Home Articles Reader Opinion Editorial Book Reviews Discussion Writers Guide About TCRecord
transparent 13
Topics
Discussion
Announcements
 

Welcoming Practices: Creating Schools that Support Students and Families in Transition


reviewed by Camila Polanco & Roderick L. Carey - April 20, 2020

coverTitle: Welcoming Practices: Creating Schools that Support Students and Families in Transition
Author(s): Ron Avi Astor, Linda Jacobson, Stephanie L. Wrabel, Rami Benbenishty, & Diana Pineda
Publisher: Oxford University Press, Oxford
ISBN: 0190845511, Pages: 152, Year: 2017
Search for book at Amazon.com


To view the full-text for this article you must be signed-in with the appropriate membership. Please review your options below:

Sign-in
Email:
Password:
Store a cookie on my computer that will allow me to skip this sign-in in the future.
Send me my password -- I can't remember it
 
Purchase this Article
Purchase Welcoming Practices: Creating Schools that Support Students and Families in Transition
Individual-Resource passes allow you to purchase access to resources one resource at a time. There are no recurring fees.
$12
Become a Member
Online Access
With this membership you receive online access to all of TCRecord's content. The introductory rate of $25 is available for a limited time.
$25
Print and Online Access
With this membership you receive the print journal and free online access to all of TCRecord's content.
$210


Cite This Article as: Teachers College Record, Date Published: April 20, 2020
https://www.tcrecord.org ID Number: 23272, Date Accessed: 9/21/2020 3:26:11 AM

Purchase Reprint Rights for this article or review
 
Article Tools
Related Articles
There are no related articles to display

Related Discussion
 
Post a Comment | Read All

About the Author
  • Camila Polanco
    University of Delaware
    E-mail Author
    CAMILA POLANCO is a doctoral student and Research Assistant in the Department of Human Development and Family Sciences in the College of Education and Human Development at the University of Delaware. With expertise in both qualitative and quantitative school-based research methods, her interests entail addressing the needs of school-aged youth through understanding their perceptions of school safety, climate, connectedness, and teacher-student relationships. At the University of Delaware, Ms. Polanco is the Project Coordinator of The Black Boy Mattering Project, a school-based partnership study into how adolescent boys perceive their mattering across multiple domains. Prior to her doctoral studies at the University of Delaware, she served as a Program Facilitator and lead Clinical Research Assistant for the Children’s Hospital of Philadelphia’s school-based aggression prevention programs.
  • Roderick Carey
    University of Delaware
    E-mail Author
    RODERICK L. CAREY, Ph.D., is an Assistant Professor in the Department of Human Development and Family Sciences in the College of Education and Human Development at the University of Delaware. Dr. Carey is the Principal Investigator and Director of The Black Boy Mattering Project, a school-based partnership study that investigates how Black boys and young men perceive their mattering in society and schools. Dr. Carey also studies the family and school influences that inform how Black and Latino adolescent boys and young men conceptualize and enact elements of their postsecondary futures in schools. His research has appeared in journals including the Harvard Educational Review, American Journal of Education, Educational Forum, Journal of Applied Developmental Psychology, Education and Urban Society, Educational Administration Quarterly, The Urban Review, and Urban Education.
 
Member Center
In Print
This Month's Issue

Submit
EMAIL

Twitter

RSS