A study of six big-city Ohio public schools showed students who were required to wear uniforms had improved graduation, behavior and attendance rates. Academic performance was unchanged.
Some high schools in Texas have also joined in the movement. Yet studies find mixed results from requiring uniforms. And some schools have turned away from such policies.
Supporters believe dressing the same creates a better learning environment and safer schools. The school district in Long Beach, California, was the first in the country to require uniforms in all elementary and middle schools. The example helped build national interest in uniforms as a way to deal with school violence and improve learning.
Findings in Long Beach suggested that the policy resulted in fewer behavior problems and better attendance. But researcher Viktoria, who has looked at those findings, says they were based only on opinions about the effects of uniforms.
She says other steps taken at the same time to improve schools in Long Beach and statewide could have influenced the findings. The district (the area marked by government) increased punishments for misbehavior. And California passed a law to reduce class sizes.
In Florida, for example, researcher Sharon found that uniforms seemed to improve behavior and reduce violence. In Texas, Eloise found fewer discipline problems among students required to wear uniforms, but no effect on attendance.
Sociologist David has studied school uniform policies since1998.He collected the reports in the book. In his own study, he found that reading and mathematics performance dropped after a school in Pennsylvania(宾夕法尼亚州) required uniforms.
Political and community pressures may persuade schools to go to uniforms to improve learning. But David and others believe there is not enough evidence of a direct relationship. In fact, he says requiring uniforms may even increase discipline problems.
【小题1】Which of the following researchers are NOT supporters of school uniform policies?
A.Viktoria and Sharon. | B.Sharon and David. |
C.Eloise and Sharon. | D.Viktoria and David. |
A.serious crime | B.bad performance |
C.absence for class | D.action against wearing uniforms |
A.More work is needed to get better information about uniform’s effect. |
B.The number of schools requiring uniforms in the U.S. will become less sharply. |
C.Wearing uniforms has little to do with behavior and learning. |
D.Politicians and communities won’t vote for uniform policies. |
A.More and more students are required to wear uniforms in the U.S. |
B.Wearing uniforms contributes to good academic performance. |
C.Researchers in the U.S. argue for school uniform policies. |
D.Evidence for school uniform polices in the U.S. is seen as weak. |
Some students get so nervous before a test. They do poorly even if they know the material. Sian Beilock, a professor at the University of Chicago in Illinois, has studied these highly anxious test-takers. The students start worrying about the results. And when we worry, it actually uses up attention and memory resources(资源).
Professor Beilock and another researcher, Gerardo Ramirez, have developed a possible solution. Just before an exam, highly anxious test-takers spend ten minutes writing about their worries about the test.
The researchers tested the idea on a group of twenty anxious college students. They gave them two short maths tests. After the first one, they asked the students to either sit quietly or write about their feelings about the upcoming second test.
Professor Beilock says those who sat quietly scored(得分) an average of 12% worse on the second test. But the students who had written about their fears improved(提高) their performance by an average of 5%. Next, the researchers used younger students in a biology class. They told them before final exams either to write about their feelings or to think about things unrelated(不相关的) to the test. Professor Beilock says highly anxious students who did the writing got an average grade of B+, compared to a B-for those who did not.
"What we showed is that for students who are highly test-anxious, and who'd done our writing intervention(干预), all of a sudden there was no relationship between test anxiety and grades. They were performing just as well as their classmates who don't normally get nervous in these tests."
But what if students do not have a chance to write about their fears immediately before an exam? Professor Beilock says students can try it themselves at home or in the library and still improve their performance.
【小题1】What do the students start worrying about before an exam?A.Whether they can pass the exams. |
B.What other students do during the test. |
C.Whether they have remembered the materials. |
D.What kind of problems they will meet on the test paper. |
A.Making the students focused on the test. |
B.Asking the students to sit quietly before the test. |
C.Having the students write about their worries about the test. |
D.Asking the students to direct the attention away from the test. |
A.became less nervous before the test |
B.were better at controlling their feelings |
C.did worse than those who wrote about their feelings |
D.did better than those who wrote about their feelings |
A.writing about our worries before an exam can work a bit |
B.we can only write about our worries right before an exam |
C.the best place to write about our worries is in the test room |
D.it doesn't matter where we write about our worries before an exam |
Single-sex schools are better than mixed schools
Message 1 — posted by Jane, Amsterdam
I think mixed-sex schools are the only way for children to learn, because it's natural. In higher education and their working life, they will be mixed so it makes sense for them to be mixed at school. School should reflect the real world.
Message 2 — posted by Hans, Germany
My reaction to this is very clear. For me, single-sex schools are much better, and the statistics show that they get better exam results, particularly at secondary level. Anything which helps children pass exams must be a good thing.
Message 3 — posted by Bill, USA
Boys and girls learn in very different ways. I feel that they should be educated separately so teachers can focus on their different needs. The way I see it is that if you have a zoo, you don't put the lions in with the zebras!
Message 4 — posted by Martin, London
My view on this is that it doesn't really matter. What is important is the curriculum (课程), and keeping students interested. I was a teacher and we had a lot of truancy (逃学) to deal with, and problems with students missing lessons because they found them boring. Never have a timetable with Maths as the first class on Monday morning!
Message 5 — posted by Emily, Sydney
I don't think there is any question that mixed schools are better. There is too much competition at single-sex schools, which often means that students don't make enough progress. I also think there is more bullying (欺凌) at single-sex schools, where children are picked on because of the increased competition. Single-sex schools lead to a “dog eat dog” situation.
【小题1】What is Jane's attitude towards single-sex schools?A.Favorable. | B.Negative. | C.Objective. | D.Unconcerned. |
A.teachers should meet students' different needs |
B.boys and girls should be taught separately |
C.schools should focus on students' exam results |
D.mixed schools are better than single-sex schools |
A.exciting students' interest in courses | B.students' time awareness |
C.training students to obey rules | D.school management |
A.her support for single-sex schools |
B.students' determined effort to succeed |
C.the fierce competition in single-sex schools |
D.the better education results in single-sex schools |
Amanda Moore noticed that the new student at school always sat alone at lunch. She felt bad about that. The 10-year-old girl decided to befriend Rafael Anaya, but she also noticed something else — he struggled to understand English. Instead of letting that stop her, she used Google Translate to handwrite a note in Spanish asking him to join her for lunch. Her act earned her the “Student of the Month” award for October at her school.
Rafael had moved to Temecula, California from Mexico at the beginning of the school year. He often cried after returning home from school because he felt so lonely. Amanda didn’t know that when she wrote the letter. She simply knew that he spoke Spanish and that he was lonely. She spent the afternoon carefully writing a letter. When she got home, she couldn’t wait to tell her mother, Kimber Kinard, about the letter, wanting her to proofread(校对) it.
But Kinard felt confused, because she didn’t understand Spanish, either. So Amanda helped her use the app to understand it. Kinard was excited and tearful because she thought it was the nicest thing. The note read: “Would you like to sit with me today? Look for me and I will show you where I sit. We can chat or simply tell interesting stories.”
The next day, Amanda handed the note to Rafael. He gave her a hug. But it wasn’t until their maths class that he said “yes” to lunch. The two have been sitting together ever since.
The note helped Rafael feel more comfortable and encouraged him to work harder on his English. He really wants to learn English to talk to Amanda.
The two use gestures and Google Translate to communicate now, but they hope it will become easier when Rafael’s English improves. And Amanda is learning some Spanish.
【小题1】When Amanda wrote Rafael the note, she .A.asked her teacher for help |
B.sensed Rafael’s loneliness |
C.knew Rafael often cried after school |
D.knew Rafael had moved to Temecula from Mexico |
A.moved Rafael’s mother to tears |
B.was written to arrange an appointment |
C.was written to ask him to eat with Amanda |
D.was translated by Amanda’s mother |
A.agreed to Amanda’s invitation at once |
B.wrote back to Amanda in English using Google Translate |
C.was encouraged by the note to improve his English |
D.was encouraged by Amanda to communicate with other students |
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