Early adolescence is a time of increasing risk for school failure and unsafe behavior. Research shows that access to particular school contexts and programs increases the likelihood that youth will navigate their early adolescence successfully. How can schools help diverse students navigate these potentially precarious years?
The Education Policy Breakfast series, presented by NYU’s Steinhardt School of Culture, Education, and Human Development, continues a three-part series on educational transitions with a panel discussion on adolescence on Thursday, March 4 from 8:30 a.m. to 10:30 a.m., Kimmel Center for University Life, 60 Washington Square South (at LaGuardia Place). [Subways: A, B, C, D, E, F, V (West 4th Street)]
The talk will include presentations by Eric M. Anderman, professor of educational psychology at Ohio State University, and Daniel F. Oscar, president and CEO of Princeton Center for Leadership Training.
NYU Steinhardt faculty member Elise Cappella, assistant professor of applied psychology, is the discussant.
Reporters interested in attending the event are asked to phone Tim Farrell in the Office of Public Affairs at 212.998.6797 or email at firstname.lastname@example.org.
Eric M. Anderman is Professor of Educational Psychology and interim director of the School of Educational Policy and Leadership at Ohio State University. His research focuses on adolescent motivation in three distinct areas: school transitions, academic cheating, and risky behavior. Dr. Anderman’s research has been funded by the National Institute of Nursing Research, National Institute on Alcoholic Abuse and Alcoholism, and the U.S. Department of Education.
Daniel F. Oscar is the president and CEO of the Princeton Center for Leadership Training and has an extensive record of achievement in establishing and growing innovative educational organizations. He was the president and founder of The Learning Project, a not-for-profit school management organization based in New York City, and was one of the lead founders of Teach For America, the national teacher corps.
Elise Cappella is a clinical and community psychologist at NYU Steinhardt whose research integrates education and psychology with the goal to better understand what disrupts, and alternatively, promotes children’s positive adaptation in schools and communities. With grants from the National Institute of Mental Health and the Spencer Foundation, she has studied predictors of children’s achievement among students at risk for failure, and has designed and examined an intervention to enhance girls’ social development and reduce relationally aggressive behavior. She is currently studying a teacher consultation model focused on improving classroom processes in urban elementary schools.