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57 Cards in this Set
- Front
- Back
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3 criteria for Fair Use
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Brevity
spontaneity Cumulative Effect |
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7 forms of bias
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1 invisibility
2 sterotyping 3 imbalance/ selectivity 4 unreality 5 fragmentation 6 linguistic bias 7 cosmetic bias |
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Invisibility
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entire group / race is not included in text
example: no gays |
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Sterotyping
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Rigid roles / traits that are assigned to all members of a group
example: mexicans in manual labor picture |
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imbalance / selectivity
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only telling one side of the story
example: women voting |
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Unreality
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not showing unpleasentness
example: no racism |
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Fragmentation / Isolation
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Focusing on one "special" group suggestiong they are not mainstream and are less important
example: famous Asian American chapter |
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Linguistic Bias
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word choices that unjustly describe a group
example: "roaming"-native Americans Men and their wives |
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Cosmetic Bias
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illusion of equality
example: pictures that imply subject is included in the text when its not |
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Buckley Amendment
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The family Rights and Privacy Act (1974)
allows parents and guardians access to their child's educational records |
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Title IX of the Education Amendments of 1972
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Addresses sexual discrimination in educational environments
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Title VII of the Civil Rights Act of 1964
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a Federal law that prohibits employment discrimination based on race, color, religion, sex, or national origin
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Standards to determine negligence
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1. Whether or not a teacher with similar credibility would have done the same thing
2. Whether or not the teacher could have foreseen possible injury |
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State of Corporal Punishment today
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-authorized by states (legal)
-authorized reasonable and not excessive -usually have very specific guidelines and depend on the situation |
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Sexual Harassment
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-unwelcome sexual advances
-requests sexual favors -sexist terminology -written or spoken -forms: usual, written, physical, verbal |
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academic freedom
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the opportunity for teachers and students to learn, teach, study, research, and question with out censorship or external political and other restrictive influences
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Classroom Rules
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-no more than 5
-positively stated -observable and measurable -appropriate for developmental level -model for students -consistent consequences -review -consequences stated |
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Misfeasance
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failure to conduct in an appropriate manner an act that might otherwise have been ideafully performed
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Nonfeasance
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failure to preform an act that one have a duty to perform
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Malfeasance
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an act that can't be done lawfully regardless of how it is performed
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Educational Malpractice
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failure to provide adequate education
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Length of time to keep a copyrighted video
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may not keep for more than 55 days
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Teacher strikes (consequences)
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-can't legally be penalized organizing
-State courts vary in upholding teachers right to strike -can be suspended, fined, or fired |
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Zero Tolerance - policy
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such rigorous rules offer schools little or no flexibility in responding to student infractions related to alcohol, drugs, tobacco, violence, and weapons usually expelled. Policies have been developed by both local school districts / state legislatures
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Engaged Time
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The part of time that a teachers schedules for a subject in which the students are actively involved with academic subject matter
example: listening to lecture working on math problems |
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Withitness
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coined by Jacob Kounin
Teacher seems to have "eyes in the back of her head" - aware of all students at all times |
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Pedagogical
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structure-question-respond-react
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Bloom's Taxonomy Applies to Questioning Levels
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Level I:Knowledge
II: Comprehension III: Application IV: Analysis V: Synthesis/ Creation VI: Evaluation |
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Bloom's Level I: Knowledge
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Requires student to recall or recognize info
Student must rely on memory or sense to provide answer Example: List the first ten presidents |
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Bloom's Level II: Comprehension
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Requires going beyond recall and demonstrating the ability to mentally organize / arrange info
Example: In our story can you summarize _____ in your own words? |
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If a teacher suspects child abuse...
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-Share concerns with school psychologist, counselor, or administrator
-Notify child protective services -MUST say something to bring it to the schools attention |
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Magnet School
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Created to draw diverse students to schools outside their neighborhoods to desegregate
-theme -unified curriculum -open enrollment -encouraged diversity |
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Home Schooling
(reasons) |
-Concerns about school environment
-Specific religious/moral instruction -Individualized learning -Ideologues (focus on imparting values) -Pedagogues (focus on experimental activities and learning) |
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Stages of teacher Development
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Stages
1: Survival (day to day worries) 2: Consolidation (focus on child's learning) 3: Renewal (try new approaches) 4: Maturity (seek greater professional perspective) |
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Formal Curriculum
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Intended Curriculum
-books, etc. |
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Hidden Curriculum
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Not intended to be taught
-attitudes, etc. |
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Null Curriculum
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Curriculum that it taught in schools
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Extra Curriculum
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Lessons students learn in school activities such as sports, clubs, etc (no tests or grades)
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Bloom's Level III: Application
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Requires student to apply previously learned information to answer problems. Uses a rule, definition, classification system, or directions in solving a problem with specific correct answer
example: apply law of demand identity proper noun solve quadratic equation |
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Bloom's Level IV: Analysis
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1) identify causes
2) analyze information to reach conclusion 3) find evidence Example: What generalizations can you make about.... |
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Bloom's Level V or VI: Synthesis / Creation
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1) original / creative thinking
2) make predictions 3) solve problems which there's no single right answer |
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Bloom's Level VI or V: Evaluation
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requires student to judge the merits of an aesthetic work / idea / solutions
Example: Which U.S. senator do you think is most effective? Support answer |
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Wait Time (why)
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the amount of time a teacher waits for a students response after a question is asked and the amount of time following a students response before the teacher reacts
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Acceptance
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Comments such as "okay" which acknowledge that students answers are acceptable
-these are not as strong as praise |
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Praise
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positive comments about student work
examples: excellent, good job contingent upon students performance specific sincere |
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Teacher Reaction
(most frequent) |
1. acceptance
2. remediation 3. Praise 4. Criticism |
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Cooperative Learning Groups
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-heterogeneous, small, positive interdependence
-shared: group goal, division of labor, materials -rewards if groups accomplishes goal |
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Fragmentation
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Coined by Kounin
the teacher managed the transition from one lesson to the next smoothly / effective, avoided a bumpy transition |
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Overdwelling
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preaching, nagging, and spending more time than necessary to correct an infraction of classroom rules
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Dangles
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starting something only to leave it hanging or dangleing
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Overlapping
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Coined by Kounin
Teacher is able to attend to interruptions or behavior problems while continuing to do several things at once |
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NCLB content standards
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Federal law that emphasizes high stakes standardize testing requiring schools achievement in reading, math, and science. Schools report test scores to AYP measured, "highly qualified" teachers
content standards= standards of what was to be learned |
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NCLB performance standards
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Assessing how well students have learned content standards; led to federally mandated testing schools can be punished for not testing up to par
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NCLB opportunity - to - learn standards
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Was supposed to help at risk students suppose to ensure a level playing field by providing all students with appropriate education, resources, competent, teachers, and modern technology
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NCLB
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PRINCIPLES
-stronger accountability for results -increased flexibility and local control -expanded options for parents -focusing on what works |
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Principle of least intervention
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Managing routine misbehavior; teachers should use the simplest intervention that will work
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4 forms of sexual harassment (examples)
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Visual ex: flashing
Written ex: dirty notes Physical ex: rape Verbal ex: name calling |
