CHAPTER THIRTEEN Aaron T. Ebata University of IllinoisThe chapter by Small (chap. 12, this volume) describes the Teen Assessment
Project (TAP) -- a collaborative process that makes citizens, practitioners, and
researchers partners in a research effort that attempts to (a) meet the practical
concerns of communities, and (b) contribute to the scholarly goals of social
science. Small contends that this community-based action-research approach
has four positive consequences. Specifically, it can:
Community-Based Action Research
and Adolescent Development:
|• ||increase the likelihood of community action by increasing the community's interest and investment in the research process;|
|• ||contribute to more enlightened policies and program planning;|
|• ||provide an opportunity for educating citizens, practitioners, and researchers; and|
|• ||contribute to broadening our understanding of adolescents and their
contexts of development.|
In this chapter, I briefly comment on each of these points by providing
additional examples and pointing out some of the strengths and limitations of Small's approach. I also discuss some findings from the TAP, and
comment on the opportunities and challenges this approach provides in
contributing to our knowledge of communities and their effects on adolescent development.
Questia, a part of Gale, Cengage Learning. www.questia.com
Book title: Pathways through Adolescence:Individual Development in Relation to Social Contexts.
Contributors: Lisa J. Crockett - Editor, Ann C. Crouter - Editor.
Publisher: Lawrence Erlbaum Associates.
Place of publication: Mahwah, NJ.
Publication year: 1995.
Page number: 235.
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