Chapter 10 Notes Psychology 12 Los Angeles Valley College Dr. Ali Ghassemi

1. CHAPTER 10: SCHOOLS
The average adolescent’s day revolves around school, which could basically _______ them from
_______ society as they associate with other _______ in an _______ that encourages widespread
_______ . Widespread high school attendance influences _______ formation and adolescents
create their own _______ partially based on _______ interaction.
Students making a _______ from _______ school to _______ school and then to _______ high
have both _______ experiences and _______ outcomes. It is _______ because many other _______
also occur at about the same ____ . For example, _______ often occurs at the time of _______ to _______
or _______ school. Students experience the top-dog phenomenon as they move from ____ to
_______ positions between _______ schools and _______ schools. Students go from being the most
_______ in a school to the least _______ in their transition.
School changes provide students with the _______ to gradually _______ toward personal _______
and _______ . Studies show that _______ transitions _______ involvement in _______ activities,
high-quality _______ . _______ support is _______ with good student _______ and high self-
_______ . Studies have shown that _______ helped in _______ with _______ from ____ grate to ____
grade. Successful middle schools create settings that provide _______ attention, involve _______ ,
support _______ instruction, and promote student _______ .
Teachers influence learning with _______ , _______ , _______ , and _______ of individual
learner’s requirements. _______ and _______ cooperation must continue from ____ school and
_______ school through _______ school to ensure _______ outcomes for students _______ and
_______ .
Slide 4: Some children and adolescents are the victims of _______ . _______ is a common
problem, with ____ % of middle graders reporting either being _______ , or _______ other kids.
_______ have several characteristics in _______ including _______ who are _______ and
_______ and a tendency to _______ problems. _______ also show problems in _______ skills and
in the control of _______ . ____ who _______ are more likely to use _______ force, whereas ____
are more likely to _______ malicious _______ , _______ others from the _______ and _______ or
_______ others. Victims of _______ are often _______ , _______ , _______ and easily ____ in.
Victims report a range of _______ problems, including ____ self-_______ , _______ , and
_______ difficulties. Unfortunately, effective anti-_______ strategies are not used in many
schools.
Some students circumvent the _______ transition periods by _______ out of high school, which
often leads to poor _______ opportunities. Many who drop out have a _______ who has dropped
out of school. In ____ approximately ____ % of ____ to ____ year olds had not completed high school.
Graduation rates are as low as ____ percent for _______ Americans and ____ percent for _______
in cities. However recent data shows the _______ rates for most _______ minority students have been
_______ . Students in _______ areas are more _______ to drop out than _______ and _______
area students. Adolescents drop out due to _______ , _______ , and _______ -_______ reasons,
with more ____ dropping out than _______ . ____ % of ____ who drop out do so because of _______ or
_______ . _______ dropout rates depends on _______ guidance through _______ , _______ ,
_______ , and _______ activities throughout the school years.
Many high school _______ are ____ prepared for _______ or the _______ . Educators believe that high
schools need a new _______ to better _______ students. The transition to _______ or _______ may be

2. less _______ due to improved _______ with _______ . The transition from high school to
_______ can be _______ best with _______ assistance from high school _______ and college
_______ . U.S. colleges train many students to develop _______ skills rather than _______ specific skills.
Major _______ want their new ____ to have the ability to ____ at a high level, _______ effectively, use ____
for straight forward ____ such as word _______ and work effectively with people of _______ backgrounds.
Students from low _______ status (____ ) neighborhoods attend schools with _______ graduation
rates; _______ students going to _______ ; and _______ , inexperienced _______ . _______ and
____ are often difficult to _______ by themselves because many _______ group members
experience _______ . _______ programs often reflect _______ of institutional _______ . _______
for resolving these difficulties are _______ . Student relations in _______ diverse classrooms may
be achieved by creating _______ classrooms, encouraging _______ personal contact, advocating
_______ taking, promoting _______ thinking and social _______ solving, establishing _______
school-community efforts, and advocating for knowledge and respect of ethnic attitudes.
Educators and schools are continuously challenged to support diverse learners within local
educational settings. Exceptional adolescents represent students who _______ require curriculum
_______ and adult _______ to reach their full _______ . Students with a learning disability most
often have difficulties in _______ , _______ language, and _______ . Students with Attention
Deficit/Hyperactivity Disorder (ADHD) have difficulties focusing on _______ environmental
_______ and show high levels of physical _______ . About ____ percent take prescription
medication for behavior _______ . Adolescents with _______ typically are included in _______
education classrooms, the least _______ environment. _______ in _______ education classrooms
ensures that all students have the same _______ to ____ both _______ and _______ . Adolescents
who are _______ demonstrate characteristics of precocity, _______ in learning, and internal
_______ . Programs for _______ students include _______ classes, _______ regular education
settings, _______ programs, and community _______ .