David Osher
Dados Biográficos
| ID | 1476965 |
|---|---|
| NOME | David Osher |
| PRENOMES | David |
| SOBRENOME | Osher |
| ASSINATURA | OSHER D |
| AFILIAÇÕES | American Institutes for Research |
| ORCID | 0000-0002-4560-3310 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 17 |
| TOTAL DE CITAÇÕES | 40 |
| TOTAL COMO AUTOR | 17 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2003 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2026 |
| ÍNDICE H | 2 |
Beyond Static Markers in Disproportionality Research
Racialized and historically produced disparities and disproportionalities in emotional/behavioral disorders are addressable, but only when their cultural nature and contextual complexities are examined through lenses accounting for racism, ableism, bias, and bureaucratic professionalization. We synthesize knowledge about racial disparities in identification, discipline, exclusion, and services, situating patterns within dynamic cultural, spatial,…
The Battle Over Memory
A growing number of educators and social science researchers no longer see violent extremism and racialized history as exceptional, marginal, or insignificant. Instead, there is an increasing consensus that extremist violence and racialized history have been central to U.S. history and currently affect students, teachers, schools, and curricula. Extremist violence and how it is framed, remembered, or hidden are inseparable from how racial categor…
Return of the Lost Cause
In this paper, we argue that the roots of at least some elements of the current anti-civil rights campaign may be found in earlier historical movements, in particular the Lost Cause narrative. We compared two current African American studies curricula with themes regarding race and slavery propagated by Lost Cause adherents. Findings revealed some overlap for one of those curricula ( Florida's Standards on African and African American History Gra…
Understanding the Role of Violent Extremism and Its Implications for School Psychologists, Educators, and Schools
Violent extremism in the United States is not an aberration but a constitutive, historically rooted phenomenon. While often framed as a psychological or ideological pathology, extremism has long been socially, culturally, and politically embedded. Reactionary violence—from Indian removal, slavery, and lynching to the Ku Klux Klan, militia movements, and contemporary mass shootings—has dwarfed radical extremism in scope and impact. Extra-legal com…
Violent extremism in the U.S
Violent extremism in the United States has surged over the past 25 years, with attacks on and threats to major governmental and other institutions, infrastructure (e.g., electric grid), and specific segments of the population, including immigrant and BIPOC (Black, Indigenous, and other People of Color) communities. Violent extremism can take multiple and diverse forms, such as bombings in public spaces or specific sites (e.g., house of worship, g…
The Science of Learning and Development
Drivers of human development
This article synthesizes knowledge on the role of relationships and key macroand micro-contexts - poverty, racism, families, communities, schools, and peers - in supporting and/or undermining the healthy development of children and youth, using a relational developmental systems framework. Relationships with parents, siblings, peers, caregivers, and teachers are explored in the context of early care and childhood settings, schools, classrooms, an…
Implications for educational practice of the science of learning and development
This article draws out the implications for school and classroom practices of an emerging consensus about the science of learning and development, outlined in a recent synthesis of the research. Situating the review in a developmental systems framework, we synthesize evidence from the learning sciences and several branches of educational research regarding well-vetted strategies that support the kinds of relationships and learning opportunities n…
Student Self‐Reported Positive Purpose Over Two Years in Urban Middle Schools
We used Developmental Systems Theory as a framework for understanding the role of contextual factors in the development of purpose in urban adolescents. The sample included primarily low-socioeconomic students of color attending urban middle schools (n = 2,629; 10-16 years of age). Longitudinal data were collected at four time points across two years. We used hierarchical linear modeling to model change in purpose. On average, purpose declined ov…
Malleability, plasticity, and individuality
This article synthesizes foundational knowledge from multiple scientific disciplines regarding how humans develop in context. Major constructs that define human development are integrated into a developmental system framework, this includes—epigenetics, neural malleability and plasticity, integrated complex skill development and learning, human variability, relationships and attachment, self-regulation, science of learning, and dynamics of stress…
Important implementation constructs for federal agencies in health and human service settings that are selecting, monitoring, and supporting grantees
Background: Federal agencies and other funders seeking to maximise their impact aim to understand factors associated with implementing evidence-based interventions (EBIs) to address health problems. Challenges exist, however, in synthesising information from different disciplines and reaching agreement about these factors due to different terminology, frameworks, and measures being used in different fields. Methods: A mixed-methods approach was u…
Advancing the Science and Practice of Social and Emotional Learning
This chapter summarizes the results of nearly 100 years of research on school-based social and emotional learning (SEL). The SEL field has grown out of research in many fields and subfields with which educators, researchers, and policymakers are familiar, including the promotion of social competence, bullying prevention, prevention of drug use and abuse, civic and character education, emotional intelligence, conflict resolution, social skills tra…
The implementation of inclusive education in Beijing
Cross-national measurement of school learning environments
Justifying and Explaining Disproportionality, 1968–2008
Special education has made considerable advances in research, policy, and practice in its short history. However, students from historically underserved groups continue to be disproportionately identified as requiring special education. Support for color-blind practices and policies can justify racial disproportionality in special education and signal a retrenchment to deficit views about students from historically underserved groups. We respond …
How Can We Improve School Discipline
School discipline addresses schoolwide, classroom, and individual student needs through broad prevention, targeted intervention, and development of self-discipline. Schools often respond to disruptive students with exclusionary and punitive approaches that have limited value. This article surveys three approaches to improving school discipline practices and student behavior: ecological approaches to classroom management; schoolwide positive behav…
Exploring the Relationship between Student Mobility and Dropout among Students with Emotional and Behavioral Disorders
David Osher, Gale Morrison, Wanda Bailey, Exploring the Relationship between Student Mobility and Dropout among Students with Emotional and Behavioral Disorders, The Journal of Negro Education, Vol. 72, No. 1, Student Mobility: How Some Children Get Left Behind (Winter, 2003), pp. 79-96
How Can We Improve School Discipline
School discipline addresses schoolwide, classroom, and individual student needs through broad prevention, targeted intervention, and development of self-discipline. Schools often respond to disruptive students with exclusionary and punitive approaches that have limited value. This article surveys three approaches to improving school discipline practices and student behavior: ecological approaches to classroom management; schoolwide positive behav…
Exploring the Relationship between Student Mobility and Dropout among Students with Emotional and Behavioral Disorders
David Osher, Gale Morrison, Wanda Bailey, Exploring the Relationship between Student Mobility and Dropout among Students with Emotional and Behavioral Disorders, The Journal of Negro Education, Vol. 72, No. 1, Student Mobility: How Some Children Get Left Behind (Winter, 2003), pp. 79-96
Cross-national measurement of school learning environments
Student Self‐Reported Positive Purpose Over Two Years in Urban Middle Schools
We used Developmental Systems Theory as a framework for understanding the role of contextual factors in the development of purpose in urban adolescents. The sample included primarily low-socioeconomic students of color attending urban middle schools (n = 2,629; 10-16 years of age). Longitudinal data were collected at four time points across two years. We used hierarchical linear modeling to model change in purpose. On average, purpose declined ov…
Exploring the Relationship between Student Mobility and Dropout among Students with Emotional and Behavioral Disorders
David Osher, Gale Morrison, Wanda Bailey, Exploring the Relationship between Student Mobility and Dropout among Students with Emotional and Behavioral Disorders, The Journal of Negro Education, Vol. 72, No. 1, Student Mobility: How Some Children Get Left Behind (Winter, 2003), pp. 79-96
Justifying and Explaining Disproportionality, 1968–2008
Special education has made considerable advances in research, policy, and practice in its short history. However, students from historically underserved groups continue to be disproportionately identified as requiring special education. Support for color-blind practices and policies can justify racial disproportionality in special education and signal a retrenchment to deficit views about students from historically underserved groups. We respond …
How Can We Improve School Discipline
School discipline addresses schoolwide, classroom, and individual student needs through broad prevention, targeted intervention, and development of self-discipline. Schools often respond to disruptive students with exclusionary and punitive approaches that have limited value. This article surveys three approaches to improving school discipline practices and student behavior: ecological approaches to classroom management; schoolwide positive behav…
Cross-national measurement of school learning environments
The implementation of inclusive education in Beijing
Advancing the Science and Practice of Social and Emotional Learning
This chapter summarizes the results of nearly 100 years of research on school-based social and emotional learning (SEL). The SEL field has grown out of research in many fields and subfields with which educators, researchers, and policymakers are familiar, including the promotion of social competence, bullying prevention, prevention of drug use and abuse, civic and character education, emotional intelligence, conflict resolution, social skills tra…
Malleability, plasticity, and individuality
This article synthesizes foundational knowledge from multiple scientific disciplines regarding how humans develop in context. Major constructs that define human development are integrated into a developmental system framework, this includes—epigenetics, neural malleability and plasticity, integrated complex skill development and learning, human variability, relationships and attachment, self-regulation, science of learning, and dynamics of stress…
Important implementation constructs for federal agencies in health and human service settings that are selecting, monitoring, and supporting grantees
Background: Federal agencies and other funders seeking to maximise their impact aim to understand factors associated with implementing evidence-based interventions (EBIs) to address health problems. Challenges exist, however, in synthesising information from different disciplines and reaching agreement about these factors due to different terminology, frameworks, and measures being used in different fields. Methods: A mixed-methods approach was u…
Drivers of human development
This article synthesizes knowledge on the role of relationships and key macroand micro-contexts - poverty, racism, families, communities, schools, and peers - in supporting and/or undermining the healthy development of children and youth, using a relational developmental systems framework. Relationships with parents, siblings, peers, caregivers, and teachers are explored in the context of early care and childhood settings, schools, classrooms, an…
Implications for educational practice of the science of learning and development
This article draws out the implications for school and classroom practices of an emerging consensus about the science of learning and development, outlined in a recent synthesis of the research. Situating the review in a developmental systems framework, we synthesize evidence from the learning sciences and several branches of educational research regarding well-vetted strategies that support the kinds of relationships and learning opportunities n…
Student Self‐Reported Positive Purpose Over Two Years in Urban Middle Schools
We used Developmental Systems Theory as a framework for understanding the role of contextual factors in the development of purpose in urban adolescents. The sample included primarily low-socioeconomic students of color attending urban middle schools (n = 2,629; 10-16 years of age). Longitudinal data were collected at four time points across two years. We used hierarchical linear modeling to model change in purpose. On average, purpose declined ov…
The Science of Learning and Development
Violent extremism in the U.S
Violent extremism in the United States has surged over the past 25 years, with attacks on and threats to major governmental and other institutions, infrastructure (e.g., electric grid), and specific segments of the population, including immigrant and BIPOC (Black, Indigenous, and other People of Color) communities. Violent extremism can take multiple and diverse forms, such as bombings in public spaces or specific sites (e.g., house of worship, g…
Beyond Static Markers in Disproportionality Research
Racialized and historically produced disparities and disproportionalities in emotional/behavioral disorders are addressable, but only when their cultural nature and contextual complexities are examined through lenses accounting for racism, ableism, bias, and bureaucratic professionalization. We synthesize knowledge about racial disparities in identification, discipline, exclusion, and services, situating patterns within dynamic cultural, spatial,…
The Battle Over Memory
A growing number of educators and social science researchers no longer see violent extremism and racialized history as exceptional, marginal, or insignificant. Instead, there is an increasing consensus that extremist violence and racialized history have been central to U.S. history and currently affect students, teachers, schools, and curricula. Extremist violence and how it is framed, remembered, or hidden are inseparable from how racial categor…
Return of the Lost Cause
In this paper, we argue that the roots of at least some elements of the current anti-civil rights campaign may be found in earlier historical movements, in particular the Lost Cause narrative. We compared two current African American studies curricula with themes regarding race and slavery propagated by Lost Cause adherents. Findings revealed some overlap for one of those curricula ( Florida's Standards on African and African American History Gra…
Understanding the Role of Violent Extremism and Its Implications for School Psychologists, Educators, and Schools
Violent extremism in the United States is not an aberration but a constitutive, historically rooted phenomenon. While often framed as a psychological or ideological pathology, extremism has long been socially, culturally, and politically embedded. Reactionary violence—from Indian removal, slavery, and lynching to the Ku Klux Klan, militia movements, and contemporary mass shootings—has dwarfed radical extremism in scope and impact. Extra-legal com…
Psychology (12 obras) · Early Childhood Education and Development (8 obras) · Developmental psychology (7 obras) · Political science (6 obras) · Sociology (6 obras) · Mathematics education (5 obras) · Social Psychology (5 obras) · Critical Race Theory in Education (4 obras) · Education Discipline and Inequality (4 obras) · Pedagogy (4 obras)