000			01684naa a2200181uu 4500
001			0071609452337
003			OSt
005			20190211173448.0
008			100716s2005 xx ||||gr |0|| 0 eng d
100	1		_aRAUDENBUSH, Stephen W. _941639
245	1	0	_aHow do we study "what happens next"?
260			_aThousand Oaks : _bSAGE, _cNovember 2005
520	3		_aApplications of group trajectory modeling summarize individual histories in a language that is broadly accessible to clinicians. This strength depends on the belief that a population consists, at least roughly, of a small number of subgroups whose members display similar records of behavior. In this view, the purpose of longitudinal research is to reveal the unfolding of essential differences between groups. The author offers an alternative view, in which historical records of personal behavior reflect a continuous interplay between individual action and environmental intervention. This interplay generates, for each participant, a myriad of potential trajectories. Rather than smoothing over this complexity with a small number of trajectory classes, the author proposes models that allow personal and environmental contributions to generate appropriate developmental complexity. The author illustrates this alternative approach using two examples: children's learning during the elementary years and effects of age and history on violent offending.
773	0	8	_tThe Annals of The American Academy of Political and Social Science _g602, p. 131-144 _dThousand Oaks : SAGE, November 2005 _xISSN 00027162 _w
942			_cS
998			_a20100716 _b0945^b _cDaiane
998			_a20100803 _b1059^b _cCarolina
999			_aConvertido do Formato PHL _bPHL2MARC21 1.1 _c35061 _d35061
041			_aeng