How could we ​improve​ middle and junior high schools to be a ​better fit for adolescents​?

Question 58 ​(3 points)

When a ​typical teacher​ thinks that a student is ​NOT​ very smart, that teacher would usually:

Question 58 options:

give the child extra work so he/she can catch up.

be warm and sympathetic.

talk to and teach less to the child.

correct the child more.

give the child special attention.

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Question 59 ​(3 points)

Tom believes that his ability is a malleable (changeable) characteristic. He feels pride when he succeeds in school, and he views his failures as a sign that he needs to try harder in order do better. Tom’s view of his own ​academic ability ​makes it likely that he will focus on:

Question 59 options:

status-based goals

learning goals

proof-of-ability goals

performance goals

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Question 60 ​(3 points)

When schools emphasize ​performance goals​ more than ​learning goals​, what effects does this have on students?

Question 60 options:

Students try harder.

Students focus on competition with each other instead of cooperation.

All students learn more.

This provides an advantage to students who are struggling academically.

This reduces the drop-out rate.

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Question 61 ​(3 points)

How could we ​improve​ middle and junior high schools to be a ​better fit for adolescents​?

Question 61 options:

Make them more personal ​and​ autonomy supportive.

Make them more interesting ​and ​competitive.

Make them include more ability tracking ​and ​less supervision.

Make them more democratic ​and ​less academically demanding.

Leave them as they are; middle and junior high schools are already a good fit for adolescents.

 
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