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PS276 > Chapter 6 - School > Flashcards

Chapter 6 - School Flashcards

1
Q

What is the 6-2-4 versus 5-3-4 grade system?

A

6-2-4
- grades 1-6, grades 7-8, grades 9-12

5-3-4
- grades 1-5, grades 6-8, grades 9-12

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2
Q

What results have come from studies of private vs. public schools for teens?

A

private high school students score higher on academic tests and had higher levels of educational attainment

but public school students were better advantaged in university
- used to little individual attention, less of an adjustment

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3
Q

What are the active functions of schools?

A

training
- job/workforce preparation

social/cultural transmission
- expose them to formal and informal social/cultural situations

instilling knowledge and values
- general education

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4
Q

What are the latent functions of schools?

A

babysitting
- custodial role, highly structured time, somewhere to be during the transition phase

developing relationship/socialization skills

discover notions of personal status

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5
Q

How do adolescents earn status in school?

A 
mastering curriculum
achieving high class standing

non-academic interactions in school activities
community engagement/volunteering

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6
Q

What is the role of status in high schools?

A

spend much time forming status

importance over general learning and college/career prep

memories of high school revolve around status

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7
Q

What is currently seen as high school’s primary role?

A

preparation for college/university

structured to provide necessary background skills, knowledge, and socialization needed for further education

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8
Q

Who are considered the “forgotten half”?

A

those who don’t continue their education after high school or drop out of high school

disproportionately affects Aboriginal youth

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9
Q

What are the implications of dropping out?

A

can’t improve future economic prospects

possible downward social mobility

may arrive at lower SES than parents

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10
Q

What individual factors are associated with school underachievement?

A

cognitive/learning abilities

motivation

  • striving for mastery > striving for performance
  • underachievers attribute failures to external factors and successes to luck

personality
- performance avoidance, fear of failure

gender
- more males

personal situations
- pregnancy/dependents, self-supporting

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11
Q

What peer factors are associated with underachievement?

A

reputation, status, acceptance

peer attitudes and support
- those with negative attitudes towards school attract peers with the same views

social vs. antisocial behaviours

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12
Q

What family factors are associated with underachievement?

A

parenting styles (authoritative is good)

family structure/dynamic

family values

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13
Q

What community factors are associated with underachievement?

A

poverty/low SES
- few resources, impact on tracking, low collective efficacy

social support for learning/opportunities

after school programs

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14
Q

What school factors are associated with underachievement?

A

school climate

classroom environment

opportunities for involvement/extracurriculars

types of students (peer exposure)

teacher variables

educational self-fulfilling prophecy

grade transitions

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15
Q

What teacher factors impact achievement?

A

encouraging interest and application persistence -> academic self-efficacy

support, fairness, granting autonomy -> attachment to learning

authoritative teaching style is best

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16
Q

How does teacher efficacy affect student performance?

A

low teaching confidence -> less effort/engagement -> poor student performance -> reduced teaching confidence

destructive cycle

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17
Q

How does college/university affect learning/cognition?

A

increased knowledge of major field

effective speaking/writing
abstract reasoning
problem solving
cognitive flexibility
organization

more functionally adaptive in learning and non-learning situations

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18
Q

How does college/university affect attitudes/values?

A

increased value in art, culture, ideas, liberal education and exposure to new ideas

more openness, tolerance for diversity, “other orientation”, concern for individual freedom/inclusiveness/human welfare

shift from extrinsic to intrinsic rewards

more value on broad education, less on vocational prep

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19
Q

How does college/university cause psychosocial changes?

A 
increased:
ability to examine identities, self-concepts, interactions
self understanding
personal adjustment
sense of well-being
maturity

academic/social self-image and self-esteem recovers and becomes more positive

moral development
- shift to post-conventional/principled reasoning

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20
Q

What do these changes caused by college/university result from?

A

time/maturation

developmental opportunities

social and life experiences

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21
Q

What is secondary education?

A

umbrella term for middle, junior high, and high schools

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22
Q

How did industrialization impact secondary education?

A

kept children out of the labour force

new machinery needed employees more skilled than youngsters and social reformers were concerned over children working in unsafe environments

child labour laws narrowed and limited employment of minors

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23
Q

How did urbanization and increased immigration affect secondary education?

A

rapidly expanding economy -> poor housing, overcrowding, crime

social reformer envisioned education as means of improving lives of poor and working class

compulsory secondary education seen as means of social control, take thousands of idle young people off the streets

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24
Q

What was the curricular reform?

A

secondary school became aimed at the masses, no longer just as means of intellectual training for the elite

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25
Q

What is comprehensive high school?

A

educational institution that evolved during the first half of the 20th century, offered varied curriculum, and was designed to meet the needs of diverse population of adolescents

added courses like music, family life, health, physical education, and more

26
Q

What is No Child Left Behind?

A

act signed by George Bush that ensures all students regardless of economic circumstances achieve academic proficiency

came from concern that inner-city schools were not producing graduates who could compete for high-skill jobs

schools had to create and enforce academic standards by annually testing all students and reporting results to the public

underperforming schools given chance to improve by providing additional instruction/tutoring/special services

continued failure -> reduced funding or forced closure

27
Q

What is social promotion? What are the issues with it?

A

moving students to the next grade regardless of performance

poor and ethnic minority youth especially being cheated out of good education and graduating without the skills necessary to succeed

NCLB was supposed to fix this

28
Q

What were the issues with NCLB?

A

states didn’t have the resources to conduct assessments or respond to poor performance

affects what takes place in the classroom - if a school’s financial future depends only on test scores, why should teachers do anything other than teach to the test

shift in focus towards testing leads away from longer assignments that improve self-control, persistence, critical thinking, determination, etc.

29
Q

What is the Standards-Based reform?

A

dominated the past 4 decades

focus on policies to improve achievement by holding schools and students to a pre-determined set of benchmarks measured by achievement tests

Common Core

again sounds good but problematic to implement

30
Q

What is Common Core?

A

set of standards in English language arts and mathematics that schools across the country were expected to use to evaluate whether students were learning what they should in each grade

31
Q

What were the issues with Common Core?

A

no agreeance on what knowledge/skills should be known

economic, social, and political cost of holding students back if they fail
- motivation to develop exams with low standards, defeats purpose

32
Q

What are charter schools?

A

public schools given the autonomy to establish their own curricula and teaching practices

33
Q

What are school vouchers?

A

government-subsidized vouchers that can be used to private school tuition

34
Q

How is education in the inner cities today?

A

achievement gap between white and non-white youth nearly as large now as in the 60’s

just 10% of the countries high schools produce 50% of the countries drop outs, 1/3 of Black and Latino students attend these schools

35
Q

Why do we see these dropout trends within inner city schools?

A

personal and situational problems that few schools address

administration impedes reform and innovation

less sense of belonging at schools -> poor achievement

erosion of job opportunities in inner-city communities -> little incentive to stay in school or devote great effort to academics

36
Q

How does school size affect academics?

A

larger schools can offer more varied/specialized curriculum

but student performance and interest in school improves when schools are less bureaucratic and more intimate

  • less attachment
  • schools within schools

offer more sports and clubs, but actual participation rates are half that of smaller schools
- easier to be on teams, student governments, and clubs in smaller schools

more educational inequality in larger schools

37
Q

What are schools within schools? What are the positives and negatives?

A

subdivisions of the student body within large schools

positive: development of better social environment
negative: schools may vary considerably in educational quality

38
Q

What is the ideal high school size?

A

600-900

39
Q

Does class size have an effect on scholastic achivement?

A

variations in class size don’t affect achievement once adolescence has been reached

EXCEPT in situations that call for highly individualized instruction

40
Q

What are the effects of overcrowding in schools?

A

achievement is low in overcrowded schools

  • stress on both students and teachers
  • use of facilities for instruction that were not designed to serve as classrooms
  • inadequate resources

many schools use portables but these units are constructed with materials harmful to physical health in combination with tight quarters and poor ventilation

41
Q

How does academic motivation change moving away from elementary school? What is the debate surrounding this trend?

A

decreases

debate over whether this drop is due to transition itself or nature of the difference between elementary and high school
- some think it is failure to meet particular developmental needs of young adolescents (more independence, fewer rules, and time to develop relationships)

42
Q

What are the effects of school transitions?

A

temporarily disrupts academic performance, behaviour, and self-image

more frequent changes -> lower achievement, higher emotional and behavioural problems

43
Q

What is meant by the statement “the psychologically rich get richer, and the psychologically poor get poorer” in regards to school transitions?

A

those with more academic and social problems before the transition cope less successfully with it

can also work the other way: students with high social competence before the transition can become even more competent over the course of the change

44
Q

Who is more likely to become disengaged from school during adolescence?

A

boys
ethnic minority students
poor students

45
Q

What key factor is associated with better adjustment to school transitions?

A

parental support and involvement

46
Q

What changes occur between elementary school and junior high/middle schools?

A

become larger and less personal

less likely to trust students and more likely to emphasize discipline
- mismatch between what students want (independence) and what their teachers provide (control)

tend to believe that student’s abilities are fixed and not easily modified with instruction - belief interferes with student achievement

cultural stereotypes about adolescents also have negative influence on teachers’ beliefs

unsurprising that students experience drop in achievement motivation when entering middle/junior high school

47
Q

What is tracking?

A

practice of separating students into ability groups so they take classes with peers at the same level

not done in all schools, and done differently among schools that do

  • inclusive
  • exclusive
  • meritocratic (accurately matches abilities)
48
Q

What are the pros of tracking?

A

more finely tune lessons to student abilities

especially useful in high school where students must master certain basic skills before learning specialized subjects

49
Q

What are the cons of tracking?

A

students in remedial track receive different, and worse, education than those in more advanced tracks

leads to socializing with only peers from the same academic group - polarizes student body into different subcultures that are often hostile towards each otehr

discriminates against poor and ethnic minority students

set into place educational trajectory that is difficult to change

maintains income inequality

50
Q

What are the 3 most common types of learning disability?

A

dyslexia - impaired reading

dysgraphia - impaired hand writing

dyscalculia - impaired arithmetic

51
Q

What is mainstreaming?

A

integration of adolescents with intellectual handicaps into regular classroooms

52
Q

What gender is more likely to have a learning disability? What are the stats?

A

males > females

1 in 5 school aged children is at risk

53
Q

What are the pros and cons of mainstreaming?

A

con: not tailored to meet specific needs and target educational and professional resources in a cost-effective way

pro: avoids segregation of students that may foster social isolation and stigmatization
- generally favoured over separate classrooms

54
Q

What is the “big fish little pond effect”?

A

reason that individuals who attend high school with high-achieving peers feel worse about themselves than comparably successful individuals with lower-achieving peers

55
Q

What is ADHD?

A

attention deficit hyperactivity disorder

biologically based psychological disorder characterized by impulsivity, inattentiveness, and restlessness, often in school situations

at risk for social, behavioural, and substance abuse problems

very strong genetic component and can be caused by brain damage prenatally or shortly after birth

may be an extreme point on a continuum of hyperactivity and impulsivity rather than a distinct category

56
Q

What is desegregation? What were the issues with this?

A

when the court found it to be unconstitutional to maintain separate schools for children on the basis of race, many schools adopted measures to make schools more diverse

students self esteem is higher when they are the ethnic majority
- stronger feelings of attachment, engagement, and safety when more classmates in same ethnic group

low income students do worse when attending schools that are more socioeconomically diverse

57
Q

Why are there more cross-ethnic relationships among males?

A

involvement in sport

stereotypes around black boys that they are cool and tough so white boys admire them

stereotypes around black girls is that they are loud and assertive, off-putting to white girls

58
Q

What is social capital?

A

interpersonal resources available to adolescent or family

59
Q

What makes the transition to college so stressful?

A

larger, more impersonal environment

other life changes (leaving home, breaking off relationships, managing own finances and residence)

increased commitments to school and work

60
Q

What is the issue with education being so accessible?

A

so expected

society turns their back on those who don’t go to college even though it is 1/3 of the population

61
Q

How has college attendance changed?

A

dramatic growth in enrolment

though a large number do not graduate

PS276 (12 decks)

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