Chapter 7: Schools - Ole Miss



CHAPTER 117: SCHOOLS

INTRODUCTION

COMPULSORY EDUCATION WAS INSTITUTED ACROSS THE UNITED STATES BETWEEN 1890 AND 1920 AND INCLUDED INTELLECTUAL, VOCATIONAL, AND CITIZENSHIP CURRICULA. ADDING CLASSES IN AREAS SUCH AS MUSIC, PHYSICAL EDUCATION, AND SPORTS BROADENED THE CURRICULUM ACROSS THE YEARS. CROSS-CULTURAL COMPARISONS INDICATE THAT MOST COUNTRIES MANDATE SCHOOL ATTENDANCE TO BEGIN AT 6 OR 7 AND TO END AT 14 TO 17 YEARS OF AGE. COUNTRIES PLACE VARYING EMPHASIS ON BASIC AND ADVANCED ACADEMIC PREPARATION, VOCATIONAL TRAINING, AND SPORTS.

Educators follow numerous strategies to promote learning:

( Direct instruction approach–—founded in applied behavior analysis, teachers use directed, mastery learning strategies;

( Cognitive constructivist approach—–following a Piagetian theoretical foundation, teachers prompt students to take an active role in constructing a knowledge base;

( Social constructivist approach—–based on Vygotsky’s theoretical orientation, students collaborate to construct a solid foundation of knowledge;

( Learner-centered principles—–based on 14 learner-centered principles and cognitive, motivational, social, and individual factors, students rather than teachers are central figures.

The Carnegie Council proposed core social policy for improving adolescent education by creating learning environments that promote learning communities, curriculum standards, academic success, effective school personnel, student health, family involvement, and community-wide resources.

Students making a transition from grade school to middle school, and then to senior high have both stressful experiences and beneficial outcomes. Students experience the top-dog phenomenon as they move from top to bottom positions between grade schools and middle schools. School changes provide students with the opportunity to gradually shift toward personal independence and responsibility. Fewer transitions, increased involvement in extracurricular activities, high-quality friendships, and parent support are correlated with good student adjustment and high self-esteem. Successful middle schools create settings that provide personal attention, involve parents, support rigorous instruction, and promote student health.

Many high school graduates are ill prepared for college or the workplace. Educators believe that high schools need a new mission to better prepare students.

The transition to college or employment may be less stressful due to improved relationships with from parents. The transition form from high school to college can be facilitated best with personalized assistance from high school counselors and college representatives.

Circumventing normal transition periods by dropping out of high school often leads to poor employment opportunities. Graduation rates are as low as 10 percent for Native Americans and 50 percent for minorities in cities. Adolescents drop out due to academic, economic, and personal-social reasons. Reducing dropout rates depends on personalized guidance through academic, social, cultural, and recreational activities throughout the school years.

The transition to college or employment may be less stressful due to improved relationships with parents. The transition from high school to college can be facilitated best with personalized assistance from high school counselors and college representatives.

The social context of school changes as children go from preschool to elementary school to the secondary level.

School characteristics appear to have both short- and long-term influences on students:

( Students in smaller schools demonstrate more prosocial behavior; large schools may influence anonymity and reduce personal responsibility.

( The authoritative strategy of classroom management encourages students to be independent yet cooperative and cognizant of classroom expectations.

( The authoritarian strategy of class management encourages compliant, passive learners.

( The permissive strategy of classroom management provides autonomy, but little structure for students learning self-control and academic skills.

( School climates that project self-efficacy and positive expectations for students appear to have overall beneficial effects on academic performance and achievement.

( The aptitude-treatment interaction between student characteristics and classroom environments require adjustments to promote optimal learning.

Teachers influence learning with enthusiasm, organization, adaptability, and cognizance of individual learner’s requirements. Parent and school cooperation must continue from grade school and middle school through high school to ensure positive outcomes for students academically and physically.

Students in middle school interact with many peers on a daily basis. Popular or accepted students are more successful academically. Some children and adolescents are the victims of bullies. These children have several characteristics in common including parent who are demanding and unresponsive and a tendency to internalize problems. Victims of bullies can suffer short-term and long-term negative effects.

Socioeconomic status (SES) also has an enduring influence. Students from low-SES neighborhoods attend schools with lower graduation rates; fewer students going to college; and young, inexperienced teachers. Ethnicity and SES are often difficult to understand by themselves because many minority group members experience poverty. Educational programs often reflect attitudes of institutional racism. Strategies for resolving these difficulties are complicated. Student relations in ethnically diverse classrooms may be achieved by creating jigsaw classrooms, encouraging positive personal contact, advocating perspective taking, promoting critical thinking and social problem solving, establishing cooperative school-community efforts, and advocating for knowledge and respect of ethnic attitudes.

Cross-cultural comparisons of secondary schools have found several similarities such as being divided into two or more levels but have uncovered many differences as well. College attendance also differs with Canada having the largest enrollment.

Exceptional adolescents represent students who often require curriculum modifications and adult support to reach their full potential. Students with a learning disability most often have difficulties in reading, written language, and math. Students with attention deficit hyperactivity disorder (ADHD) have difficulties focussing on relevant environmental stimuli and show high levels of physical activity. About 90 percent take prescription medication for behavior control. Adolescents with disabilities typically are included in regular education classrooms, the least restrictive environment. Inclusion in regular education classrooms ensures that all students have the same opportunities to learn both academically and socially. Adolescents who are gifted demonstrate characteristics of precocity, independence in learning, and internal motivation. Programs for gifted students include special classes, enriched regular education settings, apprenticeship programs, and community internships. Educators and schools are continuously challenged to support diverse learners within local educational settings.

Total Teaching Package Outline

CHAPTER 117: SCHOOLS

|HEADING | |RESOURCE |

|I. Approaches to Educating StudentsTHE NATURE OF ADOLESCENTS’ | |Learning Goal: 1 |

|SCHOOLING | |Image Gallery: 113, 156, 160 |

| | |Lecture Topic: 7.11.1 |

| | |Research Project: 7.11.2 |

| | |Essay Question: 1 |

| | | |

|Historical AspectsApproaches to Educating Students | |Lecture Topic: 7.11.1 |

| | |In-Class Activity: 7.11.2 |

| | |Short Scenario: 7.11.1 |

| | |Critical Thinking Exercise: 7.11.2 |

| | | |

| | |Essay Question: 1 |

| | |WWW: Ask ERIC; Phi Delta Kappan at santrocka10 |

| | |WWW: National Education Research Centers; Pathways to School Improvement;|

| | |APA’s Education Directorate at santrocka109 |

| | | |

|Historical Aspects of Educating Students | |Critical Thinking Exercise: 7.2 |

| | |WWW: National Education Research Centers; Pathways to School Improvement;|

| | |APA’s Education Directorate at santrocka9 |

| | | |

|Cross-Cultural Comparisons | |Lecture Topic: 7.3 |

| | | |

|Contemporary Approaches to Student Learning | |Lecture Topics: 7.11.1, 7.11.2, 7.11.3 |

| | |Critical Thinking Exercise: 7.11.2 |

| | |Research Article: 7.11.1 |

| | |Explorations in Adolescence: Cross-Cultural Comparisons of Secondary |

| | |Schools |

| | |WWW: Reinventing Schools; books.nap.edu/html/techgap/ |

| | |nap/online/techgap/welcome.html |

| | | |

|The APA’s Learner-Centered Principles | |Lecture Topic: 7.11.1 |

| | |Critical Thinking Exercise: 7.11.2 |

| | |WWW: Constructivist Teaching and Learning; APA’s Learner-Centered |

| | |Psychological Principles at santrocka109 |

| | | |

|Social Policy | |Essay Question: 2 |

| | |Video: School and Public Policy (VAD) |

| | | |

|Schools’ Changing Social Developmental Contexts | |Learning Goal: 2 |

| | |Lecture Topic: 7.1 |

| | |In-Class Activity: 7.2 |

| | |Critical Thinking Exercise: 7.1 |

| | |Research Article: 7.2 |

| | |Research Project: 7.2 |

| | | |

|II. TRANSITIONS IN SCHOOLING | |Learning Goal: 23 |

| | |Image Gallery: 160 |

| | |Critical Thinking Exercise: 7.11.1 |

| | |Short Scenario: 7.11.2 |

| | |WWW: Educating Young Adolescents for a Changing World at |

| | |santrocka109 |

| | | |

|Transition to Middle or Junior High School | |Essay Question: 3 |

| | |Through the Eyes of Adolescents: Hoping a Pill Will Be Invented to Get |

| | |You Through School |

| | | |

|What Makes a Successful Middle School? | |Lecture Topic: 7.11.2 |

| | |Research Project: 7.11.2 |

| | |Essay Question: 4 |

| | |WWW: First Days of Middle School; Resources for Middle School; Teachers; |

| | |Middle School Issues; Middle School Programs at santrocka109|

| | |Thinking Critically: Evaluating Your Own Middle or Junior High School |

| | | |

|The American High School | |Learning Goal: 2 |

| | | |

|High School Dropouts and Noncollege Youth | |Image Gallery: 112 |

|High School Dropout Rates | |Lecture Topic: 7.11.2 |

|The Causes of Dropping Out | |Short Scenario: 7.11.1 |

|Reducing the Dropout Rate and Improving the Lives of Noncollege| |Essay Question: 5 |

|Youth | |WWW: Issues in Dropping Out of School; High School Dropouts and |

| | |Ethnicity; Raising Achievement and Reducing Dropout Rates at |

| | |santrocka10 |

| | |Through the Eyes of Adolescents: Adolescents Who Hate School |

| | | |

|Transition from High School to College | |Learning Goal: 24 |

|Transition from College to Work | |Image Gallery: 156 |

| | |Short Scenario: 7.11.2 |

| | |Essay Question: 3 |

| | |WWW: High Schools; Friendship and the Transition to College at |

| | |santrocka109 |

| | | |

|High School Dropouts and Noncollege Youth | |Image Gallery: 112 |

|High School Dropout Rates | |Short Scenario: 7.1 |

|The Causes of Dropping Out | |Essay Question: 5 |

| | |WWW: Issues in Dropping Out of School; High School Dropouts and |

| | |Ethnicity; Raising Achievement and Reducing Dropout Rates at |

| | |santrocka9 |

| | |Through the Eyes of Adolescents: Adolescents Who Hate School |

| | | |

|Reducing the Dropout Rate and Improving the Lives of Noncollege| |Lecture Topic: 7.2 |

|Youth | |Careers in Adolescent Development: Donna Smith, School Psychologist |

| | | |

|III. . The Social Context of Schools | |LEARNING GOAL: 3 |

|SCHOOLS, CLASSROOMS, TEACHERS, AND PARENTS | |Lecture Topic: 7.11.1 |

| | |In-Class Activity: 7.11.2 |

| | |Critical Thinking Exercise: 7.11.1 |

| | |Research Article: 7.11.25 |

| | |Discussion Topic: 7.3 |

| | |Research Articles: 7.1, 7.2 |

| | |Research Project: 7.1 |

| | | |

|Changing Social Developmental Context | |Research Project: 7.11.2 |

| | |Discussion Topic: 7.11.3 |

| | |Research Articles: 7.11.1, 7.11.2 |

| | |Research Project: 7.11.1 |

| | | |

|Size and Climate of Schools | |Discussion Topic: 7.11.3 |

| | |Critical Thinking Exercise: 7.11.3 |

| | |Short Scenario: 7.11.1 |

| | |Research Article: 7.11.2 |

| | |Research Project: 7.11.2 |

| | | |

|School Size and Classroom Size | |Critical Thinking Exercises: 7.11.1, 7.11.2, 7.11.3 |

| | |WWW: The Metamorphosis of Classroom Management; Managing Today’s |

| | |Classroom at santrocka109 |

| | | |

|Classroom Climate | |Discussion Topic: 7.11.3 |

| | |In-Class Activity: 7.11.2 |

| | |Critical Thinking Exercise: 7.11.3 |

| | |Short Scenario: 7.11.3 |

| | |Research Article: 7.11.2 |

| | |Essay Question: 6 |

| | |Through the Eyes of Psychologists: Jacquelynne Eccles |

| | | |

|Person-Environment Fit and Aptitude-Treatment Interaction | |Lecture Topic: 7.11.2 |

| | |Critical Thinking Exercise: 7.11.1 |

| | | |

|Teachers and Parents | |Lecture Topic: 7.11.3 |

| | |Discussion Topic: 7.11.2 |

| | |Short Scenario: 7.11.1 |

| | |Research Article: 7.11.1 |

| | |Essay Question: 7 |

| | |WWW: Publications for Parents: |

| | |pubs/parents./searchResults.jhtml |

| | | |

|Interactions with Teachers | |Lecture Topic: 7.11.3 |

| | |Discussion Topic: 7.11.2 |

| | |WWW: Teaching Resources at santrocka109 |

| | | |

|Parents and Schools | |Lecture Topic: 7.11.3 |

| | |Discussion Topic: 7.11.2 |

| | |Critical Thinking Exercise: 7.11.1 |

| | |Essay Question: 7 |

| | |Careers in Adolescent Development: Jimmy Furlow, Secondary School Teacher|

| | |WWW: Parent Involvement in Schools at santrocka910 |

|Peers | |Learning Goal: 3 |

|Structure of Middle School | |Research Article: 7.11.1 |

|Peer Statuses | | |

|Bullying | | |

|Friendship | | |

|Crowds | | |

| | | |

|Culture | |Learning Goal: 3 |

|Socioeconomic Status and Ethnicity | |Short Scenario: 7.11.1 |

|Socioeconomic Status | |Critical Thinking Exercise: 7.11.2 |

|Ethnicity | |Essay Question: 8 |

| | |WWW: Poverty and Learning; Interview with Jonathan Kozol at |

| | |santrocka10 |

| | |WWW: Exploring Multicultural Education; Multicultural Education |

| | |Resources; Multicultural Pavilion at santrocka10 |

| | |WWW: Cooperative Learning at santrocka10 |

| | |Careers in Adolescent Development: James Comer, Psychiatrist |

| | | |

|Cross-Cultural Comparisons | |Lecture Topic: 7.11.3 |

|Secondary Schools | | |

|Colleges | | |

|IV. . SOCIOECONOMIC STATUS AND ETHNICITY IN SCHOOLS | |Learning Goal: 6 |

| | |Short Scenario: 7.1 |

| | |Essay Question: 8 |

| | | |

|Socioeconomic Status | |Critical Thinking Exercise: 7.2 |

| | |Essay Question: 8 |

| | |WWW: Poverty and Learning; Interview with Jonathan Kozol at |

| | |santrocka9 |

| | |Thinking Critically: Looking Back at Your Own School |

| | | |

|Ethnicity | |Essay Question: 8 |

| | |WWW: Exploring Multicultural Education; Multicultural Education |

| | |Resources; Multicultural Pavilion at ssantrocka9 |

| | |WWW: Cooperative Learning at ssantrocka9 |

| | |Careers in Adolescent Development: James Comer, Psychiatrist |

| | | |

|VIV. . ADOLESCENTS WHO ARE EXCEPTONAL | |Learning Goal: 4 |

| | |Short Scenario: 7.11.3 |

| | |Research Article: 7.11.1 |

| | |Essay Question: 9 |

| | | |

|Who Are Adolescents with Disabilities? | |Learning Goal: 47 |

| | | |

|Learning Disabilities | |WWW: Learning Disabilities Association; Learning Disabilities Resources; |

| | |ADHD Resources at santrocka109 |

| | |Thinking Critically: Reflecting on Learning Disabilities |

| | | |

|Attention Deficit Hyperactivity Disorder | |Through the Eyes of Psychologists: Daniel Hallahan |

| | | |

|Educational Issues Involving Adolescents with Disabilities | |WWW: Special Education Resources; The Council for Exceptional Children; |

| | |Legal Issues and Disabilities Inclusion at ssantrocka109 |

| | | |

|Adolescents Who are Gifted | |Learning Goal: 48 |

| | |Essay Question: 10 |

| | |Through the Eyes of Adolescents: Youth Who Are Gifted Speak |

| | |WWW: Gifted and Talented Resources; Gifted Education at |

| | |santrocka109 |

| | |Careers in Adolescent Development: Sterling Jones, Supervisor of Gifted |

| | |and Talented Education |

SUGGESTED LECTURE TOPICS

TOPIC 7.11.1—EFFECTIVE EDUCATIONAL STRATEGIES

The major goal of education may be to prepare adolescents for the next stage of development, either secondary education or employment; to prepare students for a life-long learning process, or to establish and maintain a cooperative democratic society. Whatever the purpose, schools and teachers have the opportunity to profoundly impact students’ lives. Effective instructional strategies help teachers increase educational effectiveness and provide opportunities for students to achieve these goals. Assessment helps students and teachers determine whether instructional strategies really are effective. Regularly alternating assessment and intervention procedures keeps both teachers and students on track. An effective educational sequence looks something like this:

( Assess students’ prior knowledge acquisition

( Clarify educational goals and expectations

( Promote awareness of learning styles through self-assessment

( Provide instruction about learning and memory strategies

( Ask students to monitor their study time and daily productivity

( Begin instruction by connecting students’ current knowledge and new information

( Ask students to write down the most important thing they learned that day / week

( Provide repetition to establish factual information and theories or principles

( Promote a community of learners with students teaching and learning with peers

( Assess accuracy of new knowledge through discussion and application exercises

( Reintroduce previous information relevant to current topics—ask questions or reintroduce key terms

( Query student understanding of material and instructional effectiveness through “Muddiest Point” (e.g., What was the muddiest point in this session? Angelo & Cross, 1993, p. 152)

( Demonstrate how information applies to students’ lives

( Discuss students’ perspective and their confidence at using the information

( Assess students’ ability to apply the information to their own lives

( Assess students’ overall performance

( Ask students to assess teachers’ performance

Angelo and Cross (1993) suggest that students establish a thorough understanding of material when teachers encourage and support them to be competent learners by:

( becoming actively engaged;

( establishing realistic, high goals;

( using regular feedback;

( recognizing preconceived ideas, and revising them when necessary;

( recognizing personal learning styles, and improving them;

( applying new information to current experiences;

( understanding assessment criteria and procedures; and

( working consistently and prolifically with their peers and teachers.

Friedman and Fisher (1998) explain how effective teachers complete the instructional process.

Individuals and groups of students rarely present exactly the same challenges. Teachers’ effectiveness depends on quickly determining and responding to the effectiveness of any given approach. Thus, successful instruction requires that teachers regularly assess and instruct to recognize how well teaching strategies fit the students with whom they are working.

References

Angelo. T. A., & Cross, K. P. (1993). Classroom assessment techniques: A handbook for college teachers (2nd ed.). San Francisco: Jossey-Bass, Inc.

Friedman, M. I., & Fisher, S. P. (1998). Handbook on effective instructional strategies: Evidence for decision- making. Columbia, SC: The Institute for Evidence-Based Decision-Making Education, Inc.

Topic 7.11.2—Teaching at the Appropriate Cognitive Level

Is it developmentally appropriate to assume that adolescents are capable of abstract reasoning and formal logic when designing teaching materials and strategies for junior high (middle) school, high school, and college students? One researcher, John Renner, says definitely not—and provides solid data to document the actual incidence of formal operations and to demonstrate the influence of courses that have assumed those abilities on the part of adolescents.

It may be helpful to get obtain a copy of the book by Renner and his associates (1976) and study the data of the incidence of formal operations. Generally, Renner et al. found that less than 25 percent of high school students think at the formal-operational or transitional level of thinking. Over 70 percent of high school students are thinking at a fully concrete level. In order to solve complicated problems, students must be able to interact with objects, events, and situations that permit logical thought to develop. Renner et al. suggest physical science experiments including the conservation of solid amount, conservation of volume, reciprocal implications, elimination of contradictions, separation of variables, and exclusion. Summarize, from the text, strategies used in introductory physical science classrooms that assume students are formal operational thinkers versus those that assume students are concrete operational thinkers. Renner et al. also documented the changes in the incidence of formal operations associated with learning in each type of class.

Combine with your presentation of Renner’s research any additional information you have about the success of science teaching in America today. Is Renner’s proposal the answer? If so, why are other nations so successful at teaching science to their teenagers? Determine, if you can, whether science teaching in other countries conforms to Renner’s suggestions.

Reference

Renner, J. W., .; Stafford, D. G., .; Lawson, A.E., .; McKinnon, J. W., .; Friot, F. E., & Kellogg, D. H. (1976). Research, teaching, and learning with the Piaget model. Norman: University of Oklahoma Press.

Topic 7.11.3—American vs. Japanese Schools

In Japan, everyone is able to read, 94 percent of adolescents graduate from high school, and 34 percent earn college degrees (Chance, 1987). How do Japanese youth achieve such high educational standards?

( First, the Japanese place importance on education in homes. Many Japanese mothers devote their entire lives to assisting their children with their schoolwork. Japanese mothers play educational games, read to them, and lavish praise on their children as they master skills.

( Second, formal education begins early for most Japanese children. Preschool environments in Japan are more controlled, formal, and skill-oriented than preschools in America. Japanese preschoolers learn three alphabets, learn to cooperatively manage daily living tasks, and begin the foundations of traditional school curriculum.

( Third, school-age Japanese children themselves show greater self-control over their school behaviors than do American schoolchildren. They spend an hour more each day and 63 more days each year in school than do American children, and many Japanese children attend a juku, where they receive private lessons after school. Then they go home and do a few hours of homework for their regular school.

( Finally, by high school, serious Japanese students do little but study and attend school. They dedicate their lives to studying for extensive comprehensive college entrance exams that will determine their educational and career futures.

The first nine years of education are compulsory public schooling. After that, many Japanese children attend a yobiko, a sophisticated private high school. A yobiko holds classes 5-1/2 days a week, 210 days a year (Walsh, 1987). Their educational obsession may pay off with acceptance into Tokyo or Kyoto universities, the most prestigious Japanese colleges.

Cultural Expectations

Should Americans adopt many of the features of the Japanese school system? Many parents think that the stress of so much schooling would lead to violence or depression! Yet, there are more assaults on teachers in New York City schools than in all of Japan, and the suicide rate among teenagers is higher in the United States than it is in Japan (Chance, 1987).

Adoption of the Japanese system in the United States might be unsuccessful for several reasons. First, Americans are accustomed to local control of school systems and seem to value diversity from one school system to the next. The Japanese model features excessive centralization and lack of diversity. Many Japanese believe that this aspect of their system needs to be changed (Walsh, 1987).

Next, to imitate the Japanese educational system, an American parent would have to be willing to sacrifice their careers to thoroughly supervise and tutor their children (Chance, 1987). Few Americans would make this choice; however, if they did abandon their careers, business and industry would be shaken by the loss of strong, effective workers.

Japanese parents also spend thousands of dollars on their children’s elementary and secondary school education to make them competitive for college (Walsh, 1987). To do this in the American culture would increase the differences in the education of the middle and upper classes and the education of the lower classes. A basic American tenet is to make educational opportunities available for all. In fact, not all Japanese families can afford good education for their children. About 29 percent of Japanese high school graduates go on to undergraduate college programs (another 12 percent enter special training schools); in America, about 55 percent of high school graduates go on to 2- and 4-year colleges. About 3 percent of Japanese college enrollment is in graduate college programs; in America it is about 11 percent (Walsh, 1987).

Differences in Educational Climate and Student Outcome

Stevenson and colleagues have studied extensively to identify differences in educational outcomes for Japanese, Chinese, and American children. After administering cognitive tests of verbal and performance ability, the children were given achievement tests to determine current levels of accomplishment. The results showed that at the first grade level, American students scored higher on the cognitive tasks that than the other two groups. At the fifth grade level, students demonstrated similar cognitive abilities across the three groups; Japanese and Chinese students had gained on the American students. Also at fifth grade, achievement scores were very different across the three groups: Chinese students did best in reading; Japanese students were best in math; American students, already behind the others academically in first grade, were far behind the other two groups in fifth grade. The explanation may have something to do with the following: First, in addition to increased hours (1 per day) and days (60 to 65 per year) in school experienced by Asian children, a greater percentage of the school day is spent on academics (10 percent to 25 percent more time). Second, Asian students commit two to three times as many hours on homework each week.

Interestingly, Japanese college years are as lax as the earlier schooling was intense and competitive. Many Japanese college students spend much of their time during college cutting classes, partying, getting drunk, and doing club activities (Walsh, 1987). Most American students study little through high school and then study much harder in college; Japanese students study very hard through high school and then do little studying in college. While Although the average Japanese high school student knows more than the average American high school student, Japanese college students do little research and may achieve less creative thinking than their American counterparts (Walsh, 1987; Chance, 1987a).

What aspects of the American school system would be beneficial additions to the Japanese school system? Should American children attend juku? What aspects of the Japanese school system would be good to adapt to the American school system? Would yobiko be better than the average public high school? Should the school year be lengthened to 210 days? Should school be held on Saturday mornings? Should the American college system be more lenient on issues such as cutting classes and partying?

References

Chance, P. (1987). Asian studies. Psychology Today, July, 80.

Chen, C., .; Lee, S., & Stevenson, H. W. (1996). Long-term prediction of academic achievement of American, Chinese, and Japanese adolescents. Journal of Educational Psychology, 18, 750––759.

Stevenson, H. W., & Lee, S. (1990). Contexts of achievement: A study of American, Chinese, and Japanese children. Monographs of the Society for Research in Child Development, 55.

Stevenson, H. W., .; Lee, S., & Stigler, J. W. (1986). Mathematics achievement of Chinese, Japanese, and American children. Science, 231, 693––699.

Stevenson, H. W., .; Stigler, J. W., .; Leen, S., .; Lucker, G. W., .; Kitamura, S., & Hsu, C. (1985). Cognitive performance and academic achievement of Japanese, Chinese and American children. Child Development, 56, 718––734.

Walsh, J. (1987). U.S.-Japan study aim is education reform. Science, 235, 274––275.

Classroom Discussions and Activities

DISCUSSION TOPICS

Discussion 7.11.1—Why School Reform Has Failed

Robert Steinberg (1996) suggests that one of the biggest problems we face with adolescents today is their lack of interest in education. Examples of active resistance to education include: the school walkout in Hershey, Pennsylvania (Hershey Chronicle, April 7, 1994), in response to an announcement that the school year would be extended to make up for storm days; or blank stares, sleeping students, and active disengagement during class discussions. Steinberg suggests that educators cannot create a program that will engage students as long as student peer groups and parents themselves remain disengaged. The following solutions are worth discussion:

( Refocus the discussion–—recognize the issue as one that goes beyond the schools and only changing schools will not help.

( Establish academic excellence as a national priority—–clarify that education is the most important task of childhood and adolescence.

( Increase parental effectiveness—–be willing to discuss the high rate of “parent irresponsibility” or dysfunctional family environments in the United States.

( Increase parental involvement in school—–insist that parents be actively and meaningfully involved with schools and educational communities.

( Make school performance really count—–establish the importance of academic competence as a means of entering subsequent educational programs.

( Adopt a system of national standards and examinations—–make students and schools accountable for providing diplomas.

( Develop uniform national standards for transcripts—–use universally recognized measurement tools to document competence.

( Eliminate remedial education at four-year colleges and universities—–require college level competencies to enter and remain in college.

( Support appropriate school-sponsored extracurricular activities—–make sure educational programs are devoting more time to academic instruction than extracurricular activities.

( Limit youngsters’ time in after-school jobs—–prevent students from putting their energy into jobs over education; limit jobs to 20 hours per week.

Steinberg concludes that if we want to change what is happening in schools, we must change the context in which educators do their jobs.

Reference

Steinberg, L. (1996). Beyond the classroom: Why school reform has failed and what parents need to do. New York: Simon & Schuster.

Discussion 7.11.2—The Hidden Curriculum

School climate often appears as a point of discussion especially often when students demonstrate poor academic achievement, lack of involvement, and antisocial behavior. Factors that can be measured objectively and are believed to influence school climate include clearly stated educational goals and objectives, and efficient management of programs and budget. David Wren argues that institutional culture and climate are influenced by less conspicuous factors such as the dynamics in human relationships and the traditions or activities that the organization supports. The following implied messages might influence the hidden curriculum:

( students’ and educators’ understanding of administrative expectations;

( school spirit transmitted through traditional activities, mottoes, or mascots;

( school emphasis on athletic versus academic achievement;

( expectations for daily patterns of behavior (compliant or chaotic);

( parental involvement and expectations for students, teachers, and administrators;

( educators’ implicit goals and objectives incorporated into school curriculum;

( academic expectations based on anticipated post-secondary education or success;

( academic expectations for students from low and middle SES;

( academic expectations for male versus female students;

( religious affiliation that guides expectations in many aspects of life.

Ask students to identify the types of hidden curriculum that operated at their high schools. How many different implied messages influenced their school climate? Have individual students identify which message seemed most important. How did each student make that decision? Did implied messages contradict explicit information provided by teachers, administrators, or parents?

Reference

Wren, D. J. (1999). School culture: Exploring the hidden curriculum. Adolescence, 34, 593––596.

In-Class Activities

Activity 7.11.1—Taking Sides on National Education Standards

The issue of national educational standards continues to be a difficult one on which to establish agreement. The National Commission on Excellence in Education, in A Nation at Risk (1983), recommended that students complete basic high school requirements in order to be prepared for post-secondary activities. Their recommendations were that students should have four years of English, three years each of mathematics, science, and social studies; and a semester of computer science. Two years of a foreign language were recommended for any student going to college. The number of students who accomplished these recommendations was about 17 percent in 1990.

Ask students to debate the issue about the value or importance of national standards versus state determined or local school governance over secondary education program requirements. Assign students to a group representing a particular position. Ask students to prepare by studying the recommendations for national standards, their own state requirements, and requirements of colleges identified as Tier 1 (e.g., Princeton, Stanford), Tier 2 (e.g., George Washington University, University of Kansas) Tier 3 (e.g., Mississippi State University, Oregon State University) and Tier 4 (e.g., University of North Texas, University of South Dakota) schools (U.S. News & World Report, 2002). Also look for academic reviews, popular press articles, and professional publications that discuss the issues. After students prepare to take a stand on the issues they represent, ask them to engage in an in-class debate.

ReferenceResources

National Commission on Excellence in Education. (1983). A nation at risk: The imperative for educational reform: A report to the nation and the Secretary of Education, United States Department to Education. , Washington, DC: Author.: Author

U.S. News and World Report (20042, February April). America’s Bbest Ccolleges 20042. Retrieved April 21, 2002 from

Activity 7.11.2—Mission and Policy

Invite an administrator and program director from two school systems or from a middle school and high school program as guests in your class to describe their programs as guests in your class. Ask administrators to specifically discuss their school’s mission statements, goals, philosophy, school climate, parent participation, and community involvement. Ask the program directors to discuss the school curriculum, and any school school-wide programs for discipline, motivation, mentoring, etc. Following the presentations, ask students to comment on the consistency between philosophy and implemented programs, and the advantages or disadvantages of each school’s approach.

Critical Thinking Exercises

Exercise 7.11.1—Developmental Issues in Educaittion

Review Chapter 1 of Adolescence discussing several issues concerning the nature of development. Some of the topics of Chapter 711 are paired with a developmental issue. Determine which pair represents the best match. Circle the letter of the best answer, and explain why it is the best answer, and why each of the other answers is not as appropriate.

A. transitions in schooling: early experience

B. school and classroom size: nurture

C. aptitude-treament interaction: biological processes

D. interactions with teachers: periods of development

E. parents and schools: discontinuity

Exercise 7.11.2—Aptitude-Treatment Interaction

An important, though challenging, concept presented in Chapter 711 is aptitude-treatment interaction. Santrock addresses this idea specifically in a section of its own, but material elsewhere in the chapter also illustrates itthis. Listed below are several other topics contained in Chapter 711. Which one of them best illustrates the idea of aptitude-treatment interaction? Circle the letter of the best answer, and explain why it is the best answer, and why each of the other answers is not as appropriate.

Circle the letter of the best answer, explain why it is the best answer, and why each other answer is not as appropriate.

A. the back-to-basics movement D. the “I Have a Dream” Program

B. the “shopping mall” high school E. small classroom size

C. effective middle schools

Exercise 7.11.3—School Size and Climate

Santrock discusses the effects of size and climate of schools on the affective and cognitive education of adolescents. In order to accept the findings, we must assume that one of the following statements is true. Which one of them is the crucial assumption, as opposed to an inference or an observation? Circle the letter of the best answer, and explain why it is the best answer, and why each of the other answers is not as appropriate.Circle the letter of the best answer, and explain why it is the best answer and why each other answer is not

as good.

A. More prosocial and possibly less antisocial behavior occurs in small schools.

B. Low-response schools had have higher crime rates than high-response schools.

C. Standardized tests are valid measures of student achievement.

D. The greatest gains in achievement occur when the class size is 20 or fewer students.

E. An authoritative strategy will benefit students more than authoritarian or permissive strategiesstrategy.

Answer Key for Critical Thinking Exercises

Exercise 7.11.1

A. This is not the best answer. The material lacks a discussion about how early childhood experiences influence adolescents’ adaptations to secondary schools. A possible exception is the treatment of the top-dog-phenomenon. Strictly speaking, however, this is not an example of the early experience issue.

B. This is the best answer. This section of text is clearly concerned with how variations in school environment correlate with variations in student achievement.

C. This is not the best answer. Although biological needs could be among the student requirements, schools need to address in aptitude-treatment interactions, no biological process is mentioned in the text, nor cited as a mechanism relevant to this interaction.

D. This is not the best answer. This section does not address the issue of different tactics teachers might use with various age groups, but it does recognize that teachers’ knowledge of developmental characteristics is one of several influential factors considered by successful teachers.

E. This is not the best answer. There may be discontinuity between parents and schools based on points discussed in the material, but that is not the point of discontinuity as it is discussed in Chapter 1. There is no discussion about how parents’ involvement in schools relates to discontinuities in development.

Exercise 7.11.2

A. This is not the best answer. In fact, the back-to-basics movement seems to be a reaction against ideas, like such as aptitude-treatment interaction. The movement focuses on a curriculum that all students should take and is not concerned with alternative classes.

B. This is not the best answer. Santrock points out that this type of high school encourages individualization, but at the possible cost of anonymity and increased numbers of “unspecial” students.

C. This is the best answer. A direct quote says it all: “The most striking feature was their willingness and ability to adapt all school practices to the individual differences in physical, cognitive, and social development of their students.”

D. This is not the best answer. The “I Have a Dream” Program is designed primarily for dropout prevention and noncollege bound youth.

E. This is not the best answer. The material in the text suggests that small classes can best achieve aptitude-treatment interactions, focusing on achievement contrasts between students learning in small and large classrooms, and without discussing the mechanisms related to learning or adjustment.

Exercise 7.11.3

A. This is not the best answer. This is an inference, although there is no clear evidence that school size and academic achievement are related.

B. This is not the best answer. This is an observation. This point has been demonstrated statistically in comparisons of low- and high-responsive schools.

C. This is the best answer. This is a point one must accept acknowledge in order to accept the comparisons Santrock cites. There is no discussion of this point, but it is somewhat controversial.

D. This is not the best answer. It is an observation, a statement of the correlation between classes of 20 or fewer students demonstrating the highest levels of achievement.

E. This is not the best answer. This is an inference based on arguments about the authoritative, authoritarian, and permissive strategies of classroom management.

Short Scenarios

Scenario 7.11.1

Loveland High has a history of incorporating innovative educational change. Student success has improved dramatically since educational staff, parents, and other community members decided to build an effective program. But it wasn’t always so. Loveland is in the poorest section of the city and students often do not get adequate amounts of food, sleep, or family support for getting to school and being ready to learn. Before the joint effort began, students reached high school with a history of failure and their educational experience was a nightmare. Students demonstrated typical outcomes.

Some local pastors and parents decided that it was time to change the outcomes of their children by taking the lead in instituting a school-wide intervention. They talked to the school administrators about contacting some educators at a nearby university. One recommendation was to take out walls to prevent dead ends and blind spots and increasing the use of hall monitors to reduce the potential for student violence. Other educational researchers were interested in trying some strategies such as preparing parents as classroom assistants in lower grades. Schools instituted peer tutoring and jigsaw classroom strategies as well as age-differentiated tutoring for students., and instituting cooperative learning. University and community members also worked together to set up a school school-wide discipline program. After the discipline program was in place, they started talking with other community and business leaders to get them hooked up with health services, recreation activities, and academic assistance after school and in the evening. Gradually, the whole community began to expect their youngsters to behave appropriately and to achieve academic success. Now the school district is recognized statewide for its accomplishments.

( Cooperative programs included administrators, teachers, and parents

( Early educational experiences had a negative impact of later educational experiences.

( Low SES students have poor educational outcomes due to academic failure, economic strain, and personal-social concerns.

( Typically, low SES students have graduation rates of 50 percent or lower, high drug use, high incidences of pregnancy, and poor job prospects.

( They created a safe and effective teaching environment.

( Establishing parent, educator, and community cooperation was probably a key aspect of changing the expected outcomes for students attending Loveland.

( Parental involvement and expectations are an influential factor in altering student retention and success in school.

( One aspect of the educational environment that was not addressed was the importance of personalized counseling services and teacher training.

Scenario 7.11.2

Eric is getting ready to attend the job fair and college recruitment function at the high school with his son Ty. Ty has almost finalized his decision about college, but he wants to talk to one more school representative whothat will be present this evening. Ty will probably to go to a small private school on the west coast. Recruiters have telephoned to encourage his attendance, help him find out about the majors he is considering, and schedule a summer orientation session. Eric reflects on the changes in education that have occurred over the past four generations for his family. Eric’s grandfather, Sylis, completed a professional degree in engineering before homesteading in the early 1900s, but Eric’s father, Lloyd, quit school by the eighth grade. There simply were no high schools to attend within 50 miles of his home in Montana. Roads and transportation were not reliable enough to travel every day. Although some of Lloyd’s friends lived in town during the school months, Sylis needed Lloyd to help on the ranch. By the time Eric was in high school, reliable cars and snowplows made it possible for Eric to attend school through most of the winter. Many families now live in town during much of the winter so their children can regularly attend school and participate in extra activities. Current distance education opportunities like interactive video networks and online courses help students access the advanced placement classes they need to enter college. Rural education certainly isn’t what it used to be.

( Ty is making the transition to college and will meet personally with a college recruiter.

( The high school is demonstrating some responsibility by holding the “futures planning event.

( The small west-coast college has demonstrated a great deal of support for Ty to enroll and prepare for attendance in the fall.

( The transition from a rural area to the small school is facilitated by the personal approach taken by college staff members.

( Eric and Lloyd attended school before education was universally mandated across the U.S.

( Ty has had the academic support he needs to prepare for college through distance education.

Scenario 7.11.3

Mrs. Johnson is the head teacher for an eighth grade classroom of 20 students. Seventeen of the students are typical adolescents experiencing success as members of the oldest age group at the middle school, and the anticipation of going to high school. Three of the students demonstrate very diverse abilities and learning styles in addition to their early adolescent challenges. Fortunately, Mrs. Johnson and the students have a full-time teaching aide to assist them.

Monica, one of the students targeted for special services, is very persistent in her studies, but is particularly so in math and science. She joins a high school science class every day to satisfy her quest or information and a challenge. Danny is a special student that requires teacher attention to keep him on track both socially and academically. He has difficulties paying attention to class activities whether he is in physical education or history. He often blurts out irrelevant questions, and is preoccupied with his own agenda. Sam requires some special attention as he demonstrates grade appropriate skills in math, but has trouble comprehending and completing reading assignments.

In response to the various demands of her regular and special students, Mrs. Johnson structures her classroom activities very carefully, making sure that classroom rules and performance expectations are reviewed weekly, ; and that lessons are presented with some lecture and discussion, demonstrations, and games, such as like Jeopardy.

( Mrs. Johnson has an inclusive classroom with a reasonable number of students.

( The special students place an added burden on the teacher, making it necessary that a teacher’s aide help support an effective educational environment.

( Monica is probably a gifted student, Danny is ADHD, and Sam is learning disabled.

( Mrs. Johnson provides clear expectations for classroom performance.

( Mrs. Johnson is including a variety of instructional activities to suit the needs of diverse learners.

( Lecture and discussion is appropriate for the higher level students, and abstract thinkers.

( Demonstrations are designed for the benefit of most students at this age, capitalizing on hands-on activities to establish concepts for concrete thinkers.

( Jeopardy is a format that students enjoy, but essentially uses as drill and practice approach similar to the direct instruction strategy.

Current Research Articles

ARTICLE 7.11.1—SCHOOL-BASED PREVENTION AND RESILIENCE

Research that previously has focused on anti-social behavior has was associated with (a) personality characteristics of the individual, (b) parenting practices experienced by adolescent delinquents, (c) antisocial behavior that develops as a result of peer group pressure, and (d) early childhood antisocial behavior that continues to escalate through childhood and adolescence. Programs designed to respond to these children and youth in an effort to reduce inappropriate behavior have intervened in response to inadequate parenting practices, social-cognitive deficits, and school discipline issues. Unfortunately, programs that focus on a single context for behavior change often have limited positive effects.

Miller et al. (1998) reviewed multi-element school-based prevention programs that emphasized conditions that promote student resilience. Prevention programs are designed to reduce the chances for students to continue antisocial behavior patterns and to build patterns that increase social competencies for coping with life. A consistently identified goal of these programs is to interrupt the events that often lead students to continue or to accelerate the use of antisocial strategies. A well-recognized point of disruption for students occurs as they make transitions from one education context to another (e.g., grade school to middle school). Students with academic and social deficits experience similar problems on a daily or hourly basis throughout the day. The ability to cope with transitions depends greatly on the student’s ability to respond to new and changing academic and social demands.

Responding to student requirements and interrupting the pattern of antisocial behavior depends on the following compensatory and protective resources:

( individual instruction to improve academic, social-cognitive, and self-management skills;

( parent instruction to establish pro-social parenting strategies and strengthen positive family relationships; and

( school-based programs that incorporate positive expectations between peers, adults, and instructional goals.

Programs reviewed included those that had been successfully replicated across several schools or districts, and valid measurement and design procedures had been used to document student outcome.

Three classroom approaches included the I Can Problem-Solve program, the Improving Social Awareness & Social Problem-Solving program, and the Second Step program. The focus of these programs is to strengthen social-cognitive or emotion regulation skills associated with appropriate social interaction of popular children or antisocial behavior of rejected children. The programs introduce successively more difficult hypothetical and real-life situations that the students must solve. The exercise requires interaction between participants to establish confidence in to apply the strategies at the right time and place. Research using control groups showed improvement that continued over a 2-year period. Longitudinal research showed both social and academic improvement in low SES minority children, lower rates of behavior disorders, and improved reading scores compared to same-aged peers.

School-wide approaches to prevention included restructuring the school environment, culture, and climate to avoid conditions that often lead to frustration, alienation, and antisocial behavior. Three school-wide programs were reviewed and included Project Achieve, Positive Action Through Holistic Education (PATHE), and the School Transitional Environment Project (STEP). Project Achieve prepares staff through in-service programs, PATHE promotes school reorganization at middle and high schools, and STEP support reorganization to counteract the effects of transitions in middle and high school. The common elements to these three programs are behavior management systems, increased contact between students and adults, and mastery-oriented learning. They each have a component designed to increase home-school connections, and academic and social competence. Elements of the programs include:

( constructing teams of parents, staff members, and administrators;

( involving nonacademic staff in program implementation;

( revising discipline and classroom management systems;

( changing group structure to promote access to responsive adults and model peers;

( creating student teams for learning communities;

( recruiting parental support;

( monitoring student progress and computer tracking of referrals.

Longitudinal studies showed lowered levels of referrals for behavior difficulties, improved academic performance, higher self-esteem, improved attendance, lower stress levels, and better self-reports on adjustment.

The review of three multi-setting approaches included the Child Development Program, the Families and Schools Together program, and the Seattle Social Development Program. These programs include family services to improve child management skills, communication, and general family relations. Parents receive information about normal child and adolescent development as well as personal coping strategies. Teachers are provided training and ongoing consultation on classroom management strategies. Results showed decreased delinquency and drug use as well as improved community affiliation, positive responses about school, and increased respect for teachers.

The results of these programs suggest that students, teachers, parents, and administrators can establish positive changes in school settings with their active participation. The combined strategies that establish student competence, increase parent involvement, and prepare teachers and administrators to maintain consistent and supportive school environments appear to be the required elements of sustained, effective school change.

Reference

Miller, G. W., .; Brehm K., & Whitehouse, S. (1998). Reconceptualizing school-based prevention for antisocial behavior with a resiliency framework. School Psychology Review, 27, 364–379.

Article 7.11.2—Academic Dishonesty

Survey techniques have generally been used to collect information about teacher’s perceptions of cheating. This research suggests that questionnaires may not provide realistic explanations of the behavior and judgements in which students are currently engaged.

Four focus groups were used to collect information from these discussions about student perceptions on cheating. Students demonstrated very little concern about the information they were providing during the discussions. High school students demonstrated much less concern about describing their behavior than did college students. The authors questioned whether nonchalance toward cheating suggests the types of attitudes that soon will be evident on college campuses.

While Although the definitions of cheating may differ between settings and conditions, the climate on the school campus, attitudes implied by teachers, and expectations expressed by friends influence academic dishonesty. Phrases like, “cheating is just a daily kind of thing,” or “it was a lot stricter for our parents” suggest that attitudes of students have limited influence by ethical thought. One student reported, “Everyone looks at everyone else’s paper, and teachers don’t care. They let it happen . . . …” (p. 683).

The availability of information over the Internet has made cheating and plagiarism an especially difficult issue in relation to academic dishonesty. Most students do not believe their teachers are familiar enough with the technology to recognize what they are doing. Others have no guidelines from instructors, thus usinge the information without properly referencing the resource. In addition to the ready access of papers from Internet sources, local students create paper mills by cutting and pasting papers together that fit assignments and the cognitive ability of the purchaser.

Students reported that there is little discussion about cheating by academic staff at schools. Some schools have written policies, but few seem to be enforcing them. Students reported that policies have little impact on cheating, and punishment for plagiarizing is not enforced. Some students reported uneasiness at cheating on assignments graded on a curve. None of the students in the focus groups indicated a willingness to report classmates who they knew were cheating.

Contextual variables do appear to influence cheating. Students believe that it is easier to cheat on factual material such as math and science than on tests for social sciences because answers are less clear cut. High school students believe that the most important factor is teacher attitude. Most students do not believe that teachers care whether or not students cheat. One student reported, “I think part of it is motivated by how much respect you have for the teacher.” (p. 685).

Individuals from the focus groups suggest students believe cheating is a normal part of student life. Further, students believe it is difficult to be caught and that there is little teachers can or will do about it. Students did not see an end to cheating. While students suggested that cheating must be addressed at the societal level, the answer appears to lye lie within the fundamental ethics of individual students.

Reference

McCabe, D. L. (1999). Academic dishonesty among high school students. Adolescence, 34, 681–687.

Student Research Projects

Research Project 7.11.1—Building School–Community Relationships

Objective. This project is designed to identify constructive strategies for or barriers to establishing effective relationships between middle and high school programs and community members.

Type/Length of Activity. Small-group, out-of-class activity; variable variable.

Directions. The project will require students to construct a survey that can be administered to community members in business, industry, and public service. The purpose will be to determine the type of contact that these members have with the school system and the possibility of establishing different types of relationships in the future.

The survey should include at least four sections. First, ask respondents to explain the type of relationship they currently have with the high school(s). Second, ask respondents to identify any additional activities in which they would like to participate. Third, ask respondents to suggest activities that school programs and/or students might do with them. Fourth, ask respondents to propose any new programs that might benefit both adolescents and the community.

Possible responses for current involvement include:

( Child or grandchild attends school

( Attends competitive sporting, musical, or academic events

( Attends productions or shows by students

( Donates money to a club or team

( Participates in mentoring program

( Participates in school fund-raising activities

( Has a high school student intern/work-study

( Has student volunteer

Generate questions that are appropriate to the community in which the survey will be administered.

Following completion of the survey, you should compile a quantitative and qualitative analysis of the responses. Some questions that might be answered include the following: What types of relationships do schools have with community members? Were responses to questions consistent across respondents? What patterns emerged? If responses are generally positive, determine the types of relationship building activities that occurred. Explain in order of their importance those that have benefited the school, community, and adolescents. Ask students to suggest how the effective system was established. If responses were somewhat negative, what suggestions do students have to improve school and community relationships? What potential benefits might result from change? What behavior must community members and adolescents engage in for change to occur?

Wrap-Up. After completing the research report, be prepared to give a class report, write a brief article for the newspaper, or meet with school or chamber of commerce officials to explain their findings.

Research Project 7.11.2—Best Practices in Education

Objective. The project is designed to prepare students to objectively assess the quality of middle school and high school programs.

Type/Length of Activity. Approximately 3 hours.

Directions. Based on the information provided in Chapter 711, design a checklist of best practice strategies to improve and transform adolescent education in middle and high school grades. The checklist should include questions or measures that address factors discussed in the report Turning Points by the Carnegie Council on Adolescent Development (1989) and influential variables identified by other researchers such as Joan Lipsitz (1984). Next, use the checklist to evaluate three web sites that present best practice guidelines to the public. Web sites that you might assess include the following:

( Annenberg Institute for School Reform at Brown University, Box 1985, Providence, Rhode Island, 02912 at

( Blue Ribbon Schools Program, U.S. Department of Education, Office of Educational Research and Improvement Intergovernmental and Interagency Affairs, 400 Maryland Avenue SW, 5E205, Washington, DC 20202-3521 at

( High Schools that Work of the Southern Regional Education Board, 592 10th Street N.W., Atlanta, Georgia 30318 at



Determine how well the web sites sustain the standards presented in the text. Make any changes to the checklist that you think are necessary.

Identify two schools in your state or community that you would like to assess. You may be able to obtain a recent plan or report that explains the mission, goals, and activities followed by school administration and staff. School or district web sites may suggest that the schools are following educational principles of best practice. Based on the information that you are able to gather, determine how well each web site explains or promotes goals and activities that satisfy the recommendations made by Santrock, the Carnegie Council, or the Annenberg Institute.?

Write a three-page paper describing the results of your assessment for your instructor. Be sure to include a copy of the assessment tool you designed.

Wrap-Up. Be prepared to distribute copies of your assessment guidelines, to explain the results of the investigation, and to discuss your quantitative and qualitative assessment of best practices in schools with the members of your class. Finally, decide whether the collective evaluations made by class members concur or disagree with the criticisms made by the Carnegie Council in 1989.

Essay Questions

Provide students with the guidelines for “Answering Essay Questions” before they respond to these questions. Their answers to these kinds types of questions demonstrate an ability to comprehend and apply ideas discussed in the chapter.

1. Compare and contrast the approaches followed in the back-to-basics movement and in contemporary educational strategies in schools.

2. Compare the historical aspects of education discussed at the beginning of the chapter with current social policy as discussed in the Carnegie Council on Adolescent Development.

3. Describe the time periods during which transitions occur for students and explain the pattern of behavior that leads to both improved and lowered self-esteem.

4. Explain why middle schools are important and what makes them successful in educating early adolescents.

5. Why do youths drop out of school and what strategies provide required community support to prepare youths for employment?

6. List and define three classroom management styles and describe the type of student behavior that is likely to result from each style.

7. What are the six strategies that Joyce Epstein suggests for increasing and improving parent involvement in schools.

8. How do socioeconomic status and ethnicity influence educational outcomes for adolescents?

9. List and define the two most common disabilities adolescents encounter in their classmates.

10. Explain the characteristics of gifted adolescents and explain how school programs can be structured to support their educational requirements.

Additional References

Epstein, J. L. (2001). School, family, and community partnerships: Preparing educators and improving schools. Boulder, CO: Westview Press.

Kozol, J. (1992). Savage inequalities: Children in America’s schools. New York: HarperPerennial.

McGregor, G., & Vogelsberg, R. T. (1999). Inclusive schooling practices: Pedagogical and research foundations: A synthesis of the literature that informs best practices about inclusive schools. Baltimore: Paul H. Brookes.

Video

SCHOOLS AND PUBLIC POLICY (VAD)

Overview

Dr. Jacquelynne Eccles of the Department of Psychology at the University of Michigan describes how her research on gender and school transitions has influenced public policy.

Pre-tTest

1. Which classroom strategy is the most effective at creating a positive classroom environment?.

a. aAuthoritarian classroom management

Incorrect. This style is restrictive and punitive. Students in this type of classroom tend to be passive and have poor communication skills.

b. pPermissive classroom management.

Incorrect. This style provides little support for developing learning skills or managing behavior.

c. aAuthoritative classroom management.

Correct. This style encourages independent thinking while teacher still monitor behavior.

Post-tTest

1. How has Dr. Eccles research affected girls involvement in math, science, and engineering?

a. As a result of Dr. Eccles research, new curricula has been developed in math, science and engineering that is designed to keep the interest of girls as well as boys.

Correct. Her research resulted in new ways to teach math, science, and engineering.

b. As a result of Dr. Eccles research, girls and boys are now put in separate classrooms to learn about these topics.

Incorrect. Girls and boys do not need to be in separate classes to learn effectively.

c. Dr. Eccles research has not had an eaffect on girls involvement in math, science, and engineering.

Incorrect. The results Dr. Eccles’ research had been successful at getting girls involved in these subjects.

d. As a result of Dr. Eccles research, girls are not encouraged to pursue these topics until they get to college.

Incorrect. Her research has affected the way these topics are taught in high school.

2. There is a decrease in interest in school for both boys and girls once they enter junior high school. What changes have been made in social policy to combat this?

a. Teachers have been instructed to be more controlling and less intimate with their students.

Incorrect. According to Dr. Eccles, one reason for the decrease in interest in school is that students feel less connected to their junior high school teachers.

b. Increased class size.

Incorrect. Larger class sizes results in students feeling less connected to their school.

c. Smaller class sizes and an increased connection between students and teachers.

Correct. These factors make adolescents feel more connected to their school.

d. Making sure parents are not involved in the adolescent’s schooling.

Incorrect. Parental involvement in school is important to adolescents.

................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download