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Psychology 1230: Psychology of Adolescence

Psychology 1230: Psychology of Adolescence . Don Hartmann Spring 2005 Lecture 30: Schools. Supplementary References. Carnegie Council on Adolescent Development. (1989). Turning points: Preparing American youth for the twenty-first century . New York: Carnegie Foundation.

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Psychology 1230: Psychology of Adolescence

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  1. Psychology 1230: Psychology of Adolescence Don Hartmann Spring 2005 Lecture 30: Schools

  2. Supplementary References Carnegie Council on Adolescent Development. (1989). Turning points: Preparing American youth for the twenty-first century. New York: Carnegie Foundation. Simons, R. G., & Blyth, D. A. (1987). Moving into adolescence. Hawthorne, NY: Aldine. William T. Grant Foundation Commission on Work, Family, and Citizenship. (1988, Feb.). The forgotten half: Noncollege-bound youth in America. New York: William T. Grant Foundation.

  3. Overview: Performing well in school Text Overlap: 402-417 Lecture: Parents Peers School Physical Factors Teacher-related Factors Next: Lecture #30: Problems

  4. Parents • We know from the chapter on achievement that parental values and parental behaviors are important to academic success • Reasonable expectations • Modeling of appropriate achievement behavior • Recognizing successful achievement • Making appropriate attributions for success & failure • Participating in school-related activities (e.g., PTA) • Going to bat for your child with school authorities (e.g., putting pressure on the school to get your child into the classes taught by the “good” teachers

  5. Peers • We know that peers can be powerful sources of influence, both positively & negatively (e.g., Steinberg) • In Afro-American & Latino-American groups we know that deviant peers can undo positive parental educational values • In Asian-American cultures we know that peers often support positive parental educational values and further contribute to educational achievements

  6. School Transitions: I • Schools are organized differently • Some have junior (7‑9th) and senior high schools ‑‑ the purpose is to segregate early adolescent from younger and older children. • Others use the middle school (6‑8th) concept. • Still others have no transition school ‑‑ go directly from grammar school to high school

  7. School Transitions: II Evidence: Simmons & Blyth in Milwaukee School District • transition to junior high is a traumatic time for pre‑adolescents ‑‑ particularly for females who are going through puberty • Suggestions for educators: • sensitivity to individual differences (IDs) in development • more gradual transition • address stress level of pre‑adolescent • Adopt 8-4 plan and perhaps dispose of ‑‑ in some sanitary manner ‑‑ 9th graders (they aren't good for younger students in 6‑3‑3 plans, and they have a hard time in 8‑4 plans)

  8. School Physical Characteristics School Size • Smaller schools have • more prosocial behavior • more responsive • provide more opportunities for students to participate in school activities • develop sense of involvement, obligation, school spirit/allegiance

  9. Class Size, etc. • Teachers prefer smaller classes • Small advantage for smaller classes • Particularly in early grades, low-achieving students, and students from low SES backgrounds (Michael Rutter) • Gene Glasses work on meta analysis (integrative review of a literature: systematic analysis of study outcomes)

  10. Tracking I Tracking ‑‑ process of separating students into different levels of classes • Pros: course finely tuned to student needs • CONS: • Labeling: slow, stupid & according to self‑fulfilling prophecy, see self as failure • Polarization of students into different subcultures: advanced track feel superior; remedial track feel resentment • Discriminates against poor and minority students • Conclusion: Cost of tracking outweighs benefits

  11. Tracking II • Solution • Only track classes where absolutely necessary (math, science) • Don’t track when we are similar, such as PE, shop, electronics, sex education

  12. Teacher Characteristics I • Good teachers • produce a sense of industry in their students (Erickson) • Generate enthusiasm, have good planning ability, are adaptable and aware • authoritative teachers produce competent students (Baumrind) • BUT: critical fit required between teachers and students

  13. Teacher Characteristics II More on Critical Fit • Not all students respond optimally to the same teacher or instructional characteristics. For example: • low‑anxious students prefer informal classes, while high‑anxious students prefer formal classes; • teachers who work with high‑SES/ high‑ability students are more successful if they move rapidly; • girls respond more favorably than boys to authoritarian discipline. • Teacher characteristics INTERACT with student characteristics

  14. When two variables (e.g., teacher structuring & student anxiety) "explain" outcome, but the variables interact, we need to know specific value of each variable in order to account for results. So knowing teachers' structuring style, or knowing the students' anxiety does not explain results ‑‑ must know specific value of both (e.g., that high-structure teachers produce good outcomes with anxious students as do low-structure teachers with confident students. What is an Interaction? Student Performance Example of Interaction

  15. Social Class • Schools emphasize middle‑class roles and experiences, and neglect those of the lower class and minorities • Schools in poor SES neighborhoods below par • Teachers have expectations for students, based on the social class of both. • Teachers from a lower class background are more sensitive to and more positive about lower class students. • Lower SES Students: • Fewer successful experiences in schools • Greater differences between lower class kids career aspirations and their career expectations

  16. Ethnicity • Segregation still a problem: .33 of Latino & Afro-American students attend schools composed of 90% ethnic minorities • 90% of teachers are non-Latino whites • Desegration by busing has often resulted in resegregation within the classroom by seating charts, ability grouping, and tracking systems • Improvement in race relations depends on • classroom activities (e.g., Chicano/Black Awareness Week) • the support of teachers and administrators (teacher as cultural mediator) • cooperative student projects (see Jigsaw classroom in your search engine)

  17. Summary of Schools • Parents & Peers • School Physical Characteristics • Teachers • Aptitude-treatment interactions • Next: Lecture #31a: Problem behaviors • Go in Peace

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