Intro To Education, Chp 1

Front 1

The set of historical, philisophical, social, legal, and cultural assumptions that form a logical base for decisions about schools and schooling.

Back 1

Foundations of Education

Front 2

A term used to describe means or approaches used to achieve aims specified in the curriculum

Back 2

Instruction

Front 3

A characteristic of teaching that refers to the idea that teachers' responsibilities range across a broad range of duties.

Back 3

Multidimensionality

Front 4

Many things happen at once in the classroom. Teaching that refers to teachers' need to operate in an environment where many things occur at the same time.

Back 4

Simultaneity

Front 5

A characteristic of teacher that refers to teachers' need to respond at once to situations that may arise in the classroom.

Back 5

Immediacy

Front 6

A characteristic of teacher that refers to the fact that teachers work in an environment where learners' behaviors often vary from day to day and where other unexpected occurrences often disrupt typical patterns.

Back 6

Unpredictability

Front 7

A characteristic of teaching that refers to teachers' work occurring in a setting where their actions are open to continual scrutiny by others.

Back 7

Publicness.

Front 8

A term that refers to prior patterns of teacher-learner interaction as producing a kind of mini culture that affects future behaviors of both the teacher and learners.

Back 8

Class History

Front 9

A term used to describe school programs in which learners are taught in their native language for at least part of the day until they become proficient in English

Back 9

Bilingual Education

Front 10

A perspective on education that holds that school programs shcould present learners with instruction that honors and respects the contributions that many individual cultures have made to our nation and world. It promotes equity of educational treatment to all learners who come to school.

Back 10

Multicultural Education

Front 11

A category of school program that attempts to help nonnative speakers of English acquire English by involving them in instructional programs that surround them with English-language usage.

Back 11

Total Emmersion

Front 12

A principle associated with federal regulatoins for services to learners with disabilities that requires schools to provide learners with disabilities education within a regular school classroom where special aids, supports, and instructional accommodations are made to respond to their needs and where such learners are welcomed as class members.

Back 12

Inclusion

Front 13

Teachers who have received special academic preperation to teach learners with varying kinds of disabilities

Back 13

Special Education Teachers

Front 14

An approach to language teaching that features lessons in which reading, writing, speaking, and listening are taught as a single, integrated process.

Back 14

Whole Language

Front 15

The idea that teachers and schools should be held directly responsible for teaching specific information to specific learners.

Back 15

Accountability

Front 16

The purposeful collection of data from a variety of sources for the purpose of rendering a judgement

Back 16

Assessment

Front 17

A perspective on teaching that holds that learners are not passive responders to the environment but rather individuals who engage it purposefully as they seek to extract personal meaning.

Back 17

Constructivism

Front 18

A component of Sternberg's Triarchic Theory of Intelligence that refers to the ability to acquire information by seperating the relevant from the irrelevant, thinking abstractly, and determining what needs to be done.

Back 18

Componential Intelligence

Front 19

A component of Sternberg's Triarchic Theory of Intelligence that refers to the ability to adapte to new experiences and to solve problems in a specific situation or context.

Back 19

Contextual Intelligence

Front 20

A person's ability to quickly turn new solutions into routine procedures

Back 20

Automaticity

Front 21

A component of Sternberg's Triarchic Theory of Intelligence that refers to coping with new experiences by formulating new ideas and combining unrelated ideas to solve new problems

Back 21

Experimental Intelligence

Front 22

A term referring to a person's ability to exercise self-control, remain persistent, and be self-motivating.

Back 22

Emotional Intelligence

Front 23

A perspective that holds that intelligence is not a unitary trait but, insteade, consists of many separate categories

Back 23

Multiple Intelligence

Front 24

A test designed to yield a score thoughtr to be representative of the test-taker's general intelligence. This test is based on the idea that intelligence is a single measurable trait.

Back 24

Intelligence Quotient (IQ) Test

Front 25

A widely used college entrance examination

Back 25

Scholastic Achievement Test (SAT)

Front 26

Tests that report learner scores in terms of how they compare with expected scores of similar kinds of learners.

Back 26

Standardized Tests

Front 27

A movement that seeks to develop clear, measurable descriptions of what learners should know and be able to do as a result of their exposure to instruction in the schools.

Back 27

Standards-Based Education

Front 28

A multiple-intelligence framework developed by Robert Sternberg that includes componential intelligence, experiential intelligence, and contextual intelligence

Back 28

Triarchic Theory of Intelligence

Front 29

A document that makes it legally possible for a person to teach in a state's schools

Back 29

Teaching Certificate

Front 30

A document that makes it legally possible for a person to teach in a state's schools

Back 30

TEaching License

Front 31

A document that makes it legally possible for a person to each in a state's schools.

Back 31

Teaching Credentials

Front 32

A sequence of tests, developed by the Educational Testing Service, that are widely used for the purposes of
1) screening prospective candidates for admission to professional teacher education
2)Ascertaining prospective teachers' eligibility for certification, licensure or credentialing; and
3) Evaluating teachers during their first year on the job.

Back 32

Praxis Series

Front 33

A component of the Praxis Series that is administered during the first year of teaching and that seeks to judge the quality of performance and provide a basis for professional-improvement plans

Back 33

Praxis III

Front 34

A component of the Praxis Series, often used to determine qualification for certification, licensure, or credentialing, that assesses teacher candidates' knowledge of the subjects they wish to teach and their knowledge of important pedagogical principles.

Back 34

Praxis II

Front 35

A component of the Praxis Series that tests prospective teacher candidates' proficiencies in reading, writing, and mathematics.

Back 35

Praxis I

Front 36

A set of organized information that helps the person who prepared it to synthesize what he or she knows in ways that allow for easy retrieval of information.

Back 36

Portfolio

Front 37

A category of standards that describe levels of proficiency that a given group of learners is expected to attain as a result of their exposure to a particular body of content.

Back 37

Performance Standards

Front 38

Standards developed by the Interstate New Teacher Assessment and Support Consortium that describe competencies needed by new teachers.

Back 38

INTASC Model Core Standards

Front 39

A group dedicated to identifying competencies new teachers should be able to demonstrate and to encourage colleges and universities to emphasize development of identified knowledge and skill abilities in their teacher-preparation programs

Back 39

Interstate New Teacher Assessment and Support Consortium (INTASC)

Front 40

A term used to describe testing situations in which scores individuals receive may have significant consequences of various kinds.

Back 40

High Stakes Testing

Front 41

A category that includes standards that describe what teachers are supposed to teach and what young people in their classrooms are expected to learn

Back 41

Content Standards

Front 42

A portfolio type that focuses on information prospective teachers gather that they will find helpful as they begin reflecting on information and skills they will need to become effective beginning teachers.

Back 42

Initial-Development Portfolio