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PUBLICATIONS: Edited Special Journal Issues
Person-Centered Approaches to Studying Development in Context:
New Directions for Child and Adolescent Development
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Volume 101, 2003 |
by Stephen C. Peck (Editor) and Robert W. Roeser (Editor)
The purpose of this edition of New Directions in Child Development is to introduce readers to theoretical discussions and methodological examples of the use of pattern-centered analyses in the study of human development. Pattern-centered analytic techniques refer to a family of research tools that identify patterns or profiles of variables within individuals and thereby classify individuals into homogeneous subgroups based on their similarity of profile. Pattern-centered techniques find their theoretical foundation in holistic, developmental systems theories in which notions of organization, process dynamics, interactions and transactions, context, and life-course development are focal. The articles in this special issue present the theoretical foundations of pattern-centered analytic techniques; describe specific tools that may be of use to developmentalists interested in using such techniques.
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A Multidimensional Approach to Achievement Validation:
a Special Issue of Educational Assessment
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Volume 8, 2002
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by Shavelson, Richard J (Editor), and Roeser, Robert W (Editor)
This volume examines: A broadening of the concept of aptitude to include not only cognitive processes but also affective and cognitive processes: and an exploration of the idea that individual differences in learning and achievement emerge from dynamic person/situation transactions.
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Schooling and Mental Health Issues
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Volume 39, 2001
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by Robert Pianta, (Editor) and Roeser, Robert W (Editor)
I am delighted to introduce readers to this special issue of the Journal of School Psychology on “Schooling and Mental Health Issues,” guest-edited by Robert W. Roeser. As is described in Roeser’s own introduction, under-standing how schools function in relation to children’s mental health is of paramount concern to many professional groups, yet often, the conceptualizations of and solutions advanced in relation to this task meet with little success or staying power. The articles chosen for publication in this issue reflect one course of action school psychologists can take to combat the difficulties inherent in understanding and supporting children’s mental health in schools; specifically, the embrace of a cross-disciplinary multilevel focus on building child competencies through interactions that take place in school settings
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Schooling and Mental Health: Issues, Research, and Future Directions:
A Special Issue of Educational Psychologist
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Volume 33, 1998 |
by Robert W. Roeser (Editor)
My overriding goal in preparing this issue was to draw together several different visions of how school policy, school reforms, school environments and children’s experiences in school might relate to their emotional, social, moral, and behavioral functioning within and across different developmental periods.
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