| 1. Describe Approaches to Educating Students |
| | 1.1. Direct Instruction and Constructivist Approaches |
| | | 1.1.1. What is direct instruction approach to student learning? |
| | | 1.1.2. What are cognitive constructivist approaches to student learning? |
| | | 1.1.3. What are social constructivist approaches to student learning? |
| | | 1.1.4. What are the American Psychological Association's learner-centered psychological principles? |
| | | 1.1.5. What are the arguments against direct instruction? |
| | 1.2. Accountability |
| | | 1.2.1. What are current trends in accountability of schools? |
| | | 1.2.2. What are the arguments for state-mandated testing? |
| | | 1.2.3. What is No Child Left Behind? |
| | | 1.2.4. What are some of the criticisms of No Child Left Behind? |
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| 2. Discuss Transitions in Schooling from Early Adolescence to Emerging Adulthood |
| | 2.1. Transition to Middle or Junior High School |
| | | 2.1.1. What is the origin of junior high schools? |
| | | 2.1.2. How has the role of ninth grade been resolved over time? |
| | | 2.1.3. How are middle schools related to pubertal development? |
| | | 2.1.4. What are the concerns of critics who claim that middle schools have become watered-down high schools? |
| | | 2.1.5. What factors influence the transition from elementary school to middle school? |
| | | 2.1.6. What is the top-dog phenomenon? |
| | | 2.1.7. Is the transition to sixth- through eighth-grade middle schools easier for students than the transition to traditional junior highs (7-9)? |
| | | 2.1.8. What can schools do to provide support for the transition to middle or junior high school? |
| | 2.2. What Makes a Successful Middle School? |
| | | 2.2.1. What are the Carnegie Council on Adolescent Development's suggestions for transforming adolescent's educational experiences that were established in 1989? |
| | | 2.2.2. What are the Carnegie Council on Adolescent Development's revisions contained in Turning Points, 2000? |
| | 2.3. The American High School |
| | | 2.3.1. What sets of basic skills do companies want individuals to have when hired? |
| | | 2.3.2. What are seen as four major problems with U.S. high schools? |
| | 2.4. High School Dropouts and Non-college Youth |
| | | 2.4.1. What is the trend in overall high school dropout rates over time in the U.S.? |
| | | 2.4.2. How is ethnicity related to dropout rates? |
| | | 2.4.3. How is gender related to dropping out? |
| | | 2.4.4. What factors are associated with dropping out? |
| | | 2.4.5. What approaches can be used to reduce the rate of dropping out and improve student experiences? |
| | | 2.4.6. Describe the "I Have a Dream" program and its effectiveness. |
| | 2.5. Transition from High School to College |
| | | 2.5.1. How does the transition from high school to college parallel the transition from elementary to middle-junior high school? |
| | | 2.5.2. What happens to parental interaction with the transition? |
| | | 2.5.3. Why are today's college freshmen suffering from more depression and stress than in the past? |
| | | 2.5.4. How is achievement in college related to immigrant status? |
| | 2.6. Transition from College to Work |
| | | 2.6.1. How is a college degree related to earning potential? |
| | | 2.6.2. What are some reasons that college to work transition in the U.S. is difficult? |
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| 3. Explain How the Social Contexts of Schools Influence Adolescent Development |
| | 3.1. Changing Social Developmental Contexts |
| | | 3.1.1. What are the school context differences among preschool, elementary school, and middle school? |
| | 3.2. Size and Climate of Schools |
| | | 3.2.1. How is school size related to academic achievement? |
| | | 3.2.2. How is school sized related to student behavior? |
| | | 3.2.3. Which class size best benefits student learning? |
| | | 3.2.4. What are two effective strategies for creating a positive classroom environment? |
| | | 3.2.5. What is the authoritative strategy of classroom management? |
| | | 3.2.6. What is the authoritarian strategy of classroom management? |
| | | 3.2.7. What is the permissive strategy of classroom management? |
| | | 3.2.8. Which strategy of classroom management tends to result in the best outcomes? |
| | | 3.2.9. In terms of classroom management, how are effective teachers different from ineffective teachers? |
| | | 3.2.10. What factors are associated with a smoothly running classroom? |
| | 3.3. Person-Environment Fit |
| | | 3.3.1. What is meant by person-environment fit? |
| | | 3.3.2. What type of school environment provides a developmentally appropriate fit with adolescents? |
| | 3.4. Teachers and Parents |
| | | 3.4.1. What are the characteristics of successful teachers? |
| | | 3.4.2. Why is greater collaboration between schools, families, and communities needed? |
| | | 3.4.3. What is Epstein's framework for improving parent involvement in adolescents' schooling? |
| | 3.5. Peers |
| | | 3.5.1. How is the structure of middle schools related to peer interactions? |
| | | 3.5.2. What is the relationship between peer status and academic performance? |
| | | 3.5.3. Why is bullying of special concern? |
| | | 3.5.4. What is bullying? |
| | | 3.5.5. What are the characteristics of victims of bullying? |
| | | 3.5.6. What are the effects of bullying on victims? |
| | | 3.5.7. What are the characteristics of youth who are both bully victims and perpetrators? |
| | | 3.5.8. What are some effective strategies for reducing bullying? |
| | | 3.5.9. How is friendship related to school success? |
| | | 3.5.10. How do crowds affect academic success? |
| | 3.6. Culture |
| | | 3.6.1. What is the effect of poverty on student learning and why? |
| | | 3.6.2. What are the characteristics of schools in low-income neighborhoods? |
| | | 3.6.3. How does ethnicity influence school experiences? |
| | | 3.6.4. What factors are associated with academic success amongst ethic minority adolescents? |
| | | 3.6.5. How can the "possible selves" of Latinas be used to increase their academic success? |
| | | 3.6.6. What is the role of teacher's positive expectations of ethnic students? |
| | | 3.6.7. What are some effective teaching strategies for improving relations with ethnically diverse students? |
| | | 3.6.8. What is a jigsaw classroom? |
| | | 3.6.9. How can the concept of the jigsaw classroom be used to improve American schools? |
| | | 3.6.10. What has been the evaluation of the effectiveness of the Comer schools? |
| | | 3.6.11. How do secondary schools in different countries vary? |
| | | 3.6.12. How do divisions amongst schools and entrance examinations vary across countries? |
| | | 3.6.13. How extensively are sports teams a part of schools in countries around the world? |
| | | 3.6.14. How does coursework vary in different countries? |
| | | 3.6.15. What is college attendance like around the world? |
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| 4. Characterize Adolescents Who Are Exceptional and Their Education |
| | 4.1. Who Are Adolescents with Disabilities? |
| | | 4.1.1. How many U.S. students receive special education services? |
| | | 4.1.2. What percentage of students receiving special education have learning disabilities? |
| | | 4.1.3. Why do educators use the term "adolescents with disabilities"? |
| | | 4.1.4. What does the term handicapping condition mean? |
| | 4.2. Learning Disabilities |
| | | 4.2.1. How are learning disabilities defined? |
| | | 4.2.2. What are the characteristics of a learning disability? |
| | | 4.2.3. What is the most common problem for students with a learning disability? |
| | | 4.2.4. What is known about educational interventions for children with learning disabilities? |
| | 4.3. Attention Deficit Hyperactivity Disorder |
| | | 4.3.1. How is Attention Deficit Hyperactivity Disorder (ADHD) defined? |
| | | 4.3.2. How common is ADHD amongst students receiving special educational services? |
| | | 4.3.3. What are some trends in the diagnosis of ADHD? |
| | | 4.3.4. What is the controversy related to the diagnosis and treatment of ADHD? |
| | | 4.3.5. How does ADHD change across the lifespan? |
| | | 4.3.6. What causes ADHD? |
| | | 4.3.7. What interventions are recommended for children and adolescents with ADHD? |
| | 4.4. Educational Issues Involving Adolescents with Disabilities |
| | | 4.4.1. How were children with disabilities served by the educational system before the mid-1960s? |
| | | 4.4.2. What is Public Law 92—142? |
| | | 4.4.3. What is The Individuals with Disabilities Act (IDEA) and what are its requirements? |
| | | 4.4.4. What is an individualized education program (IEP)? |
| | | 4.4.5. What does least restrictive environment (LRE) mean and what are its implications? |
| | | 4.4.6. What is meant by inclusion? |
| | | 4.4.7. What are the arguments against inclusion? |
| | 4.5. Adolescents Who Are Gifted |
| | | 4.5.1. What are the criteria for giftedness? |
| | | 4.5.2. How is the concept of giftedness changing over time? |
| | | 4.5.3. According to Winner, what are the three characteristics of adolescents who are gifted? |
| | | 4.5.4. How do adolescents who are gifted differ in their information processing skills? |
| | | 4.5.5. What are some characteristics of under-challenged gifted adolescents? |
| | | 4.5.6. What do gifted students need from their teachers? |
