UNIT 1. Perspectives on Adolescence 1. Harnessing the Energies of Youth, Isaac C. Lamba, UN Chronicle , September/November 2002 This special United Nations report addresses global concerns about children and youth . Political agendas around the world as well as wars , epidemics , and other issues that affect youth are discussed. The conclusion is that children need to be listened to—to ensure their participation in their futures. 2. On (not) “Coloring in the Outline” (Transformations from Youth Through Relationships), Linda C. Powell, Journal of Social Issues , Spring 2003 This article is the introductory article for a series on adolescents, particularly the violence and… injustice they perceive. Through youthful “voices” the authors discuss certain themes such as the centrality of schools and the interactive roles of justice and development. 3. The Future of Adolescence: Lengthening Ladders to Adulthood, Reed Larson, The Futurist , November/December 2002 Adolescence is the threshold to adulthood . Are today’s adolescents prepared to become adults? The Study Group on Adolescence in the 21st Century says “yes.” In fact, many adolescents rise to the challenge despite increased risks and greater demands on them than past generations. UNIT 2. Puberty, Physical Development, and Health 4. Why do Kids Eat Healthful Food?, Jennifer A. O’Dea, Journal of the American Dietetic Association , April 2003 Students up to the age of 17 were interviewed to discover what they perceive as the benefits of physical activity and good diet . Students identified fitness, better sports performance, and enhanced endurance among other benefits. The researchers also elicited information on barriers to a better lifestyle and suggest that schools and parents can intervene to do more. 5. Body Image: How Do You See Yourself?, Kathiann M. Kowalski, Current Health 2 , March 2003 Kowalski defines and elaborates upon the concept of body image . She also discusses why body image is important to adolescents. She places much blame on the media for adolescents’ worrying too much about weight and appearance. 6. What Makes Teens Tick, Claudia Wallis, Time , May 10, 2004 Yes, a flood of hormones make teens tick. But, are there also structural changes? On top of all these changes in the brain, there is an environment. It isn’t that simple. What type of policy do we have for this developmental stage? 7. Medicating Young Minds, Jeffrey Kluger, Time , November 2, 2003 Medications can ease the symptoms of such things as anxiety to attention deficit disorder. But the long-term effects of prescription pill-popping by kids are still unknown. Some physicians argue it is out of control. 8. The Biology of Risk Taking, Lisa F. Price, Educational Leadership , April 2005 Adolescents seek more intense emotional experiences that result in risk-taking behaviors . Suggestions are given that will help educators guide teens into a healthy adulthood. 9. Wearing Out Their Bodies?, Bill Hewitt, People , June 13, 2005 Tough sports training for adolescent and child athletes leave some young jocks with adult injuries. These injuries are a serious health issue. UNIT 3. Cognitive Development and Education 10. Sense of Belonging to School: Can Schools Make a Difference?, Xin Ma, Journal of Educational Research , July/August 2003 Recent waves of school violence by disenchanted youth have piqued interest in the roles of schools and of student membership in the educational community. When schools and teachers emphasize a sense of belonging by and for students , schools become better learning environments. 11. Challenges and Suggestions for Safe Schools, Katherine T. Bucher and M. Lee Manning, The Clearing House , January/February 2003 School violence includes—but is not limited to—actual violence , bullying , sexual harassment , extortion , threats , and other forms of intimidation . All of these behaviors harm schools and students. The intensity of violence has also increased as evidenced from data presented by Bucher and Manning. In the face of all of this, administrators are being asked to make schools safer. Eight suggestions for making schools safer are shared. 12. Healthier Students, Better Learners, Beth Pateman, Educational Leadership , December 2003/January 2004 The author addresses the links between student health and academic performance. She cites the efforts of the Council of Chief State School Officers and the Association of State and Territorial Health Officials to encourage development of state of the art education programs in the schools. She describes the Health Education Assessment Project. 13. The 100 Best High Schools in America, Jay Mathews, Newsweek , June 2, 2003 Advanced Placement (AP) tests are motivating both teachers and teens to a more challenging education. High expectations in learning improve self-esteem . There are more students taking AP tests including minority students. 14. Safe Schools for the Roller Coaster Years, Linda Inlay, Educational Leadership , April 2005 Linda Inlay explains that structuring middle schools with teens’ cognitive and psychological/ emotional needs creates a secure space for learning that adolescents need for autonomy , belonging, and personal meaning. 15. The New College Dropout, Psychology Today , May/June 2005 Colleges are struggling with how to handle students who are depressed and suicidal. Some are requesting those with serious emotional concerns to drop out. 16. The Perils of Higher Education, Steven Kotler, Psychology Today , March/April 2005 The lifestyle and environment of college that includes drinking and weekend partying, which begins on Wednesday night, may be a poor environment for learning . 17. Studies Reveal Strengths, Weaknesses: Improving Rates of High School Graduation and College Completion for Low-Income and Minority Students, Bill Hemmer, The America’s Intelligence Wire , October 24, 2003 Americans consider a college degree crucial to a good future and a good career. Many students, however, do not transition well or at all from public school to college . A large number of such students are minority students . What schools can do to plug the leak in this educational pipeline is the focus of this artic