C & I Test 1

Front 1

Intrinsic

Back 1

Existing within oneself.
Emotional, Intellectual

Front 2

Extrinsic

Back 2

Coming from the outside.
Job security, Vacations

Front 3

Professionalism

Back 3

A specialized body of knowledge.
Autonomy- capacity to control one's own life.
Emphasis on decision making and reflection.
Ethical standards for conduct.

Front 4

Pedagogical Content Knowledge

Back 4

The ability to illustrate abstract concepts, such as equiv fractions or nationalism in history, in ways that are understandable to students.

Front 5

Autonomy

Back 5

The capacity to control one's own professional life.

Front 6

Curriculum

Back 6

What teachers teach

Front 7

Assessment

Back 7

How a students understanding is measured

Front 8

Standards

Back 8

Statements specifying what students should know and be able to do upon completing an area of study

Front 9

Reflection

Back 9

Thinking about and analyzing your actions

Front 10

Ethics

Back 10

A set of moral standards for acceptable professional behavior

Front 11

SES

Back 11

Parent's:
Income
Level of Education
Jobs they have

Front 12

Reforms

Back 12

Suggested changes in teaching and teacher preparation intended to increase student learning.

Front 13

NCLB

Back 13

2001. Improved teacher quality as a major provision.

Front 14

AYP

Back 14

An accountability system that tests students growth in reading and math.

Front 15

Licensure

Back 15

Process by which state evaluates the credentials of prospective teachers.

Front 16

Alternate Licensure

Back 16

provides a shorter route to teaching for those who already possess a bachelor's degree

Front 17

Professional Portfolio

Back 17

A collection of materials representative of one's work.

Front 18

Digital Portfolio

Back 18

Allows you to compress large amounts of information in to a computer file.

Front 19

Resume

Back 19

A document that provides a clear and concise overview of a person's job qualifications and work experience.

Front 20

Credentials File

Back 20

a collection of important personal documents teachers submit when they apply for teaching positions.

Front 21

Induction Programs

Back 21

Professional experiences for beginning teachers that offer assistance to ease the transition into teaching.

Front 22

Mentors

Back 22

experienced teachers who provide support for beginning teachers.

Front 23

Formative Evalutaion

Back 23

process of gathering information and providing feedback that teachers can use to improve their practice.

Front 24

Summative Evaluation

Back 24

process of gathering information about a teacher's competence for the purpose of making decisions about retention promotion.

Front 25

Merit Pay

Back 25

a supplement to a teacher's base salary used to reward exemplary performance.

Front 26

NEA

Back 26

1857, guidance counselors, librarians, and administrators.

Front 27

AFT

Back 27

1916, teach in urban areas. No administrators allowed.

Front 28

Career Ladder System

Back 28

a series of professional steps that involve teachers in leadership responsibilities.

Front 29

Action Research

Back 29

form of applied research designed to answer a specific classroom or school.

Front 30

Certification

Back 30

special recognition by a professional organization indicating that an individual has met rigorous requirements specified by the organization.

Front 31

National Board for Professional Teaching Standards (NBPTS)

Back 31

1987, k-12 teachers, includes union and business leaders, and university faculty. Raise quality of teaching.

Front 32

Latchkey Children

Back 32

Children who return to empty houses after school and who are left alone until parents arrive from work.

Front 33

SES

Back 33

combination of family income, parents occupation, and level of parental education.

Front 34

Upper Class

Back 34

Highly educated, highly paid professionals. 170K and up. 5% of population, but 60% of wealth.

Front 35

Middle Class

Back 35

managers, administrators, white-collar workers. 40K-170K. 40%

Front 36

Working Class

Back 36

25K-40K. 33%. Blue-collar jobs, construction, factory work. College-1/3 of children.

Front 37

Lower Class

Back 37

Less than 25K. Low-paying, entry-level jobs. 20% and increasing. Often depend on public assistance.

Front 38

Underclass

Back 38

Continually struggle with economic problems. Very hard to escape from this class.

Front 39

Poverty Thresholds

Back 39

Household income levels that represent the lowest earnings required to meet basic living standards.

Front 40

Sexual Harassment

Back 40

unwanted and/or unwelcome sexually-oriented behavior that interferes with a student's life.

Front 41

Bullying

Back 41

involves a systematic or repetitious abuse of power between students.

Front 42

Zero-tolerance Policies

Back 42

which call for students to receive automatic suspensions or expulsions as punishment for certain offenses. Weapons, threats, or drugs.

Front 43

At-risk Students

Back 43

in danger of failing to complete their education with the skills necessary to function effectively in modern society.

Front 44

Full-service Schools

Back 44

serve as family resource centers that provide a range of social and health services.

Front 45

Full-service Schools

Back 45

serve as family resource centers that provide a range of social and health services.

Front 46

Resilient Students

Back 46

at-risk students who have been able to rise above adverse conditions to succeed in school and in other aspects of life.

Front 47

Culture

Back 47

Knowledge, attitudes, values, customs, and behavior patterns that characterize a social group.

Front 48

Cultural Diversity

Back 48

refers to the different cultures you'll encounter in classrooms and how these cultural differences influence learning.

Front 49

Ethnicity

Back 49

A person's ancestry, the way people identify themselves with the nation they or their ancestors came from

Front 50

Assimilation

Back 50

A process of socializing people so that they adopt dominant social norms and patterns of behavior.

Front 51

Multicultural Education

Back 51

describes a variety of strategies schools use to accommodate cultural difference in teaching and learning.

Front 52

Culturally Responsive Teaching

Back 52

instruction that acknowledges and capitalizes on cultural diversity.
Accepting and valuing cultural differences.
Accommodating different patterns of cultural interaction.
Building on students' cultural backgrounds.
Accepting and valuing cultural differences.
Accommodating different patters of cultural interaction.

Front 53

English Language Learners (ELLs)

Back 53

Students whose first language in not English and who need help in learning to speak, read, and write in English.

Front 54

Bilingual maintenance language programs

Back 54

place the greatest emphasis on using and sustaining the first language while teaching English.

Front 55

Immersion

Back 55

Students learn English by being "immersed" in classrooms where English is the only language spoken.

Front 56

ESL

Back 56

Pull-out programs where students receive supplementary English instruction in content areas.

Front 57

Transition

Back 57

Students learn to read in first language and are given supplementary instruction in English as a second language. Once English mastered, placed in regular classrooms and first language is discontinued.

Front 58

Gender Bias

Back 58

A difference in academics between boys and girls.

Front 59

Gender-role Identity

Back 59

Describes societal differences in expectations and beliefs about appropriate roles and behaviors of the two sexes.

Front 60

Stereotype

Back 60

rigid, simplistic caricature of a particular group of people.

Front 61

Single-Sex classes and schools

Back 61

where boys and girls are segregated for part or all of the day.

Front 62

Development

Back 62

the physical, intellectual, moral, emotional, and social changes that occur in students as a result of maturation and experience.

Front 63

Cognitive Development

Back 63

refers to changes in students' thinking as they mature and acquire experiences.

Front 64

Piaget's Cognitive Development Theory

Back 64

describes how students' thinking changes over time and how experiences contribute to development.

Front 65

Moral Development

Back 65

students' changing conceptions of right and wrong

Front 66

External Morality

Back 66

children view rules as fixed, permanent, and enforced by authority figures

Front 67

Autonomous Morality

Back 67

they develop rational ideas of fairness and see justice as a reciprocal process of treating others as they would want to be treated.

Front 68

Personal Development

Back 68

refers to changes in our personalities and our ability to manage our feelings, and influences the way we interact with our physical and social environments.

Front 69

Social Development

Back 69

the changes over time in the ways we relate to others.

Front 70

Parenting Styles

Back 70

General patters of interacting with the disciplining children, promote more healthy personal and social development than others.

Front 71

Authoritative

Back 71

Firm but caring, consistent. Explain reasons for rules. High expectations

Front 72

Authoritarian

Back 72

stress conformity, detached. Don't explain rules. don't encourage verbal give-and-take.

Front 73

Permissive

Back 73

give children total freedom. Hold few expectations. make few demands on children

Front 74

Uninvolved

Back 74

have little interest in children's lives. Hold few expectations.

Front 75

Multiple Intelligences

Back 75

which suggests that overall intelligence is composed of eight relatively independent dimensions.

Front 76

Intelligence

Back 76

the capacity to acquire and use knowledge, solve problems, and reason in the abstract.

Front 77

Ability Grouping

Back 77

the practice of placing students of similar abilities into groups and matching instruction to the needs of each group.

Front 78

Between-class ability grouping

Back 78

divides all students in a given grade level into groups, such as high, medium, and low.

Front 79

Within-class ability grouping

Back 79

divides students within one classroom into ability groups.

Front 80

Tracking

Back 80

places students in a series of classes or curricula on the basis of ability and career goals.

Front 81

Learning Style

Back 81

preferred way of learning and studying.

Front 82

Metacognition

Back 82

refers to students' awareness of the ways they learn most effectively and their ability to control these factors.

Front 83

Students with exceptionalities

Back 83

learners who need special help to reach their full potential.

Front 84

Disabilities

Back 84

functional limitations or an inability to perform a certain act, such as hear, walk.

Front 85

Giftedness

Back 85

abilities at the upper end of the continuum that require support beyond regular classroom instruction to reach full potential.

Front 86

Special Education

Back 86

instruction designed to meet the unique needs of students with exceptionalities.

Front 87

Mainstreaming

Back 87

the practice of placing students with exceptionalities from segregated settings in regular education classrooms.

Front 88

Inclusion

Back 88

comprehensive approach to educating students with exceptionalities that incorporates a total, systematic, and coordinated web or services.

Front 89

IEP

Back 89

Assessment of student's current level of performance. Long- and short-term objectives. Services or strategies to ensure student's academic progress. Schedules to implement plan, criteria for evaluating the plan's success.

Front 90

IFSP

Back 90

Targets same type of planned care as IEP, but targets preschool children.

Front 91

Gifted and Talented

Back 91

the upper end of the ability continuum and need special services to reach their full potential.

Front 92

Acceleration

Back 92

keeps the curriculum the same but allows students to move through it more quickly.

Front 93

Enrichment

Back 93

provides richer and varied content through strategies that supplement usual grade-level work.

Front 94

Discrepancy model

Back 94

looks for differences in: performance in classroom and scores on standardized tests. Scores on intelligence and achievement tests. Intelligence scores and classroom achievement. Subtests on either intelligence or achievement tests.

Front 95

Response to intervention model of identification

Back 95

RTI begins at start of school year with pretesting designed to identify any potential learning problems early.

Front 96

Collaboration

Back 96

communication and decision making among educational professionals to create an optimal learning environment for students with excepionalities.

Front 97

Old Deluder Satan Act

Back 97

required every town of 50 or more households to hire a teacher of reading and writing.

Front 98

Common School Movement

Back 98

historical attempt to make education available to all children in the United States.

Front 99

Normal Schools

Back 99

2-year institutions developed in early 1800's to prepare prospective elementary teachers.

Front 100

Comprehensive High School

Back 100

secondary school that attempts to meet the needs of all students by housing the together and providing curricular options geared towards a variety of ability levels and interests.

Front 101

Latin Grammar School

Back 101

College-prep school designed to help boys prepare for the ministry or a career in law. No girls

Front 102

Academy

Back 102

secondary school that focused on the practical needs or colonial America.

Front 103

English Classical School

Back 103

free secondary school designed to meet the needs of boys not planning to attend college.

Front 104

Junior High Schools

Back 104

provide unique academic curriculum for early adolescents. Grades 7,8,9

Front 105

Middle Schools

Back 105

grades 6,7,8 designed to meet the unique social, emotional, and intellectual needs of early adolescents.

Front 106

Assimilation

Back 106

process of socializing people to adopt dominant society's social norms and patterns of behavior.

Front 107

Separate but Equal

Back 107

formalized the segregation of Af Am in education, transportation, housing, and other aspects of public life.

Front 108

War on Poverty

Back 108

General term for federal programs designed to eradicate poverty during the 1960's.

Front 109

Compensatory Education Programs

Back 109

gov't attempts to create equal educational opportunities for disadvantaged youth.

Front 110

Head Start

Back 110

federal compensatory education program designed to help 3- to 5-year old disadvantaged children enter school ready to learn.