High Risk Children in Schools offers a way for psychologists and
educators to see and talk about the growing population of "at-risk"
children--those likely to fail at formal schooling--while helping
to redefine the relationship between schools and families. Using
systems theory and developmental psychology, the authors present a
new framework for the study and education of children who are
at-risk. This framework--the Contextual Systems Model--creates a
dialogue between the child and schooling through which meaning,
goals, and experiences are shared and accepted.
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