Psychology 1230: Psychology of AdolescenceAdministrative AnnouncementsDiscussion Topic #28WEB Discussion ProcessHandout SummaryHappy Thanksgiving from Don & the folks at Sesame StreetOverview: SchoolsSupplementary ReferencesSlide 9School Transitions: ISchool Transitions: IISchool SizeClass Size, etc.Tracking ITracking IITeacher Characteristics ITeacher Characteristics IIWhat is an Interaction?Student GenderGender & Status: AthleticsSlide 21Social ClassEthnicitySummary of Schools1Psychology 1230: Psychology 1230: Psychology of Psychology of Adolescence Adolescence Psychology 1230: Psychology 1230: Psychology of Psychology of Adolescence Adolescence Don HartmannDon HartmannFall 2005Fall 2005Lecture 21: SchoolsLecture 21: Schools2Administrative Announcements•Autobiographical term paper due on Monday, November 28th. Get those abstract and references to me pronto so that you can profit from my feedback.•Where are all the overdue WEB summaries?3Discussion Topic #28#28. The Changing Peer Group. Pith Helmets IV. (Summary-Evaluation due on Monday, November 28th). Illustrate by means of example from your own experience at least one of the changing characteristics of children’s peer groups between grade school and through adolescence. How are the various peer “confederations” thought to contribute to child/adolescent development? Feel free to comment on the commentary from other contributors.4WEB Discussion ProcessGroup #3 due #4 dueWhippets 10/27 (10/26) 11/14**4♀+1♂ 10/28 (10/28) 11/18GypsyMafia 10/24** DisbandedJusticeLeague 11/15**PithHelmets 11/09 (11/09) 11/28MAJACS 10/25 (10/25) 11/11**Psyched 11/21----------Note: Anyone can contribute to any WEB discussion; group members are responsible to summarizing the discussion. The last day to contribute to any discussion is 3 days before the due date. Dates in parenthesis indicate the date handed in. Bolded dates indicate that material handed in was incomplete; more is required.**Where is the summary??5Handout Summary Handout WEB Date Date• 39. Quiz 2 from Spring ’05 10/31-----• 40. Lect. #17: Autonomy 11/07• 41. Handout: Supplemental Project #2 11/04• 42. Handout: Supplemental Project #3 11/07• 43. Lect. #17b: Family Conflict 11/08• 44. Study Guide #10 11/08• 45. Lect. #18: Peers11/10• 46. Lect. #19: Peers II: Pop. & Friendship 11/11• 47. Lect. #20: Bullying 11/17• 48. Study Guide #11 (corrected) 11/21• 49. Lect. #21: Schools 11/21• 50. Study Guide #12 11/216Happy Thanksgiving from Don & the folks at Sesame Street7Overview: SchoolsBriefly Over the following topics: School Transitions; School Size; Class Size; Tracking; Teacher Characteristics; Student Gender; Peer Roles; Social Class; & EthnicityIntersects with the text on pp. 393-94, 403-11.Next: Lecture #22: Achievement8Supplementary ReferencesCarnegie 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.910School 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 school11School Transitions: IIEvidence: 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)12School 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/allegiance13Class 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)• Teachers typically interact most with students in the front and center positions14Tracking ITracking ‑‑ 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 benefits15Tracking II•Solution–Only track classes where absolutely necessary (math, science)–Don’t track when we are similar, such as PE, shop, electronics, sex education16Teacher 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 students17Teacher Characteristics IIMore 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 characteristics18What is an Interaction?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'