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Links:      •  Self Test                 •  Print Ready Version                  •  Chapter Index		Adolescence: Cognitive Development - Schools, Learning, & The Adolescent Mind -

Ψ  What kind of school?
 
    Ψ  One that offers the optimum person-environment fit (the degree to which a particular environment is conducive to the growth of a particular individual) is the way to go.

The Adolescent Mind in the School Setting

Ψ  Instead of an appropriate person-environmental fit, a volatile mismatch forms between many adolescents & their schools.

When compared to elementary schools most secondary schools have
 
• more rigid behavioral demands.
• more punitive grading practices.
• less individualized attention & procedures.

Ψ  Secondary school teachers see themselves as less effective ( they are ) Their students tend to see then as
 

less friendly.

less caring.

less helpful.

Ψ  In middle school injuries increase & achievement decreases.

Ψ  By the end of high school, injuries decrease & achievement rises because
 

the lowest achievers have dropped out.

the students have become more intellectually mature.

the person-environment fit improves with more freedom of choice.

Culture & Schools

Ψ  Educational goals (and therefore educational content) differ by culture. In Texas, it would seem social promotion is out, as students are measured against minimum standards. The competition model is alive & well, but can be tempered by cooperative learning, examples follow.
 
       team research projects
          in class discussion groups
             after school study groups

     Note: The school's culture & climate, along with family attitude, rather than the adolescent's innate ability, are the prime ingredients for academic success.

     Part-time employment for the "money" or for any reason for that matter is probably NOT in the best interest of an adolescent.