good or bad? Peer influences on latino and european adolescents’ pathways through school.
Journal of Education for Students Placed at Risk, 6, 45-72.
Giordano, P.C. (2003). Relationships in adolescence. Annual Review of Sociology, 29, 257-282.
Hermes, S. F., & Keel, P. K. (2003). The influence of puberty and ethnicity on awareness and internalization of the thin ideal.
International Journal of Eating Disorders, 33, 465-468.
McCabe, M. P., & Ricciardelli, L. A. (2003). Sociocultural influences on body image and body changes among adolescent boys and
girls, Journal of Social Psychology,143, 25-27.
Talpade, M., & Talpade, S. (2001). Early puberty in African American girls: Nutrition past and present. Adolescence, 36, 789-795.
The Self
Certo, J.L., Cauley, K.M., & Chafin, C. (2003). Students’ perspectives on their high school experience. Adolescence, 38, 705-725.
Richardson, S., & McCabe, M.P. (2001). Parental divorce during adolescence and adjustment in early adulthood. Adolescence, 36,
467-490.
Rodgers, K.B., & Rose, H.A. (2002). Risk and resiliency factors among adolescents who experience marital transitions. Journal of
Marriage & the Family, 64, 1024-1038.
Furman, W. (2002). The emerging field of adolescent romantic relationships. Current Directions in Psychological Science, 11, 177181.
Gender
Hermes, S. F., & Keel, P. K. (2003). The influence of puberty and ethnicity on awareness and internalization of the thin ideal.
International Journal of Eating Disorders, 33, 465-468.
The Learner
8
Snyman, M. V., Poggenpoel, M.,& Myburgh, C. P. H. (2003). Young adolescent girls’ experience of non-clinical depression.
Education, 124, 269-289.
Updegraff, K.A., Mchale, S.G., Grouter, A.C., & Kupanoff, K. (2001). Parents’ involvment in adolescents’ peer relationships: a
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