Slide 1 © 2008 The McGraw-Hill Companies, Inc. All rights reserved. LIFE-SPAN DEVELOPMENT 16 A Topical Approach to John W. Santrock Schools, Achievement, and Work

Slide 2 © 2008 The McGraw-Hill Companies, Inc. All rights reserved. Contemporary Approaches to Student Learning and Assessment Direct Instruction Approach –Teacher-centered approach characterized by Teacher direction and control Mastery of academic material High expectations for students’ progress Maximum time spent on learning tasks Schools

Slide 3 © 2008 The McGraw-Hill Companies, Inc. All rights reserved. Accountability in Schools State-mandated tests have taken on a more powerful role — No Child Left Behind Critics argue that they lead to – Single score being used as sole predictor – Teaching to test; use of memorization – Tests don’t measure important skills like creativity and social skills Schools

Slide 4 © 2008 The McGraw-Hill Companies, Inc. All rights reserved. Schools and Developmental Status Early childhood education – Many ways young children are educated The child-centered kindergarten – Emphasizes the whole child Physical, cognitive, socioemotional development Needs, interests, and learning style Emphasizes learning process Schools

Slide 5 © 2008 The McGraw-Hill Companies, Inc. All rights reserved. Schools and Developmental Status Montessori approach –Teacher is facilitator –Children encouraged to be early decision makers –Fosters independence and cognitive development skills –De-emphasizes verbal interactions –Criticisms vary Schools

Slide 6 © 2008 The McGraw-Hill Companies, Inc. All rights reserved. Developmentally Appropriate and Inappropriate Education Developmentally appropriate practice — focuses on typical development of children within age span (age appropriateness) and uniqueness of each child (individual appropriateness) Developmentally inappropriate practice — relies on abstract paper-and-pencil activities given to large groups Schools

Slide 7 © 2008 The McGraw-Hill Companies, Inc. All rights reserved. Elementary School Change from “home-child’’ to “school-child” New roles and obligations Too often, early schooling has more negative feedback; lowers child’s self-esteem Teachers often pressured to cover curriculum; – Tight scheduling; may harm children Schools

Slide 8 © 2008 The McGraw-Hill Companies, Inc. All rights reserved. High School Concerns about education and students – Graduate with inadequate skills – Enter college needing remediation classes – Student drop out rates Ethnic and racial differences Gender differences Schools

Slide 9 © 2008 The McGraw-Hill Companies, Inc. All rights reserved. Effective Schools for Young Adolescents Effective programs that discourage high school dropping out include –Reading programs –Tutoring –Counseling –Mentoring Schools ‘I Have A Dream’ program –Projects adopt entire public grade level or cohorts in housing projects –Gives college tuition to high school grads

Slide 10 © 2008 The McGraw-Hill Companies, Inc. All rights reserved. Educating Children with Disabilities Approximately 10 percent of children in the U.S. receive special education or related services More than 40% have a learning disability Schools

Slide 11 © 2008 The McGraw-Hill Companies, Inc. All rights reserved. Diversity of Children Who Have A Disability Fig. 16.4

Slide 12 © 2008 The McGraw-Hill Companies, Inc. All rights reserved. Learning Disabilities Learning disability characteristics: – A minimum IQ level – A significant difficulty in a school-related area – No other conditions, such as severe emotional disorders second-language background sensory disabilities specific neurological deficits Schools

Slide 13 © 2008 The McGraw-Hill Companies, Inc. All rights reserved. Learning Disabilities Dyslexia — severe impairment in ability to read and spell Attention Deficit Hyperactivity Disorder –Inattention, hyperactivity, impulsivity –Definitive causes unknown –Higher risk if a sibling already diagnosed –Medications are most common treatment –Other treatment recommendations vary Schools

Slide 14 © 2008 The McGraw-Hill Companies, Inc. All rights reserved. SES and Ethnicity in Schools Low-income, ethnic minority children face more difficulties in school School inequalities –Schools in poor areas underfunded young inexperienced teachers largely segregated –Inadequate opportunities for effective learning –‘The Shame of a Nation’ –Ethnic school experiences vary across groups Schools

Slide 15 © 2008 The McGraw-Hill Companies, Inc. All rights reserved. Improving relationships among ethnically diverse students Turn class into jigsaw classroom Use technology to foster cooperation Positive personal contact with diverse other students Engage in perspective taking Help students think critically and be emotionally intelligent Reduce bias View school and community as team Be competent cultural mediator Schools

Slide 16 © 2008 The McGraw-Hill Companies, Inc. All rights reserved. Extrinsic and Intrinsic Motivation Extrinsic Incentives such as rewards and punishments Rewards can undermine motivation Achievement Intrinsic Factors such as self- determination, curiosity, challenge, and effort Increased by opportunity for choices

Slide 17 © 2008 The McGraw-Hill Companies, Inc. All rights reserved. Self-Determination and Choice Achievement Student internal motivation and intrinsic interest in school tasks increase when more opportunities for choice available Some rewards can undermine learning; rewards most effective with high interest Rewards convey mastery information Developmental shifts

Slide 18 © 2008 The McGraw-Hill Companies, Inc. All rights reserved. Mastery Motivation Mastery orientation — task-oriented; concerned with learning strategies Helpless orientation — one seems trapped by difficulty and attributes one’s difficulty to a lack of ability Performance orientation — achievement outcomes; winning matters Achievement

Slide 19 © 2008 The McGraw-Hill Companies, Inc. All rights reserved. Self-Efficacy Mindset; cognitive view of oneself –Fixed mindset: ‘carved in stone’ –Growth mindset: belief in change –promotes optimistic or pessimistic outlook Self-Efficacy – Belief that one can master a situation and produce favorable outcomes Achievement

Slide 20 © 2008 The McGraw-Hill Companies, Inc. All rights reserved. Goal-Setting, Planning, and Self-Monitoring Self-efficacy and achievement improve when individuals set goals that are – Specific – Proximal (short-term) – Challenging Can set both long and short-term goals Expectations linked to outcomes/efforts Achievement

Slide 21 © 2008 The McGraw-Hill Companies, Inc. All rights reserved. Ethnicity and Culture Ethnicity and Achievement – Often tangled with Socioeconomic Status SES better predictor of achievements Many minorities challenged by – Negative stereotypes and discrimination – Poverty – Culture and conflicting neighborhood values Achievement

Slide 22 © 2008 The McGraw-Hill Companies, Inc. All rights reserved. Retirement Option to retire late twentieth-century phenomenon in U.S. Today’s workers will spend 10 to 15 percent of their lives in retirement Flexibility is key factor in adjustment Retirement planning includes more than successful financial planning Careers, Work, and Retirement

Slide 23 © 2008 The McGraw-Hill Companies, Inc. All rights reserved. The End 16