Edt 190

Front 1

intrinsic rewards

Back 1

rewards that come from within oneself and are personally satisfying for emotional/ intellectual erasons

Front 2

extrinsic rewards

Back 2

rewards that come from the outside, such as job security and vacations

Front 3

professionalism

Back 3

trait of an occupation characterized by a specialized body of knowledge with emphasis on autonomy, decision making, reflection and ethical standards for conduct

Front 4

pedagogical content knowledge

Back 4

ability to teach abstract concepts in ways that students understand

Front 5

curriculum

Back 5

what teachers teach and students learn

Front 6

NCLB
(No Child Left Behind)

Back 6

mandates statewide testing in reading and math for grades 3-8; holds individual schools acountable for student achievement in these areas

Front 7

adequate yearly progress
(AYP)

Back 7

provision of NCLB; requires students to show progress on statewide tests meeting state standards

Front 8

ethics

Back 8

set of moral standards for acceptable professional behavior

Front 9

induction programs

Back 9

professional experiences for beginning teachers that provide assistance to ease the transition into teaching; EX- workshops addressing problems confronted by first year teachers and mentor programs

Front 10

formative evaluation

Back 10

process of gathering information and providing feedback that teachers can use to improve their practices; kind of like quizzes to prepare for final exam or drafts prior to the final essay

Front 11

summative evaluation

Back 11

process of gathering info about teachers competence, usually for purpose of making decisions of retention and promotion; comes AFTER formative-consider it the final exam

Front 12

merit pay

Back 12

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

Front 13

action research

Back 13

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

Front 14

certification

Back 14

special recognition by professional organization stating that an individual has met rigorous requirements specified by the org; EX- special degree from the National English Education Consortium

Front 15

mentor

Back 15

experienced teacher who provides guidance and support for beginning teachers

Front 16

latchkey children

Back 16

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

Front 17

socioeconomic status

Back 17

combination of family income, parental education and parent's occupations

Front 18

working class

Back 18

(lower middle class) SES level composed of blue collar workers who perform manual labor; have high school edu

Front 19

sexual harassment

Back 19

unwanted/unwelcomed sexual oriented behavior that interferes with a student's sense of well being

Front 20

bullying

Back 20

systematic/repetitous abuse of power between students

Front 21

zero tolerance policies

Back 21

policies that call for students to receive automatic punishment, often suspension or expulsion, as punishment for certain offenses; especially those involving weapons, threats or drugs

Front 22

at risk students

Back 22

students in danger of failing to complete their education with the skills necessary to survive in modern society.

Front 23

traits of at risk students

Back 23

low SES/poverty
inner city
minority
nonnative English speaker
low self esteem
poor attendance
misbehavior in classes

Front 24

full service schools

Back 24

schools that serve as family resource centers to provide range of social and health services; provide child care, immunizations, medical screening, etc

Front 25

resilient students

Back 25

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

Front 26

culture

Back 26

knowledge, attitudes, values, customs, and behavior patterns that charaterize a social group

Front 27

assimilation

Back 27

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

Front 28

culturally responsive teaching

Back 28

instruction that acknowledges and accommodates cultural diversity

Front 29

english language learners (ELLS)

Back 29

students whose first language is NOT English and who need help in learning to speak, read and write in English

Front 30

gender bias

Back 30

discrimination based on gender that limits the growth possibilties of either boys or girls; EX- girls score lower than boys on the math sections of the SAT and ACT. These tests are vital because they are important gatekeepers for college admission.

Front 31

gender role identity

Back 31

describes social differences in expectations and beliefs about appropriate roles and behaviors of the two sexes

Front 32

stereotype

Back 32

a rigid, simplistic caricature of a particular group of people; EX- girls aren't good at math and science, so they shouldn't become mathmeticians. boys aren't sensitive enough so they can't become teachers.

Front 33

single sex classes and schools

Back 33

classes and schools where boys and girls are segragated for part or all of the day

Front 34

external morality

Back 34

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

Front 35

autonomous morality

Back 35

stage of moral reasoning when students treat others as they want to be treated

Front 36

intelligence

Back 36

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

Front 37

multiple intelligences

Back 37

theory that suggests that overall intelligence is composed of eight relatively independent dimensions

Front 38

tracking

Back 38

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

Front 39

students with exceptionalities

Back 39

learners who need special help to reach their full potential

Front 40

disabilities

Back 40

functional limitations or an inability to perform a certain act like hear or walk.

Front 41

giftedness

Back 41

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

Front 42

inclusion

Back 42

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

Front 43

individualized education program
(IEP)

Back 43

individually prescribed plan collaboratively devised by special education and general education teachers, resource professionals, parents and sometimes the student.

Front 44

gifted and talented

Back 44

students at the upper end of the ability continuum who need special services to reach their full potential