DEP 2000 EXAM REVIEW
QUESTIONS WITH COMPLETE
SOLUTIONS
What does our knowledge of adolescent thought imply about education? Which
curricula and school structures (single-sex or co-ed, large or small, public or private) are
best for 11- to 18-year-olds? Since adolescents differ, "some students thrive at school,
enjoying and benefitting from most of their experiences there; others muddle along and
cope as best they can with the stress and demands of the moment; and still others find
school an alienating and unpleasant place to be..." (Eccles & Roeser, 2011, p. 225).
Given personal and cultural variations, no specific school curriculum, structure, or
teaching method is best for everyone. Various scientists, nations, schools, and teachers
try many strategies, some based on opposite, but logical, hypotheses. To analyze
these, we begin with definitions and facts.
Teaching and Learning
bszr - Answer- Printed Page 340
9.4.1
Definitions and Facts
Each year of schooling advances human potential, as recognized by leaders and
scholars in every nation and discipline. As you have read, adolescents are capable of
deep and wide-ranging thought, no longer limited by personal experience; yet they are
often egocentric, impulsive, and intuitive. The quality of education matters: A year can
propel thinking forward or can have little impact (Hanushek & Woessmann, 2010).
Secondary education—traditionally grades 7 through 12—denotes the school years
after elementary or grade school (known as primary education) and before college or
university (known as tertiary education). Adults are healthier and wealthier if they
complete secondary and tertiary education.
Even such a seemingly unrelated condition as serious hearing loss in late adulthood is
twice as common among those who never graduated from high school as it is among
high school graduates (National Center for Health Statistics, 2010). This statistic comes
from the United States, but data on almost every ailment, from every nation and ethnic
group, confirm that high school graduation correlates with better health. Some of the
reasons are indirectly related to education (e.g., income and place of residence), but
even when such factors are taken into account, health improves with education.
,More important for nations is another fact: Global economic growth depends on highly
educated workers. Partly because political leaders recognize that educated adults
advance national wealth and health, every nation is increasing the number of students
in secondary schools. Education is compulsory until at least age 12 almost everywhere
(UNESCO, 2008), and several national leaders (including President Obama in 2012)
advocate compulsory education until age 18 or high school graduation, whic
raeg - Answer- Printed Page 340
9.4.2
Middle School
Many developmentalists find middle schools to be "developmentally regressive" (Eccles
& Roeser, 2010, p. 13); that is, they push children's intellectual growth backwards. The
average grades on report cards fall, achievement tests show less learning each year,
and students are less motivated to study and learn.
Does this matter for later achievement? One team believes so: "Long-term academic
trajectories—the choice to stay in school or to drop out and the selection in high school
of academic college-prep courses versus basic-level courses—are strongly influenced
by experience in grades 6-8" (Snow et al., 2007, p. 72).
As achievement slows down, behavioral problems rise. Puberty itself is part of the
problem. Evidence shows that for non-human animals, especially when under stress,
learning slows down at puberty (McCormick et al., 2010). The same is probably true for
humans.
However, many experts do not believe the biological or psychological stresses of
puberty are the main reasons learning suffers in early adolescence. Instead, they blame
the organizational structure of many middle schools (Meece & Eccles, 2010).
ESPECIALLY FOR Middle School Teachers
You think your lectures are interesting and you know you care about your students, yet
many of them cut class, come late, or sleep through it. What do you do? (see response,
page 343)
To be specific, unlike in primary school, in which each teacher is responsible for one
classroom of children, middle school teachers are not connected to any small group.
Instead they specialize in an academic subject, taught to hundreds of students each
year. This makes them impersonal and distant: Their students learn less and risk more
because no single teacher is aware of their actions (Crosnoe et al., 2004).
Same Situation, Far Apart: No Romance
jy - Answer- Printed Page 340
9.4.1
Definitions and Facts
,Each year of schooling advances human potential, as recognized by leaders and
scholars in every nation and discipline. As you have read, adolescents are capable of
deep and wide-ranging thought, no longer limited by personal experience; yet they are
often egocentric, impulsive, and intuitive. The quality of education matters: A year can
propel thinking forward or can have little impact (Hanushek & Woessmann, 2010).
Secondary education—traditionally grades 7 through 12—denotes the school years
after elementary or grade school (known as primary education) and before college or
university (known as tertiary education). Adults are healthier and wealthier if they
complete secondary and tertiary education.
Even such a seemingly unrelated condition as serious hearing loss in late adulthood is
twice as common among those who never graduated from high school as it is among
high school graduates (National Center for Health Statistics, 2010). This statistic comes
from the United States, but data on almost every ailment, from every nation and ethnic
group, confirm that high school graduation correlates with better health. Some of the
reasons are indirectly related to education (e.g., income and place of residence), but
even when such factors are taken into account, health improves with education.
More important for nations is another fact: Global economic growth depends on highly
educated workers. Partly because political leaders recognize that educated adults
advance national wealth and health, every nation is increasing the number of students
in secondary schools. Education is compulsory until at least age 12 almost everywhere
(UNESCO, 2008), and several national leaders (including President Obama in 2012)
advocate compulsory education until age 18 or high school graduation, whic
nyn - Answer- Printed Page 340
9.4.2
Middle School
Many developmentalists find middle schools to be "developmentally regressive" (Eccles
& Roeser, 2010, p. 13); that is, they push children's intellectual growth backwards. The
average grades on report cards fall, achievement tests show less learning each year,
and students are less motivated to study and learn.
Does this matter for later achievement? One team believes so: "Long-term academic
trajectories—the choice to stay in school or to drop out and the selection in high school
of academic college-prep courses versus basic-level courses—are strongly influenced
by experience in grades 6-8" (Snow et al., 2007, p. 72).
As achievement slows down, behavioral problems rise. Puberty itself is part of the
problem. Evidence shows that for non-human animals, especially when under stress,
learning slows down at puberty (McCormick et al., 2010). The same is probably true for
humans.
, However, many experts do not believe the biological or psychological stresses of
puberty are the main reasons learning suffers in early adolescence. Instead, they blame
the organizational structure of many middle schools (Meece & Eccles, 2010).
ESPECIALLY FOR Middle School Teachers
You think your lectures are interesting and you know you care about your students, yet
many of them cut class, come late, or sleep through it. What do you do? (see response,
page 343)
To be specific, unlike in primary school, in which each teacher is responsible for one
classroom of children, middle school teachers are not connected to any small group.
Instead they specialize in an academic subject, taught to hundreds of students each
year. This makes them impersonal and distant: Their students learn less and risk more
because no single teacher is aware of their actions (Crosnoe et al., 2004).
Same Situation, Far Apart: No Romance
nyd - Answer- Printed Page 342
9.4.3
School Transitions
Every transition is stressful. The most difficult times are the first year of middle school,
the first year of high school, and the first year of college. The larger and less personal
the new institution is, and the more egocentric the student is, the more difficult the
transition.
STRANGERS IN SCHOOL When students enter a new school with classmates and
customs unlike those in their old school, minority students (who may have been the
majority in their neighborhood or nation) often feel alienated, fearing failure (Benner &
Graham, 2007). It is not diversity per se that is difficult; it is the sudden unfamiliar
circumstances.
One particular problem is stereotype threat, the anxiety-producing idea that other
people are judging you in stereotyped ways (Aronson & Dee, 2012). Stereotype threat
may be disconnected from actual stereotyping, as it describes a person's own perceived
fear that other people are judging him or her as deficient for being Black or White, male
or female, rich or poor. This idea is further explained in Chapter 11.
RESPONSE FOR Middle School Teachers
(from page 341) Students need both challenge and involvement; avoid lessons that are
too easy or too passive. Create small groups; assign oral reports, debates, role-plays,
and so on. Remember that adolescents like to hear each other's thoughts and their own
voices.
A study of the transition from middle to high school confirmed that personal
relationships are crucial. Students are less likely to drop out if they have friends in the
QUESTIONS WITH COMPLETE
SOLUTIONS
What does our knowledge of adolescent thought imply about education? Which
curricula and school structures (single-sex or co-ed, large or small, public or private) are
best for 11- to 18-year-olds? Since adolescents differ, "some students thrive at school,
enjoying and benefitting from most of their experiences there; others muddle along and
cope as best they can with the stress and demands of the moment; and still others find
school an alienating and unpleasant place to be..." (Eccles & Roeser, 2011, p. 225).
Given personal and cultural variations, no specific school curriculum, structure, or
teaching method is best for everyone. Various scientists, nations, schools, and teachers
try many strategies, some based on opposite, but logical, hypotheses. To analyze
these, we begin with definitions and facts.
Teaching and Learning
bszr - Answer- Printed Page 340
9.4.1
Definitions and Facts
Each year of schooling advances human potential, as recognized by leaders and
scholars in every nation and discipline. As you have read, adolescents are capable of
deep and wide-ranging thought, no longer limited by personal experience; yet they are
often egocentric, impulsive, and intuitive. The quality of education matters: A year can
propel thinking forward or can have little impact (Hanushek & Woessmann, 2010).
Secondary education—traditionally grades 7 through 12—denotes the school years
after elementary or grade school (known as primary education) and before college or
university (known as tertiary education). Adults are healthier and wealthier if they
complete secondary and tertiary education.
Even such a seemingly unrelated condition as serious hearing loss in late adulthood is
twice as common among those who never graduated from high school as it is among
high school graduates (National Center for Health Statistics, 2010). This statistic comes
from the United States, but data on almost every ailment, from every nation and ethnic
group, confirm that high school graduation correlates with better health. Some of the
reasons are indirectly related to education (e.g., income and place of residence), but
even when such factors are taken into account, health improves with education.
,More important for nations is another fact: Global economic growth depends on highly
educated workers. Partly because political leaders recognize that educated adults
advance national wealth and health, every nation is increasing the number of students
in secondary schools. Education is compulsory until at least age 12 almost everywhere
(UNESCO, 2008), and several national leaders (including President Obama in 2012)
advocate compulsory education until age 18 or high school graduation, whic
raeg - Answer- Printed Page 340
9.4.2
Middle School
Many developmentalists find middle schools to be "developmentally regressive" (Eccles
& Roeser, 2010, p. 13); that is, they push children's intellectual growth backwards. The
average grades on report cards fall, achievement tests show less learning each year,
and students are less motivated to study and learn.
Does this matter for later achievement? One team believes so: "Long-term academic
trajectories—the choice to stay in school or to drop out and the selection in high school
of academic college-prep courses versus basic-level courses—are strongly influenced
by experience in grades 6-8" (Snow et al., 2007, p. 72).
As achievement slows down, behavioral problems rise. Puberty itself is part of the
problem. Evidence shows that for non-human animals, especially when under stress,
learning slows down at puberty (McCormick et al., 2010). The same is probably true for
humans.
However, many experts do not believe the biological or psychological stresses of
puberty are the main reasons learning suffers in early adolescence. Instead, they blame
the organizational structure of many middle schools (Meece & Eccles, 2010).
ESPECIALLY FOR Middle School Teachers
You think your lectures are interesting and you know you care about your students, yet
many of them cut class, come late, or sleep through it. What do you do? (see response,
page 343)
To be specific, unlike in primary school, in which each teacher is responsible for one
classroom of children, middle school teachers are not connected to any small group.
Instead they specialize in an academic subject, taught to hundreds of students each
year. This makes them impersonal and distant: Their students learn less and risk more
because no single teacher is aware of their actions (Crosnoe et al., 2004).
Same Situation, Far Apart: No Romance
jy - Answer- Printed Page 340
9.4.1
Definitions and Facts
,Each year of schooling advances human potential, as recognized by leaders and
scholars in every nation and discipline. As you have read, adolescents are capable of
deep and wide-ranging thought, no longer limited by personal experience; yet they are
often egocentric, impulsive, and intuitive. The quality of education matters: A year can
propel thinking forward or can have little impact (Hanushek & Woessmann, 2010).
Secondary education—traditionally grades 7 through 12—denotes the school years
after elementary or grade school (known as primary education) and before college or
university (known as tertiary education). Adults are healthier and wealthier if they
complete secondary and tertiary education.
Even such a seemingly unrelated condition as serious hearing loss in late adulthood is
twice as common among those who never graduated from high school as it is among
high school graduates (National Center for Health Statistics, 2010). This statistic comes
from the United States, but data on almost every ailment, from every nation and ethnic
group, confirm that high school graduation correlates with better health. Some of the
reasons are indirectly related to education (e.g., income and place of residence), but
even when such factors are taken into account, health improves with education.
More important for nations is another fact: Global economic growth depends on highly
educated workers. Partly because political leaders recognize that educated adults
advance national wealth and health, every nation is increasing the number of students
in secondary schools. Education is compulsory until at least age 12 almost everywhere
(UNESCO, 2008), and several national leaders (including President Obama in 2012)
advocate compulsory education until age 18 or high school graduation, whic
nyn - Answer- Printed Page 340
9.4.2
Middle School
Many developmentalists find middle schools to be "developmentally regressive" (Eccles
& Roeser, 2010, p. 13); that is, they push children's intellectual growth backwards. The
average grades on report cards fall, achievement tests show less learning each year,
and students are less motivated to study and learn.
Does this matter for later achievement? One team believes so: "Long-term academic
trajectories—the choice to stay in school or to drop out and the selection in high school
of academic college-prep courses versus basic-level courses—are strongly influenced
by experience in grades 6-8" (Snow et al., 2007, p. 72).
As achievement slows down, behavioral problems rise. Puberty itself is part of the
problem. Evidence shows that for non-human animals, especially when under stress,
learning slows down at puberty (McCormick et al., 2010). The same is probably true for
humans.
, However, many experts do not believe the biological or psychological stresses of
puberty are the main reasons learning suffers in early adolescence. Instead, they blame
the organizational structure of many middle schools (Meece & Eccles, 2010).
ESPECIALLY FOR Middle School Teachers
You think your lectures are interesting and you know you care about your students, yet
many of them cut class, come late, or sleep through it. What do you do? (see response,
page 343)
To be specific, unlike in primary school, in which each teacher is responsible for one
classroom of children, middle school teachers are not connected to any small group.
Instead they specialize in an academic subject, taught to hundreds of students each
year. This makes them impersonal and distant: Their students learn less and risk more
because no single teacher is aware of their actions (Crosnoe et al., 2004).
Same Situation, Far Apart: No Romance
nyd - Answer- Printed Page 342
9.4.3
School Transitions
Every transition is stressful. The most difficult times are the first year of middle school,
the first year of high school, and the first year of college. The larger and less personal
the new institution is, and the more egocentric the student is, the more difficult the
transition.
STRANGERS IN SCHOOL When students enter a new school with classmates and
customs unlike those in their old school, minority students (who may have been the
majority in their neighborhood or nation) often feel alienated, fearing failure (Benner &
Graham, 2007). It is not diversity per se that is difficult; it is the sudden unfamiliar
circumstances.
One particular problem is stereotype threat, the anxiety-producing idea that other
people are judging you in stereotyped ways (Aronson & Dee, 2012). Stereotype threat
may be disconnected from actual stereotyping, as it describes a person's own perceived
fear that other people are judging him or her as deficient for being Black or White, male
or female, rich or poor. This idea is further explained in Chapter 11.
RESPONSE FOR Middle School Teachers
(from page 341) Students need both challenge and involvement; avoid lessons that are
too easy or too passive. Create small groups; assign oral reports, debates, role-plays,
and so on. Remember that adolescents like to hear each other's thoughts and their own
voices.
A study of the transition from middle to high school confirmed that personal
relationships are crucial. Students are less likely to drop out if they have friends in the
