Restructuring Schools for Young Adolescents. Issues in Education.

Institution	Office of Educational Research and Improvement (ED), Washington, DC.
Titel	Restructuring Schools for Young Adolescents. Issues in Education.
Quelle	(1990), (4 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Adolescents; Educational Environment; Educational Improvement; Grade 8; Junior High School Students; Junior High Schools; Longitudinal Studies; School Effectiveness; School Restructuring; Secondary Education + Suchen Sie Ihr Suchwort? Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Teaching improvement; Unterrichtsentwicklung; School year 08; 8. Schuljahr; Schuljahr 08; Junior High Schools; Student; Students; Sekundarstufe I; Schüler; Schülerin; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Schuleffizienz; Schulreformplan; Schulumwandlung; Sekundarbereich
Abstract	The schools attended by young adolescents must be transformed into "communities for learning" that provide students with a climate fostering their intellectual development. Such communities have high expectations for students, challenge them with an integrated curriculum, offer meaningful relationships with adults, and maintain an environment where students feel safe, motivated, and engaged with their schoolwork. According to the U.S. Education Department's National Longitudinal Study of 1988 (NELS:88), which surveyed 25,000 American eighth graders, such learning communities are seldom found in our schools. Regarding school relationships, data show that by spring of the school year, 35 percent of eighth-grade students said they had not talked with their teacher about coursework during the school year and 65 percent had not discussed their course selections with a school counselor. Concerning learning readiness, teachers said that 20 percent of sampled eighth graders were inattentive; 47 percent of the students said they were bored at least half the time spent in school. Over 10 percent of eighth graders were frequently absent, and a third had been sent to the office for misbehaving. School climate is far from engaging, with a significant percentage of students citing tardiness, absenteeism, cutting class, and class disruption as serious problems. Fundamental restructuring is needed to redress these problems. Specific recommendations are outlined. (Three references) (MLH)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC