Reading...
Play button
Play button
Use LEFT and RIGHT arrow keys to navigate between flashcards;
Use UP and DOWN arrow keys to flip the card;
H to show hint;
A reads text to speech;
44 Cards in this Set
- Front
- Back
|
Correlational Studies
|
results of descriptive studies include reports of correlation, a number that indicates both the strength and direction of a relationship between 2 events or measurements.
|
|
|
Descriptive Studies
|
studies that collect detailed information about specific situations, often using observation, surveys, interview, recordings or combination of these methods
|
|
|
Quantitative Studies
|
Studies that include quantifiable data, numerical
|
|
|
Qualitative Studies
|
studies that are observational - anecodal
|
|
|
Researcher Effect
|
differences that may result from a desire to please the researcher. A way to eliminate this is to have the researcher not interact with the subjects
|
|
|
Researcher Bias
|
Differences in interpretation of results to meet researcher's expectation/bias. A way to avoid this is to try and avoid bias by the researcher
|
|
|
Teacher Effect
|
Differences that may result from differences in teacher's experience. (ie: students recieve the same type of instruction as another teacher, so all teachers read from a script during the research)
|
|
|
Object Permanence
|
Objects do not go away permanently if they go out of sight
|
|
|
Imitation
|
This is one way that information is taken in by senses and experiences in the sensorimotor stage (0 - 2 years)
|
|
|
Disequilibrium
|
the "out of balance" stage, when information does not make sense
|
|
|
Egocentrism
|
belief that everyone believes like you do in the preoperational stage (2-7 years)
|
|
|
Irreversibility
|
Inability to think through a series of steps and mentally reversing them in the preoperational stage (2 -7 years)
|
|
|
Reversibility
|
ability to think through a series of steps and mentally reverse them
|
|
|
Centration
|
only able to focus on one object or characteristic at a time. (A child sees that something is fuzzy so they automatically think its a dog)
|
|
|
Instrumental Aggression
|
aggression used for a specific purpose, not necessarily resulting in harm
|
|
|
Hostile Aggression
|
There is overt and relational aggression, but it is intended to hurt someone
|
|
|
Relational Aggression
|
Aggression designed to damage someone's relationship with others by withdrawing friendship, excluding someone from a group
|
|
|
Passive Aggression
|
very passive, like "forgetting" to do something
|
|
|
Overt Aggression
|
Directed at another person, usually in retaliation. Unprovoked physical attack intended to harm
|
|
|
ZPD
|
Zone of Proximal Development
the space between what a student already knows, and the maximum they can learn with a help of another person |
|
|
Teaching as an Art
|
intangible things
flexibility of teaching strategies (knowing what to use, when); how to manage your emotions, and how to maintain your values that you hold, without compromising values |
|
|
Teaching as a science
|
those things that we can learn
-subject material -classroom management |
|
|
What is good teaching?
|
Subject
- Know the subject that you are teaching Knowing your students - know how children learn, care about them Goals of Education -why are you teaching what you are teaching Know how to use the curriculum materials - textbooks don't teach, teachers do Safe Learning Enviroment |
|
|
Provisions of No Child Left Behind
include positives and negatives |
Highly qualified teachers
(+) students get proper teaching. (-) each state determines what a highly qualified teacher is, so there may be no consistency Standardize Test (+) basis on things to learn (-) not everyone does well, it does not show everything and text anxiety Choices for parents can move to any school in (+) students can learn more (-) high performing schools do not have room School accountability (+) makes that all students will be proficient in reading and math by 2014 (-) advance students who may not be ready. More focused on numbers rather than the learning and they teach to the test Schools can spend the money how ever they want (+) use for what they need (-) no federal accountability, so schools may not use it for the benefit of the students |
|
|
Why study developmental theories
|
Understanding student learning and being able to see how student develops. When something is missing, we can help them, and what stage they are at developmentally, regardless of age
|
|
|
Characteristics of Development
|
1. Orderly
2. Gradual 3. Varying |
|
|
Schemes
|
(noun) a pattern or category in which we organize what we know
|
|
|
Adaption
|
Refers to how we adapt the old material to understand and handle the new information
(Accommodation and Assimilation) |
|
|
Accommodation
|
Making changes to the scheme, adding a scheme (type of adaption)
|
|
|
Assimilation
|
We add to what we already know, and it fits into the scheme (type of adaption)
|
|
|
Equilibrium
|
the process of making sense of what we do not know
|
|
|
Piaget's contribution to education
|
Kids and adults do not learn the same way
|
|
|
Piaget's Stages
|
1. Sensorimotor (Birth - 2 Years)
-senses -touching and motor -object perminance -imiation 2. Preoperational (2 -7 years) -Labels -symbols -gestures -letters and numbers represent things -egocentrism -irreveribility -decentration 3. Concrete Operational (7-12 years) - can think logically if connected to a concrete thing -attained reversability -can think at a higher level 4. Formal Operation (11 - 12+ years) -use the form of the problem, not needing concrete -think abstractly -think in multiple perspectives |
|
|
Vygotsky-sociocultural theory of development
|
-interaction with a more knowledgeable person
-cooperative dialogue -human activity must take place in a cultural settings in order to be understod |
|
|
3 Characteristics of Valid Research
|
1.) It has to be replicated 3 times
2. Empirically based -large number of people -control 3. Published |
|
|
Erikson's Psychosocial Development Model
|
(birth – 1) Trust vs. Distrust
-Primary caregiver -Attachment to caregiver (1-3 years) Autonomy vs. Shame and Doubt -autonomy -want to do the things that people are doing for them by themselves - feeding themselves - clothing themselves - physical skills - Self control - Self confidence (3 – 6 years) Initiative vs. Guilt - Assertiveness - Try new activities - Decisions with boundaries Industry vs. Inferiority (6 – 12 years) -New skills -Set goals -Show independence responsibility -Support Peers -Group activities -Social activities Productive work -Accomplishment (Adolescents 12 – 18 years) Identity vs. Role confusion -Identity diffusion – identity crisis--Confusion about who one is and what one wants -To resolve, there is a need to explore options and make a commitment Identity foreclosure Moratorium Identity achievement Intamacy vs. Isolation (Young Adulthood) Generativity vs. Stagnation (Middle Age) Integrety vs. Despair (Old Age) |
|
|
Identity Development
|
Figuring out who you are, what you want, and your role in the world
|
|
|
Diffusion
|
Realizing you need to decide who you are and what you want to do
-Explore the options and make a commitment |
|
|
Foreclosure
|
you do not explore and you make a commitment without exploration
|
|
|
moratorium
|
you explore but you don't commitment
|
|
|
Achieved
|
explored options and made a commitment
|
|
|
Kohlberg's Theory of Moral Development
|
Why people obey, and role of authority (3 options)
Preconvention - Avoid punishment or get reward - Authority is boss Conventional - Obey to please or impress others - Authority is necessary and need to be respected Post conventional -For the good of society -Authority is not needed |
|
|
Self Concept
|
description of characteristics of a person
|
|
|
Self Esteem
|
the value judgement of characteristics of a person, whether the characteristics is valued, or important or not
it usually fosters high achievement in school |
