Developmental psychology/Chapter 9/Secondary Education


 * One school type doesn't work best for everyone.
 * Secondary education - Education after primary and before tertiary, ages 12-18.
 * "Developmentalists agree that “teaching is likely to be particularly complex and developmentally regressive for middle school teachers because it happens amidst a critical period of the cognitive, socioemotional, and biological development of students who confront heightened social pressures from peers and the gradual decline of parental oversight” (Ladd & Sorensen, 2017)."
 * Middle school is a difficult period for a kid, as puberty plays in with kids skipping classes and being rebellious towards parents. Minority groups are at risk because expectations/popular culture increases. Effort without end result is not appreciated, "outstanding" achievements turns into "average" and athletic abilities are separated.
 * Fixed mindset vs. growth mindset - the stepping stone for success in middle school
 * Some high schools require high-stakes test, one test determining success or failure. These have been on the decrease.
 * Programme for International Student Assessment (PISA) - See if 15 year olds can apply what they've learned into real tests. What correlates with better PISA tests are valued education, high standards, teachers/administrators valued and learning is #1.
 * "Now let us return to general conclusions for this chapter. Bodies grow according to insistent biological timetables, but the significance of puberty is strongly affected by the reactions of other people and the cultural context. The cognitive skills that boost national economic development and personal happiness are creativity, flexibility, relationship building, and analytic ability. Whether or not an adolescent is college-bound, those skills are exactly what the adolescent mind can develop—with proper education and guidance. Every cognitive theorist and researcher believes that adolescents’ logical, social, and creative potential is not always realized, but it can be. Does that belief end this chapter on a hopeful note?"