An investigation of gender and age differences in academic motivation and classroom behaviour in adolescents

This study investigated gender- and age-related differences in academic motivation and classroom behaviour in adolescents. Eight hundred and fifty-five students (415 girls and 440 boys) aged 11–16 (M age = 13.96, SD = 1.47) filled in a questionnaire that examined student academic motivation and teachers completed a questionnaire reporting student classroom behaviour. Interestingly, early adolescent boys’ (11–12 years) self-reported academic motivation was significantly more closely associated with reports of student classroom behaviour completed by teachers. However, a surprising result was the significant drop in girls’ adaptive motivation from early to mid-adolescence (13–14 years) and a significant increase in mid-adolescence (13–14 years). Furthermore, teachers reported a significant increase in negative classroom behaviour in mid-adolescent and late adolescent girls (15–16 years). The need to further understand the association between academic motivation and classroom behaviour at different stages in adolescence, and to design interventions to improve classroom behaviour, is deliberated

Student-Centered Learning Opportunities For Adolescent English Learners In Flipped Classrooms

This study documents opportunities for diverse adolescent English learners to deeply engage with content and language in flipped learning environments. Through a linked description of teaching practices and student learning experiences in an urban New England high school, the study attempts to understand the potential of flipped instruction in preparing a traditionally underserved population for post-secondary education. Our research partner Patriot High School (PHS) is one of the New England schools implementing flipped learning. PHS represents a typical secondary school context for adolescent English learners: More than half of students speak a language other than English at home and the majority of students are from minority and low-income homes (Massachusetts Department of Elementary and Secondary Education, 2014). PHS is also an urban school committed to implementing student-centered learning strategies to meet the needs of its diverse students

Exploring Care in Education

In this article the author highlights three primary results that emerged from his review of the care theory and educational care literature, along with his constructivist grounded theory study of adolescent student experiences of educational care: (1) A clarification and re-articulation of the problem of educational care, (2) a grounded theory of the communication of educational care, and (3) a theory of the establishment of a caring teacher-student relationship. Some possible implications for teachers and educational leaders will also be explored

BEBERAPA PENGETAHUAN DAN SIKAP MENGENAI ABORSI ANTARA SISWA YANG MENDAPAT DAN TIDAK MENDAPAT PENYULUHAN KESEHATAN REPRODUKSI REMAJA TAHUN 2005

Banyaknya kasus aborsi di Indonesia khususnya di kalangan remaja terjadi akibat adanya kesenjangan informasi tentang kesehatan reproduksi. Semakin berkembangnya teknologi informasi dan mudahnya akses informasi menjadikan para remaja semakin mudah mendapatkan informasi tentang kesehatan reproduksi yang belum tentu benar. Untuk itulah sangat mendesak untuk mamsukkan kesehatan reproduksi ke dalam kurikulum di sekolah. Penyuluhan kesehatan merupakan salah satu metode dalam pemdidikan kesehatan. Tujuan pemelitian ini adalah mgetetahui perbedaan pengetahuan dan sikap antara siswa yang mendapat dan tidak mendapat penyuluhan kesehatan reproduksi. Jenis penelitian ini adalah penelitian survey dan dengan pendekatan cross sectional. Sampel terdiri dari 2 kelompok siswa yang mendapat penyuluhan kesehatan reproduksi dan kelompok siswa yang tidak mendapat penyuluhan kesehatan reproduksi. Masing-masing kelompok terdiri dari 54 siswa sebagai responden penelitian, yang ditentukan secara acak dengan bantuan tabel random. Data skor pengetahuan dan sikap diuji dengan Mann Whitney U Test karena dari uji normalitas data didapatkan bahwa data pengetahuan dan data sikap merupakan data tidak normal. Untuk menguji ada tidaknya pengaruh variabel luar dilakukan uji homogenitas terhadap variabel umur, jenis kelamin dan sumber informasi. Hasil uji statistik terhadap skor pengetahuan dengan uji Mann Whitney U Test pada alfa=0,05 didapatkan nilai Mann Whitney U Test sebesar 1006,500 dan p-value sebesar 0,004 (p-value<0,05) sehingga dapat disimpulkan ada perbedaan pengetahuan mengenai aborsi antara siswa yang mendapat dan tidak mendapat penyuluhan kesehatan reproduksi. Sedangkan pada skor sikap melalui uji statistik dengan alfa=0,05 didapatkan nilai Mann Whitney U Test sebesar 1127,00 dan p-value sebesar 0,041 (p-value<0,05), sehingga dapat disimpulkan ada perbedaan sikap mengenai aborsi antara siswa yang mendapat dan tidak mendapat penyuluhan kesehatan reproduksi. Dari hasil penelitian tersebut dapat disarankan untuk meningkatkan kegiatan penyuluhan kespro pada remaja khususnya di sekolah-sekolah untuk mencegah perilaku aborsi dikalangan remaja. Kata Kunci: Aborsi, penyuluhan kesehatan reproduksi remaja, pengetahuan mengenai aborsi, sikap mengenai aborsi STUDI PADA MAN 3 YOGYAKARTA) THE DIFFERENCE OF KNOWLEDGE AND ATTITUDE CONCERNING ABORTION BETWEEN STUDENT WHICH GET AND NOT GET COUNSELLING OF HEALTH OF ADOLESCENT REPRODUCTION IN 2005 (STUDY IN MAN 3 YOGYAKARTA) To the number of cases of abortion in Indonesia specially among adolescent, happened effect of information difference corcerning health of reproduction. Progresively expand information technology him and easy to him access information make all adolescent progressively easy to get information corcerning health of reproduction which not yet of cource correctness. To that is imperative to pu into health of reproduction into curriculum in school. Counsellingof health are one of the methode in education health. Targwet of this research is to know difference of attitude and nowledge among /between student getting and do not get counselling of health of reproduction. Research type are research of survey and with approach af sectional cross. Sampel consist of 2 group that is student group getting counselling of health of student group and reproduction which do not get counselling of health of reproduction. Each group concist of 54 student as research responder, determined through randomitation. Score knowledge data and attitude tested with Mann Whitney U Test because from test of normalitas data got that knowledge data and attitude data are are data below par. To the there is him influence of variable not external to test homogeneity to of old age variable, information soaurce and gender. Result statisticzl test to knowledge score with test of Mann Whitney U at alfa=o,05got by value of Mann Whitney U test equal to 1006,500 and p-value equal to 0,004 (p-value < 0,005) so that can be concluded by there is difference of knowledge concerning abortion among student getting and do not get counselling of health of reproduction. While at attitude score pass statistical test with alfa=0,05 got by value of Mann Whitney U test equal to 1127,00 and p-value equal to 0,041 (p-value < 0,005), so that can be concluded by there is difference of knowledge concerning abortion among student getting and do not get counselling of health of reproduction. From the result can be suggested to improve activity of counselling of kespro at adolescent specially in schools to prevent behavior of abortion among aolescent. Keyword : Abortion,counselling of health of adolescent reproduction, knowledge concerning abortion, attitude concerning abortio

Communication skills Assessed at OSCE are not Affected by Participation in the Adolescent Healthy Sexuality Program

Purpose: We proposed that first year medical students who voluntarily participated in the Healthy Sexuality adolescent program would perform better than their peers on an adolescent counseling station at the year-end OSCE (Objective Structured Clinical Examination). In addition we compared medical students’ communication skills at the time of the program as assessed by self, peers and participating adolescents. Methods: Nineteen first year medical students voluntarily participated in the ongoing Healthy Sexuality program. Adolescent participants, medical student peer participants and medical students assessed communication components on a 7-point Likert scale at the end of the program. At the year-end OSCE, all first year medical students at the University of Western Ontario were assessed at an adolescent counseling station by a standardized patient (SP) and a physician examiner. Statistical analysis examined differences between the two groups. Results: Students who participated in the Healthy Sexuality program did not perform better than their colleagues on the year-end OSCE. A statistically significant correlation between physician examiner and SP evaluations was found (r = 0.62). Adolescent participants communication skills assessments in the Healthy Sexuality Program demonstrated no significant correlation with medical student assessments (self or peer). Conclusions:Voluntary intervention with adolescents did not result in improved communication skills at the structured year-end examination. Further investigation will be directed towards delineating differences between SP and physician examiner assessment

The Middle Grades Principal: A Research Agenda

Advocates for middle grades education suggest that principals are critical to the implementation of curriculum, instruction, assessment, and organizational structures that meet young adolescent needs. Yet, there is little evidence associating principal practices outlined by middle grades proponents to outcomes or how principals learn the knowledge and practices middle grades advocates propose. This essay explores the limited research connecting middle grades principal leadership with school and student outcomes, how middle school principals learn the practices outlined by proponents of middle grades education, and proposes a research agenda and questions about middle grades principal learning

Teaching in the Middle Grades Today: Examining Teachers’ Beliefs About Middle Grades Teaching

Since the beginning of the middle school movement in the mid-1960s, middle level advocates have called for a school experience for young adolescents grounded in adolescent development that engages students in meaningful learning (Eichhorn, 1966; Alexander & Williams, 1965). The aim of this exploratory multi-case study was to understand middle level teachers’ beliefs about middle level instruction in the current educational environment. To gain this understanding, researchers asked ten current middle grades teachers with varying levels of experience to discuss their beliefs regarding their primary purpose as a middle grades teacher, the current status of middle level teaching, their best and worst instructional lessons, and their perceived barriers to teaching at the middle level. The teachers described the role of teaching in the middle grades as challenging and stressful, but of great importance. In general, they described instruction that included discovery, student engagement, and relevance in an effort to address students’ academic development. There was minimal mention of the non-academic aspects of adolescent development. Finally, teachers viewed curriculum restrictions, students’ attitudes toward learning, difficulty with differentiation, and lack of technology as significant barriers to their success in the classroom

Creating Lasting Comprehensive School Health Programs: The Connection Between Health and Achievement

Student health has a profound effect upon student academic performance. In 1994, with a focus on increasing student achievement, the Public Education Network (PEN) began working with the Centers for Disease Control and Prevention, Division of Adolescent and School Health (CDC/DASH) to integrate coordinated school health programs (CSHPs) into a larger, systemic school reform effort at the local and national levels. PEN provided funding and technical assistance to five local education funds (LEFs) to implement projects that would create, enhance, and/or institutionalize school health programs within their districts. This report -- the last of a four-part series -- looks at the process of institutionalization based on a model developed by PEN in collaboration with the five LEFs. A major component of this work involved engaging public support by clearly articulating the need for, and value of, comprehensive school health programs. Through the Comprehensive School Health Initiative (CSHI), PEN and LEFs are linking school health and school reform through the critical issue of school and adolescent health which includes HIV prevention as a major focus. This report looks at some of the indicators for institutionalization used by the LEFs in order to sustain their activities in establishing and enhancing comprehensive school health programs in their schools and communities