| Front | Back |
| We lose between ____- ____ and ___-___ of the time available for learning through attendance problems, non-instructional activities, and disruptions caused by student misbehavior. | One-quarter; one-half |
| John Goodland found that ____ percent of time is used for instruction | Seventy-four |
| Research shows that when more time is allocated to this type of learning, student achievement increases. | Subject-matter |
| Philip Jackson, author of Life in Classrooms, describes teachers as ________. | Gatekeepers--As gatekeepers, teachers must determine who will talk, and for how long, as well as the basic direction of communication. |
| Roughly how much of time is taken up by talk? | Two-thirds |
| Part of the hidden curriculm of schools is the... | culture of waiting. |
| Teachers initiate about ____ percent of verbal cycles. | Eighty-five |
| Homogenous classes can be defined as... | classes in which students with similar skills and intellectual abilities learn together. |
| Tracking can be defined as... | the method of placing students according to their ability level in homogenous classes or learning experiences. |
| According to sociologist Talcott Parsons, future roles in adult life are determined when? | Elementary school |
| How do cultural clashes in school work to the detriment of certain groups? | Cultural clashes often relegate students to lower-ability classes and tracts. |
| Jeannie Oakes, author of Keeping Track, found that this factor determined which students were placed in which tracks. | Race |
| Heterogenous classes can be defined as... | mixed ability classes. |
| Which characteristics describe the "unremarked revolution"? | The revolution has been a quiet and persistent change to detrack students. By the 1990s, only 15 percent of schools had official tracking policies, down from 93 percent in 1965. |
| How is ability grouping different from tracking? | Ability grouping sorts students based on capability, but the groupings may well vary by subject. Tracks suggest permanence, while ability grouping is more transitory. |
| How do boys' elementary peer groups develop? | By the third grade, a powerful male culture will have evolved, with entitlement and rights of privilege. |
| How do girls' elementary peer groups develop? | During the lower grades, being a good student and having a pleasing personality are seen as important; then in the later grades, appearance becomes the key to social stauts. |
| What is the strongest barrier blocking peer-to- peer communication during the elementary school years? | Gender wall |
| According to the book, what is seen as the primary purpose of middle school life? | Attention to the emotional and physical developmental growth of adolescents |
| James Coleman, in The Adolescent Society, found that high schools include a system of reward that is almost directly in the... | distribution of status. |
| Peer groups appear to be ______ and, more than anything else, tend to define the quality of students' _______ ______. | Homogenous; School life |
| Generally, our families are getting ____, _____, and ____ ______. | Smaller; Older; More diverse; |
| The term used to describe a child who takes care of him or herself after school is... | latchkey. |
| Latchkey kids spend most of their alone time... | watching television. |
| ____ _____ are a small yet growing portion of today's households. | Interracial unions |
| By the turn of the twenty-first century, more Americans were living in ____ ____ than in ____ ____. | Step families; Nuclear families |
| Alternative families include family lifestyles other than... | a married male and female living with their children. |
| What group is the poorest group in our society? | Children |
| School often reflect which class's values? | The middle class |
| Academic achievement and career goals are often less important to children in poverty than the values of ____, _______, and _____. | Survival; Entertainment; Relationships |
| To help lower-class children navigate school norms and value academic learning Payne suggests... | cultivating meaningful relationships between teachers and peers and providing resources for cognitive, emotional, and physical well-being. |
| Along with resources, Payne proposes that academic learning should be connected with... | relationships. |
| The McKinney-Vento Homeless Assistance Act (1987) provides... | the homeless with emergency food services, adult literacy programs, access to schooling, job training, and other assistance. |
| Typically, dropping out is a ___-___ process with academic warning signs. | Long-term |
| ___-___ of students graduate from high school. | Two-thirds |
| What type of sex education does the federal government endorese? | Abstinence-only |
| This represents the most widespread form of substance abuse. | Alcohol |
| This is the most widely used illicit drug. | Marijuana |
| National programs for drug-free schools have been largely... | ineffective. |
| This is the third most common cause of death among adolescents. | Suicide |
| These areas are prime places for bullying: | places where students interact informally with little adult supervision. |
| Boys are most likely to engage in this type of bullying. | Physical |
| Girls are likely to engage in _____ bullying. | Relational |
| According to Urie Bronfenbrenner, the "four worlds of childhood" are... | family, friends, school, and work. |
| The Carnegie Council's report,Turning Points, Educating Adolescents in the 21st Century, recommended the following: | Dividing large schools into smaller communities; Creating a core curriculm; Eliminating tracking; Strengthening teacher preparation to deal with the adolescent group; Emphasizing the link between education and good health |
| Her book added momentum to the effort to detrack. | Jeannie Oakes |
