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Comprehensive Schooling and Interprofessional Collaboration: Theory, Research, and Practice


by Mary E. Walsh & Jennie Park-Taylor - 2003

A growing body of literature is examining the impact of various teaching and learning practices on the academic development of children (e.g., Cochran-Smith, 2001). However, the literature on the role of out-of-school environments on learning is much more limited. Therefore, a major goal of this chapter is to examine and discuss the nonacademic factors that contribute to both academic success and healthy development. We are aware of the inextricable linkages across academic and nonacademic factors. Thus, for purposes of analysis only, we make the conventional, although artificial, distinction between these two domains.

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This article originally appeared as NSSE Yearbook Vol. 102, No. 2.


Cite This Article as: Teachers College Record Volume 105 Number 11, 2003, p. 8-44
https://www.tcrecord.org ID Number: 18618, Date Accessed: 10/23/2021 10:31:54 AM

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About the Author
  • Mary Walsh
    Boston College
    E-mail Author
    MARY E. WALSH is a professor in the Department of Counseling and Developmental Psychology in the Lynch School of Education at Boston College and Director of the Boston College Center for Child, Family and Community Partnerships.
  • Jennie Park-Taylor
    Boston College
    E-mail Author
    JENNIE PARK-TAYLOR is a doctoral candidate in the Counseling, Developmental and Educational Psychology Program at Boston College.
 
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