Teaching Approaches and Education Acts

Constructivist Approach to Teaching

• Learner-centered and student-directed
• Students actively construct their own knowledge
• Teacher provides guidance

Direct Instruction Approach

• Teacher-centered and highly structured
• Limited distractions, focusing on academic behaviors
• Focus on content, easily standardized and assessed

Criticisms of Constructivist Approach

• Takes more time
• Limited focus on content in standardized assessments
• Difficult to assess in a uniform way

Criticisms of Direct Instruction Approach

• Turns students into passive learners
• May not challenge students to think critically and creatively
• Focus is on being in class

Using Both Approaches

• Using both approaches is the best route

No Child Left Behind Act

• Set high standards measured by standardized tests (3rd-12th grade)
• School districts received harsh penalties for underperformance
• Replaced by Every Student Succeeds Act

Every Student Succeeds Act

• Requires states to set standards, assess in reading, math, and science.
• Provides states with more flexibility in implementation
• School districts produce a report card showing academic progress

High School Dropout Rates

• Dropout rates have decreased over time
• American Indian/Alaska Natives have a high dropout rate (9.6%)
• Pacific Islanders have a high dropout rate (8%)
• Hispanics have a high dropout rate (7.7%)
• African Americans have a high dropout rate (5.6%)
• Two or more races have a high dropout rate (5.1%)
• Whites have a high dropout rate (4.1%)
• Asians have a low dropout rate (1.8%)

Levels of Income and Dropout Rates

• Low-income individuals experience high dropout rates
• Income levels are correlated to dropout rates.

Risk Factors for High School Dropouts

• School-related problems
• Economic and family issues
• Peer-related problems
• Personal reasons

Solutions to Reduce Dropout Rates

• Early detection of school-related difficulties
• Encourage positive youth engagement in school

Classroom Climate Factors

• Classroom rules and guidelines
• Consistency of rule enforcement
• Physical structure of the classroom
• Classroom management style

Dropout Prevention Programs (Talent Search)

• Provide low-income students with mentoring, tutoring, and academic skills training.
• Help students with career development
• Provide coaching and financial aid for college admissions applications.

Dropout Prevention via Foundation Initiatives

• Community sponsors 'adopt' an entire grade of elementary students from low-income neighborhoods.
• Support for students in academic, social, cultural and recreational opportunities; even provide tuition assistance for college.

Authoritative Classroom Management Style

• Encourages students to be independent thinkers and active participants

Authoritarian Classroom Management Style

• Restrictive and punitive
• Focuses on keeping order rather than on meaningful learning

Permissive Classroom Management Style

• Teacher offers students considerable autonomy
• Does not academically challenge students

Well-Managed Classroom Benefits

• Fosters meaningful learning
• Prevents academic and behavioral problems
• Keeps students busy with appropriate, engaging activities

Parental Involvement and Child Achievement

• High parental involvement in a child's learning correlates with a higher level of achievement

Adolescent Extracurricular Activities

• Participating in extracurricular activities is linked to higher grades, school engagement, lowered likelihood of dropping out, improved probability of attending college, and higher self-esteem.
• Lower rates of depression, delinquency and substance abuse.

Bullying

• Nationally, nearly one in three students in grades 6-10 have experienced bullying.
• Females report more cyberbullying incidents than males.
• Risk factors include being average or above average, trying to gain higher status.
• Risk factors for being a victim include being younger, middle school students, anxious, socially withdrawn or aggressive children

Bullying Negative Outcomes

• Worse mental and physical health
• Higher rates of depression, suicide ideation, suicide attempts
• Higher rates of agoraphobia, eating disorders, difficulties forming lasting relationships

Bullying Prevention

• Identify bullies early
• Implement social skills training
• Create a school environment with clear bullying rules and prosocial messaging
• Encourage parental involvement

Early School Achievement, Low Achievement

• Students from low-income families achieve less
• Schools in low-income areas have lower graduation rates and fewer qualified teachers
• Fewer adequate support for English Language Learners

Students Mental Health and well being

• Anxiety and avoiding failure are increases
• Short-term and long-term harmful effects of media violence on adolescents
• Exposure to media violence can affect adolescents' aggression, anger, and physiological arousal
• Exposure to media violence can desensitize adolescents to violence
• Decrease prosocial behavior and empathy.

Students' Exposure to Media Violence and Behavior.

• Exposure to violence viewed at age 8 was linked to increased seriousness of criminal acts as adults

Classroom Learning Environment and Impact

• Anxiety negatively impacts a learning environment
• Boredom levels, and impact high skill and low skills level
• Attribution theory to understand the outcomes of behaviors and performance, and reasoning of those outcomes.
• Internal and External Locus of Control on outcomes
• Mastery orientation, and focus on learning, achievement, and self-efficacy

Performance Orientation

• Focuses on the end result
• May not focus on skill development

Helpless Orientation

• Focuses on the difficulties of a task
• Attributes difficulty to lack of ability

Mindset

• The view regarding one's abilities
• Fixed mindset: Intelligence is biological and unchangeable
• Growth mindset: Intelligence is changeable with learning

Low-income Students Achieve Less

• Studies show students from low-income families are less likely to have a growth mindset
• Students likely have less support and resources

Preventing Negative Stereotypes

• Low-income students can prevent negative stereotypes from undermining achievement

Obstacles for Students Achievement

• Procrastination
• Perfectionism

Biopsychosocial Approach to Problems

• Focuses on biological, psychological, and social factors that contribute to problems.

Developmental Psychopathology

• Examines links between early experiences and problems later in life.

Developmental Pathways

• Focus on the development of problems over time, considering risk and protective factors.

Risk Factors

• Factors that increase the likelihood of developing problems.

Protective Factors

• Factors that shield individuals from developing problems.

Behavioral Habits

• Over controlled kids have internalizing tendencies (likely to be girls who are from middle class backgrounds).
• Under controlled kids have externalized tendencies (likely to be boys who are from lower class backgrounds)

Adolescent Drug Use (Developmental Assets)

• Protective factors
• Developmental assets that serve as protective factors

Risk Factors for Drug Use (Alcohol)

• Heredity
• Family influences
• Peer relations

Marijuana use

• Marijuana use (Daily) in teenagers and young adults who don't attend college is 3 times higher than college students

Nicotine

• Increases Central Nervous System activity
• Smoking and Vaping are serious yet preventable health problems
• Peer influence impacts smoking and vaping

Depression

• Depressive symptoms may undiagnosed in adolescents, especially girls
• Significant risk factors for suicide
• Adolescent with more developmental assets demonstrate less risk taking behaviors

Peer Relationships

• Negative peer experiences contribute to depressive behaviors and tendencies
• Less contact negatively impacts peer relationships

Negative Identity Formation

• Inadequate access to positive social roles leads to negative behaviors
• Stressors affect choices

Statistics of Suicide in Adolescence

• Suicide is the 3rd leading cause of death in 10-19 year old adolescents
• Higher rates of suicide in emerging adult males (6x greater)
• Females tend and befriend during stressful time
• Males flight or fight during stressful times

Coping Skills

• Problem-focused coping, Emotion-focused coping, Avoidant coping strategies, Coping flexibility

Risk factors for Suicide

• Major depressive episode
• History of abuse
• Family instability
• Social factors
• Unhappiness
• Negative peer relationships
• Emotional issues

Eating Disorders such as Bulimia Nervosa

• A binge and purge eating pattern

Anorexia Nervosa

• The relentless pursuit of thinness through starvation

This quiz explores various teaching methodologies such as constructivist and direct instruction approaches, along with their criticisms. Additionally, it discusses the No Child Left Behind Act and the Every Student Succeeds Act, highlighting their impact on educational standards and assessments.