CCGL16L9s - 1 Education 2 All adolescents enrolled in secondary schools Development of achievement self-conception identity thinking styles

CCGL16L9s - 1 Education 2 All adolescents enrolled in...

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CCGL9007 YOUTH IN A GLOBAL WORLD Lecture Nine: School and work 1 Education box2 All adolescents enrolled in secondary schools box2 Development of achievement, self-conception, identity, thinking styles, interpersonal network 2 Problems of education box2 Shall we teach classic things or every-day things? box2 Shall we teach critical thinking? How? box2 Why is that studying natural science so important? box2 The truth, the beautiful, and the good: Where are we now? box2 Should we teach (1) intellectual stuff only OR (2) moral PLUS intellectual development 3 Would you prefer box2 Old schools with prestige, but not learn much box2 Schools are devoted to academic achievement box2 Happy schools with no pressure 4
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Coping to secondary school from primary school box2 Prior academic record box2 Early matures more problems box2 Vulnerable, fewer social support, moving into impersonal schools box2 Parents’ support 5 School Scene box2 Students better in small schools: less bureaucratic and more intimate box2 Class size does not matter for general adolescence (from 20 to 40) box2 Secondary school: less personal, less likely to trust students, emphasize on discipline, student abilities are fixed, teachers not confident box2 Students drop motivation to learn when they enter secondary schools (!!!!!) box5 between 8 am to 3pm most bored! 6 What type of school is best? box2 Responsive (warm) and demanding (high standard) box2 Moderate degree of structure, high student involvement, high teacher support box2 Teachers box5 Spend on intellectual lessons rather than discipline box5 Begin and end on time box5 Provide clear feedback and praise box5 Respect box5
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  • Fall '14
  • Ben
  • Schunk, extrinsic motivation

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