WorldCat Identities

Noam, Gil G.

Works: 61 works in 168 publications in 2 languages and 6,714 library holdings
Genres: Conference papers and proceedings  Abstracts 
Roles: Editor, Author, Other
Publication Timeline
Most widely held works by Gil G Noam
The Moral self by Moral self( )

14 editions published between 1992 and 1993 in English and held by 1,726 WorldCat member libraries worldwide

Adolescents and their families : paths of ego development by Stuart T Hauser( Book )

8 editions published in 1991 in English and held by 622 WorldCat member libraries worldwide

Teacher-student relationships : toward personalized education by Beth Bernstein-Yamashiro( )

6 editions published in 2013 in English and held by 518 WorldCat member libraries worldwide

Explore the complexity of teacher-student relationships in secondary school settings and learn how these largely unscripted relationships function for students and teachers in their learning and socioemotional development. For teachers, the relationships provide a foundation for pedagogical and curricular endeavors and lead to their increased investment in studentsâ#x80;#x99; growth, development, and academic success. Students who have such relationships feel more comfortable in their learning environments, interested in the material, and motivated to perform well. We discuss what these relationships look like from the perspectives of teacher and student. Topics include: Drawing appropriate boundaries School-provided guidelines and guidance Formats for supporting teachers A whole school approach to working on studentsâ#x80;#x99; emotional challenges Relationships in after-school programs. The voices of teachers and students in this volume show how much young people want to feel known and engage with teachers and how much teachers feel rewarded and invigorated by taking the step to connect with students on this level. This is the 137th volume of New Directions for Youth Development, the Jossey-Bass quarterly report series dedicated to bringing together everyone concerned with helping young people, including scholars, practitioners, and people from different disciplines and professions
Transforming youth-serving organizations to support healthy youth development by Ross VeLure Roholt( )

2 editions published in 2013 in English and held by 434 WorldCat member libraries worldwide

This volume tells the story of major organizational change efforts at one municipal youth-serving organization to better support healthy youth development system wide. Presenting the viewpoints of young people, frontline staff, supervisors, managers, and the director, it reviews how the organization developed and transformed. Each article then describes the different strategies and tactics used to support organizational transformation
Development and vulnerability in close relationships by Gil G Noam( Book )

12 editions published between 1996 and 2013 in English and held by 398 WorldCat member libraries worldwide

How do people develop in their important relationships? How do two people come together to form a new, close relationship? How do relationships affect or determine who we are and who we become?These questions should be central to the study of mind and development, but most researchers neglect relationships and focus instead on analyses of individuals, as if people were basically alone, experiencing occasional fleeting moments with other people. Research based on this individualist assumption has dominated the behavioral and clinical sciences, but there are other voices, and they are
Developmental approaches to the self by Benjamin Lee( Book )

9 editions published in 1983 in English and held by 351 WorldCat member libraries worldwide

Children, youth, and suicide : developmental perspectives( Book )

9 editions published in 1994 in English and held by 344 WorldCat member libraries worldwide

Afterschool education : approaches to an emerging field by Gil G Noam( Book )

8 editions published between 2002 and 2003 in English and held by 300 WorldCat member libraries worldwide

Noting that there exists little systematic and conclusive research on after-school education to guide the development of practices in this emerging field, this book contributes to the definition of after-school education by focusing on three essential aspects of such programming: (1) bridging school to after-school (2) homework, or extended learning; and (3) curricula, or enriched learning. The book draws on several types of data sources, including interviews with leaders in the field and program directors, research studies, policy briefs and theoretical papers, volunteer questionnaires, and experiences in demonstration sites. Following introductory remarks on the nature of learning in after-school programs, Chapter 1 deals with linking after-school programs to the school day, and provides a rationale for having the different realms of learning reinforce one another, elaborates on various approaches to bridging, and recommends specific steps to improve bridging conditions. Chapter 2 considers the place of homework in after-school programs, describes the patterns of homework practices found, reviews challenges cited in interviews, and offers specific recommendations for improving homework practices. Chapter 3 reviews the nature and importance of learning in after-school settings, discussing patterns of curricular practices, summarizing challenges in this area, and offering recommendations for effecting better enriched learning in afterschool programs. The book's three appendices provide information on the context in which this research was conducted, statistics about the Boston and Cambridge communities, and a list of individuals interviewed for the report. The appendices are followed by six related commentaries, as follows: (1) "Globalizaion and the Democratic Space: Why What Happens After School Matters" ((Marcelo M. Suarez-Orozco); (2) "Afterschool Education: a Global Perspective" (Reed Larson); (3) "Comments on Afterschool Programs: Bridging the School Day" (Adriana de Kanter); (4) "Bridging Schools and Afterschool Programs" (Sam Piha); (5) "Supporting Children's Homework Assignments in Afterschool Programs" (Harris Cooper); and (6) "Affirming Culture and Building Citizenship through Afterschool Curricula" (Maria del Pilar O'Cadiz). (Contains 73 references.) (Kb)
Evidence-based bullying prevention programs for children and youth by Dagmar Strohmeier( )

11 editions published between 2012 and 2013 in English and held by 249 WorldCat member libraries worldwide

Bullying is a hot topic at schools across the nation. Chronic involvement in bullying is associated with many intrapersonal, interpersonal, and academic problems, and even sporadic experiences of bullying are harmful. During the last two decades, several prevention and intervention programs have been developed by research teams all over the world. Many of these programs have been adopted in the United States. This volume introduces five evidence-based anti-bullying programs developed in European countries, where much of the early innovations and adaptations have occurred
Zero tolerance : can suspension and expulsion keep schools safe?( Book )

3 editions published between 2001 and 2002 in English and held by 232 WorldCat member libraries worldwide

After-school worlds : creating a new social space for development and learning( Book )

4 editions published in 2004 in English and held by 193 WorldCat member libraries worldwide

"This issue of New Directions for Youth Development explores the social, emotional, academic, and psychological benefits of after-school programs. It showcases a variety of large-scale policy initiatives, effective institutional collaborations, and innovative programming options that produce high-quality environments in which young people are realizing their potential. The volume underscores the conditions - from fostering interagency partnerships, to structuring organized out-of-school-time activities, to encouraging staff-student relationships - that lay the groundwork for positive youth development after school. At the same time, these examples illuminate the challenges for policymakers, researchers, and educators to redefine the field of afterschool as a whole, including the search for a shared lexicon, the push to preserve the character of after-school as an intermediary space, and the need to create and further programs that are grounded in reliable research and that demonstrate success."--BOOK JACKET
Youth development and after-school time : a tale of many cities by Gil G Noam( Book )

3 editions published in 2002 in English and held by 163 WorldCat member libraries worldwide

The transforming power of adult-youth relationships( Book )

6 editions published in 2004 in English and held by 147 WorldCat member libraries worldwide

The prevalent mode of dealing with youth has been one of supporting separation, a model of growth focused on autonomy and on hierarchy between adults and youth. But in a fundamental shift, theories, attitudes, approaches, and practices are now looking toward partnership and connection, toward positive youth development and youth voice and responsibility
Where youth development meets mental health and education : the RALLY approach by Tina Malti( Book )

5 editions published between 2008 and 2009 in English and held by 143 WorldCat member libraries worldwide

Significant numbers of young people throughout the world suffer from mental health problems and do not perform academically at age-appropriate levels. The educational crisis receives a great deal of attention, but the related mental health crisis is mostly silent. Change is occurring with calls for strategies to address the needs of all students, to act fast to avoid chronic disorders and school dropout, and to do so with a focus not only on the academic child but the whole child. This volume focuses on the RALLY (Responsive Advocacy for Life and Learning in Youth) approach, which integrates youth development, mental health, and education for young people in middle schools and after-school programs. RALLY is designed to give students the integrated systems of support they need to thrive and succeed. The approach is built on developmental and relational principles and emphasizes a risk and resilience framework. For a decade, it has built a preventive framework and an early intervention practice that never feels to the youth as receiving services. A new developmentalist role, the RALLY practitioner, helps to implement youth development principles in schools and connects students often fractured and diverse worlds, including family and community. This issue is relevant for all teachers, administrators, student support staff, after-school providers, youth workers, and mental health and health professionals. The work integrates many of the most innovative strands of school-based youth development and mental health thinking
Youth facing threat and terror : supporting preparedness and resilience by Robert D Macy( Book )

5 editions published in 2003 in English and held by 141 WorldCat member libraries worldwide

Columbine a decade later : the prevention of homicidal violence in schools( Book )

1 edition published in 2011 in English and held by 136 WorldCat member libraries worldwide

From the editors: In the decade following the 1999 shooting at Columbine High School, there have been at least 40 similar homicidal events at schools in other countries, as well as numerous other cases involving threatened and averted attacks. The fear of a school shooting has stimulated demand for new school safety and security measures, as well as revisions to discipline policies and practices around the world. Most of these well-intended efforts have been undertaken without benefit of scientific study and evaluation. More broadly, there is a compelling need to understand the developmental and social processes that have motivated so many youth to contemplate, threaten and in some cases carry out, a mass murder at school. This issue of New Directions for Youth Development assembles an international group of scholars and practitioners to identify the most promising new strategies for preventing homicidal attacks by students. The authors address the conceptual problems and methodological barriers to rigorous research, point out important findings across a variety of fields, and offer guidance for future study. They delineate the complex roles of peer and media influences on troubled students and they describe innovative approaches for responding to student threats and leakage of violent intentions. Several articles document effective methods of cooperation and collaboration between mental health and public safety authorities. Together, these articles refute the common misunderstanding the extreme acts of violence are so rare and unpredictable that prevention is futile, and instead provide convincing evidence and new direction or the development of comprehensive school safety and violence prevention measures
Die Psychologie der Moralentwicklung by Lawrence Kohlberg( Book )

7 editions published between 1995 and 2006 in German and held by 117 WorldCat member libraries worldwide

Summertime : confronting risks, exploring solutions( Book )

3 editions published in 2007 in English and held by 115 WorldCat member libraries worldwide

This issue explores the impact of the summer when the regular school year ends and public support for children declines, on young people. On average, students achievement test scores are about one month lower when they return to school on the fall than when they left in the spring, according to a research synthesis. This decline in knowledge, known as summer learning loss, is typically more pronounced for math than for reading. Contributors to this issue examine the research on potential risks youth face during the summer, such as regressing on measures of knowledge and health
Innovations in child and youth programming : a special issue from the National AfterSchool Association( Book )

1 edition published in 2011 in English and held by 71 WorldCat member libraries worldwide

Moral und Person( Book )

4 editions published between 1993 and 1999 in German and held by 65 WorldCat member libraries worldwide

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Audience Level
Audience Level
  Kids General Special  
Audience level: 0.32 (from 0.04 for The Moral ... to 0.91 for Die Psycho ...)

Adolescents and their families : paths of ego development
Adolescents and their families : paths of ego developmentAfterschool education : approaches to an emerging fieldZero tolerance : can suspension and expulsion keep schools safe?After-school worlds : creating a new social space for development and learningYouth development and after-school time : a tale of many citiesThe transforming power of adult-youth relationshipsWhere youth development meets mental health and education : the RALLY approachYouth facing threat and terror : supporting preparedness and resilience
Alternative Names
Gil Noam educationist

Gil Noam US-amerikanischer Psychologe

Noam, Gil.

English (110)

German (11)