Transcript What Do We Know About Our Male Students and How Can We …

What Do We Know About Our Male Students
and
How Can We Use Data for Decision Making
and Intervening with School Problems?
Frank C. Worrell. Ph.D.
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Outline
• This presentation is divided into three subsections.
– Section 1 focuses on how the scientific method is useful
in allowing educators to diagnose and intervene with
school problems? It also highlights the probability of
making incorrect diagnoses when we rely solely on
feeling or gut instincts.
– Section 2 describes data from a variety of sources. To
contextualize the problems of males, data are presented
for male and female students on achievement as well as
attitudes and behaviors related to school success. Data
on effective teaching are also presented.
– Section 3 focuses on using data to intervene with
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students.
Fundamental Assumptions
• Student behaviour is a result of the interaction
between the student and the school environment.
• Interventions work with most students if they are (a)
appropriate,(b) conducted correctly and consistently,
and (c) continued for a long enough time period.
• Teachers cannot change students behaviors without
changing their behaviours in relation to the students.
• Effective teaching makes a difference in most
students, in spite of student background variables.
• Achieving positive change in schools takes time and
effort. Good schools are not made in a day.
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Section I
Why is Scientific Approach Important?
• Imagine a student who is extremely disruptive in
class. The school is considering expulsion.
• Why is he behaving the way he does?
– If we know the answer to this question, we can help the
student rather than deny him an education.
• What interventions should we try and why?
– Should we base our intervention stratgegy on what we
think or feel is wrong with this young man, or should
we try a more systematic approach?
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Possible “Causes” of the Student’s
Disruptive Behaviour
• The student never learned how to behave
appropriately in class.
• The required class work is beyond student’s
current skill level.
• The student is being abused.
• The student is getting tremendous support from
other students for the disruptive behaviour.
• The student’s parent is dying of cancer.
• The student has undiagnosed & untreated ADHD.
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Which Explanation Feels Right?
• Even if we were to learn that the mother is dying
of cancer, does that information rule out the other
explanations? Definitely No!
• We need info or data or systematic observations:
–
–
–
–
–
What is student’s behavioural history in the classroom?
What are student’s skill levels?
When is student disruptive? One class? First period?
What is the family situation?
Have interventions been tried previously? Did they
work? And so on….
– We can only intervene effectively when we have info. 6
Section II: What do we Know?
• We use casual observations all the time.
–
–
–
–
Our memory that school was “better” long ago.
Media reports about increasing crime statistics.
Media reports about the education crisis.
Casual observations in our classes, schools, and
communities.
• All of these types of casual or non-systematic
observations which need to be verified by data.
• What data do we actually have?
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Data from the Elementary
School System
• The next three figures tell us the following:
– More males than females are placed in secondary
schools.
– Males outnumber females in repeating the primary
school grades until Standard 5. In Standard 5 and the
other transitional years, females are more likely to
repeat a grade than males.
– On average, more males drop out of primary school
than females.
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Common Entrance Results 1996/1997
(Central Statistical Office,1998)
50
45
40
35
30
Percent 25
20
15
10
5
0
Male
Female
Jun. Se c. Schls
5-7 Year Schls
Not Placed
9
Repeater Rate by Gender and Grade
(CSO, 1998)
Std 7
Std 6
Std 5
Std 4
Female
Male
Std 3
Std 2
Std 1
Infants
0
5
10
15
20
Percent
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Primary School Drop Out Rates by
Gender and Grade (UNDP, 2001)
0.6
0.5
0.4
Male
Female
0.3
0.2
0.1
0
1992/93
1993/94
1994/95
1995/96
1996/97
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Tentative Conclusions
• Even though the entrance examination results to
secondary schools suggest that girls are worse off
than boys, the picture is more complicated than
that.
• Boys are more likely to leave the school system
before the secondary school years.
• Boys may be more likely to accept placement in
secondary schools when they are not ready to
handle the work load and less likely to repeat to go
to a “better” school.
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Data from the Secondary
School System
• The next four figures tell us the following:
– Although more males than females are placed in
secondary schools (see slide 9), females aged 11 to 16
(Forms 1 to 5) outnumber males in secondary schools.
– Females aged 17 to 19 (Form 6) outnumber males
substantially in secondary school.
– Males who perform as well as their female counterparts
in Common Entrance make up most of the lower third
of the class in achievement in secondary schools
whereas the females make up most of the upper third
(Kutnick, Jules, & Layne, 1997).
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Percentage of 11 - 16 year olds in
Secondary School (UNDP, 2001)
St. George
Caroni
Victoria
St. Patrick
Female
Male
Nariva/Mayaro
St. Andrew/St. David
Tobago
T&T
0
10
20
30
40
50
60
14
Percentages of 17 - 19 year olds in
Secondary School (UNDP, 2001)
St. George
Caroni
Victoria
Female
Male
St. Patrick
Nariva/Mayaro
St. Andrew/St. David
Tobago
0
2
4
6
8
10
12
14
15
Achievement Results from a F-1 Junior
Secondary Class (Kutnick, Jules, & Layne, 1997)
30
25
20
15
Male
Female
10
5
0
High performing
Middle
performing
Low performing
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Achievement Results from a F-3 7-Year
Prestige School (Kutnick et al.,1997)
35
30
25
20
Percent
Male
Female
15
10
5
0
High
Performing
Middle
Performing
Low
Performing
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Tentative Conclusions
• On the basis of the data from the CSA and
the Kutnick et al. (1997) study, one can
conclude that more females are more likely
than males to complete CXC and ‘A’ Level
examinations.
• Females are also more likely to perform up
to their academic potential in secondary
school than males.
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The Role of the Teacher
• We now have substantial evidence from studies in
the United States that effective teaching makes a
difference. This information is summarized in the
next two slides (20 & 21).
• Slide 22 presents data on teacher effectiveness and
Slide 23 presents data on teacher behaviors in
local classrooms and male and female responses to
the frequent teacher absences. These findings,
from local studies, are summarized on Slide 24.
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Can Teaching Make a Difference?
(TVAAS, 1997)
Cumulativ e Effe cts of T eacher Sequence on Fifth
Grade Math Scores for Two Metropolit an Systems
100
90
80
83
70
60
59
61
50
44
40
30
20
10
83
80
70
63
50
40
96
92
39
29
0
Low-Low- Low-Low- Low-Low- Avg- Avg- Avg- Avg- Avg- Avg- High- High Low
Avg
High
Low
Avg
High
High
Teacher Sequence
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Summary of Findings in Preceding Figure
• The single largest factor affecting academic growth of
individual students is the effectiveness of individual
classroom teachers - as seen in 2 separate school districts.
• Differences of 50 percentile points were observed in
student achievement after only 3 years of effective
teaching (i.e., 3 Highs).
• The effects of teacher effectiveness (TE) on student
achievement are additive and cumulative.
• As TE increases, low-achieving students are 1st. to benefit.
• The top 20% of teachers produce gains in all students.
• Students of different ethnicities respond equivalently.
21
Characteristics of T & T Teachers Rated
as Effective (Worrell & Pierre, 2002)
1. A belief that they can make a difference with
students
– They had a strong sense of self-efficacy
2. Conscientiousness
– The teachers were organized, reliable, & efficient. They
planned for teaching and followed through on the plans.
3. Number of years teaching
– Teachers got more effective with time in classroom.
4. Openness
– These teachers were inventive, curious, enthusiastic,
original, & self-reflective. They tried different methods.22
Teacher Classroom Behaviours from
Kutnick et al., 1997
• Teachers did not communicate expectations for
student behaviour and learning clearly to students.
• School rules were not on display, nor did students
participate in generating them.
• There were many instances when teachers were
not in the classroom in secondary schools.
– When teachers were absent, female students were more
likely to engage in academic work than males.
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Characteristics of More and Less
Effective Teachers in T & T
• More effective teachers
– Efficacious, conscientious, and reflective. Experience
counts if the first two are present.
• Less effective teachers
– Poor communication of expectations for academics or
behaviors
– Frequently absent from class.
• Males use time less productively than females
when teachers are absent.
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Student Data
Disaggregated by Gender
• Data on phonemic awareness and learning and
adjustment behaviors are derived from
representative samples of the student population
(Hall, Watkins, & Worrell, 2002; Watkins, Worrell,
& Hall, 2002; Worrell, Hall, & Watkins, 2002).
• Other data are from the Secondary School Survey
conducted by the School Leadership Center and
summarized in this presentation (Worrell, 2002).
• Significant Differences are indicated by asterices.
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Term 1 Phonemic Awareness Scores
(Genders NOT Different in Any Term)
18
16
14
12
10
Male
Female
8
6
4
2
0
1st Year
2nd Year
Standard 1
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Adjustment Behaviours* in Primary Schools 1
(Normative Sample Pilot)
Disrupts by fooling around
Destroys or defaces books
Improves only for a moment
after correction
Female s
Males
Misbehaves when attending to
others
Often loses or forgets things
0
20
40
60
80
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Adjustment Behaviours* in Primary Schools 2
(Normative Sample Pilot)
Uses bad language
Is often the cause of trouble
Clowns around, plays silly
tricks
Female s
Males
Associates with trouble some
students
Starts fights and rough play
0
20
40
60
80
100
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Adjustment Behaviours* in Primary Schools 3
(Normative Sample Pilot)
Waits for you to greet first
Too lethargic to se ek help
Female
Male
Not shy but never seeks help
Lacks interest, just sits
**Tries to dominate same age
peers
0
20
40
60
80
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Adjustment Behaviours in Primary Schools 4
(Worrell, Hall, & Watkins, 2002)
• Males and females were found to manifest the
following adjustment syndromes across grade
levels and ethnicity:
– Attention-Deficit/Hyperactivity (ADH)*, Conduct
Problems, and Underactivity
• Teachers rated males as having significantly more
ADH behaviours than girls.
• Males and females did NOT differ on behaviours
indicative of Conduct Problems or Underactivity.
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Learning Behaviours in Primary Schools
(Worrell, Hall, & Watkins, 2002)
• Males and females were found to manifest the
following learning behavior factors across grade
levels and ethnicity:
– Attitude Toward Learning
• Behaviors related to anticipation of success, persistence,
willingness to accept help, etc.
– Strategy Flexibility
• Behaviors related to the way in which tasks are approached
(e.g., not working when in bad mood; using aches as excuse)
• Males and females did NOT differ on either
Attitude Toward Learning or Strategy Flexibility.
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Global, Math*, & English* Self-Concepts in
Forms 1 - 5 (Watkins, Worrell, & Hall, 2002)
6
5
4
Male
Female
T&T
3
2
1
0
English SelfConcept
Math SelfConcept
Global SelfConcept
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Reported Grades* Earned in School
Assiste d
Female
Male
Govt
0
1
2
3
4
5
6
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Hours Spent Studying Per Week*
Assiste d
Female
Male
Govt
0
2
4
6
8
10
12
14
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Homework Completion Rates* View 1
3.15
3.1
3.05
3
Male
Female
2.95
2.9
2.85
2.8
2.75
Govt
Assiste d
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Homework Completion Rates - View 2
3.2
3.15
3.1
3.05
3
Male
Female
2.95
2.9
2.85
2.8
2.75
Govt
Assiste d
36
Unsupervised Time* vs Days Spent with
Friends during School Week*
Girls have more time, but lime less.
3
2.5
2
Male
Female
1.5
1
0.5
0
Govt
Assiste d
Govt
Assiste d
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Academic* & General Perceived Life Chances
Girls at Gov’t Schools are > Boys on both types.
4.6
4.4
4.2
4
Male
Female
3.8
3.6
3.4
3.2
Govt
Assiste d
Govt
Assiste d
38
Academic & General Perceived Life Chances
View 2
4.6
4.4
4.2
4
Male
Female
3.8
3.6
3.4
3.2
Govt
Assiste d
Govt
Assiste d
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Average Number of Extracurricular Activities
(including sports)
4.5
4
3.5
3
2.5
Male
Female
2
1.5
1
0.5
0
Govt
Assiste d
40
Average Number of Extracurricular Activities
(excluding sports)
2.5
2
1.5
Male
Female
1
0.5
0
Govt
Assiste d
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Rates of Cutting Class* or “Breaking Biche”
0.7
0.6
0.5
0.4
Male
Female
0.3
0.2
0.1
0
Govt
Assiste d
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Most Common Fears of Form 1 to 5 Students
(Watkins, Worrell, & Hall, 2002)
• Females
–
–
–
–
–
–
–
–
AIDS
Being kidnapped
Not being able to breathe
Being threatened with a
gun
Murderers
Someone in family dying
Taking bad/dangerous
drugs
Being hit by a car or truck
• Males
– AIDS
– Not being able to breathe
– Being threatened with a
gun
– Taking bad/dangerous
drugs
– Being kidnapped
– Being hit by a car or truck
– Someone in family dying
– Dying
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Section III
How Can We Use Data to Intervene
• Adopt a problem-solving process
– Never assume that you already know the answer.
• Explore Problem
– Consult all appropriate stakeholders including students
• Identify Problem accurately (frequency, severity, duration)
– Collect objective data to assist in identifying specific problem,
and continue to collect data to assess if plan has worked.
• Analyse Problem and Develop Intervention Plan
– Use data collected and info from stakeholders in this stage.
• Implement Plan
– Monitor the implementation of the plan to see that it is being
carried out as designed.
– Use data to monitor changes and see if plan needs to be modified
• Evaluate Plan
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Do NOT be Afraid of Data: Data in This
Context Means Relevant Information
• Data can be behavioural:
– Is behaviour in overactive category
• Hyperactivity, impulsivity, aggression, oppositional defiant
– Is behaviour in underactive category
• Lethargy/diffidence, avoidance
– Does behaviour warrant more serious assessment
• Delinquency, emotionally disturbed
• Data can be academic
– Reading skills (e.g., decoding, comprehension)
– Writing skills (e.g., punctuation, paragraphing)
– Math skills (e.g., knowledge of tables; interpreting
word problems)
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Data Can be Collected at Many Levels:
Student, classroom, grade, or school
•
•
•
•
What are students doing?
Are the behaviours consistent across teachers, periods?
What are students unable to do or not doing?
Is scaffolding necessary to assist students in completing
tasks?
• How does this class compare to other classes in the same
grade or at the school?
• Are there organizational or structural changes that can be
made to prevent unwanted behaviours before they occur?
• In addition to consequences for negative behaviours, are
there incentives in place to promote positive behaviours?
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At What Level Should the Intervention be
Focused?
• If the problem behaviour is prevalent across
school or large numbers of students, an
individually-focused strategy will NOT work.
• In addition to using the problem solving, other
questions need to be asked here:
– Do other schools have the same problem and at what
level?
– Have any other schools dealt successfully with the
problem?
• If the problem is academic, the curriculum needs
to be revisited AND modified if necessary.
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Trinidad and Tobago NOW has National
Norms in the Following Areas
• CGU Officers can assess students in these areas:
– Primary
•
•
•
•
Pre-reading and decoding skills
Reading fluency/comprehension
Learning behaviours
Adjustment behaviours
– Forms 1 to 5
• English, Math, and Global Self-Concept
• Depression and Anxiety
– If your school completed the School Leadership
Center’s Survey, you should have or will soon receive
norms on some of the variables from this presentation.
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Principals and teachers need to think about
teaching and students differently
• To see the school as a community of learners, including the
teachers, themselves.
• To involve students in setting rules as well as positive and
negative consequences.
• To see themselves as facilitators and supporters and not
merely as caretakers and guards.
• To make schools a reinforcement-rich environment.
• To realise that students who get into trouble are not
“inherently evil,” but are in need of re-direction and
appropriate consequences for their actions.
• To believe that they can and do make a difference in lives.49
References 1
Central Statistical Office. (1998). Report on
education statistics 1996/1997. Port of Spain,
Trinidad: Author
Hall, T. E., Watkins, M. W., & Worrell, F. C. (2002)
Reading assessments for elementary schools. State
College, PA: CEDAR School Psychology Clinic,
Penn State.
Kutnick, P., Jules, V., & Layne, A. (1997). Gender
and school achievement in the Caribbean.
Education Research Paper No. 21. London:
Department for International Development.
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References 2
TVAAS. (1997). Graphical summary of educational
findings from the Tennessee value-added
assessment system. Knoxville, TN: Value-Added
Research and Assessment Center, University of
Tennessee.
United Nations Development Programme. (2001).
Trinidad and Tobago national human development
report 2000: Youth at risk in Trinidad and Tobago.
Port of Spain, Trinidad: Author.
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References 3
Watkins M. W., Worrell, F. C., & Hall, T. E. (2002)
Secondary assessment tools. State College, PA:
CEDAR School Psychology Clinic, Penn State.
Worrell, F. C., & Pierre, P. (2002). Characteristics of
Trinidad and Tobago teachers who rate
themselves as effective. Manuscript in preparation.
Worrell, F. C., Watkins M. W., & Hall, T. E. (2002)
Behavioural rating scales for elementary schools:
Interim manual. State College, PA: CEDAR
School Psychology Clinic, Penn State.
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