This handbook reviews the breadth of current knowledge on socialization processes from earliest childhood through adolescence and beyond. Contributors present cutting-edge theories and findings pertaining to family, peer, school, community, media, and other influences on individual development. The important, growing areas of genetics and biology, cultural psychology, and affective science are given particular attention. Essential topics include the effects on children of different parenting strategies and family structures; factors that shape gender development, emotional competence, strategies for intervention with antisocial youth and more.

Teacher development may be seen as socially constructed. Teachers tend to grow along similar lines, as developmental stage theory suggests, but this growth and development reflect the powerful force of schools as agencies of socialization. So potent is the process of socialization that the effects of teacher preparation tend to be washed out when neophyte teachers enter the school.

The Encyclopedia of the Developing World is a comprehensive work on the historical and current status of developing countries. Containing more than 750 entries, the Encyclopedia encompasses primarily the years since 1945 and defines development broadly, addressing not only economics but also civil society and social progress. Entries cover the most important theories and measurements of development; relate historical events, movements, and concepts to development both internationally and regionally where applicable; examine the contributions of the most important persons and organizations; and detail the progress made within geographic regions and by individual countries.

Child and Adolescent Development: An Advanced Course offers students explorations of issues at the forefront of this field. Unique both in the depth of its coverage and in the timeliness of the research that it presents, this comprehensive text conveys the field of child and adolescent development through the voices of scientists who themselves are now shaping the field. Their voices add a lively energy to the important topics discuss.

Taken together, the book's chapters cover development in the biological, cognitive, linguistic, social, cultural, moral, personality, emotional, and aesthetic domains.

Dynamic Assessment (DA) reconceptualizes classroom interactions by arguing that teaching and assessment should not be distinct undertakings but must be integrated as a single activity that seeks to understand learner abilities by actively supporting their ongoing development. DA is based in the Vygotskian notion of the Zone of Proximal Development (ZPD) which captures the uniquely human potential to exceed our present capabilities by working in cooperation with others whose dialogic interaction mediates us to higher levels of functioning. DA offers a framework for co-constructing a ZPD with learners in order to simultaneously reveal the full range of their abilities and promote development.

This book presents the first in-depth analysis of DA’s application to particular problems of L2 development. It includes detailed discussions of the core theoretical tenets as well as guidelines for implementing DA principles in L2 classrooms. The book will be of interest to language teacher educators, language testers, classroom practitioners, and students and researchers in the areas of SLA, language pedagogy, and assessment.