Chapter 1 - Foundation For Teaching

Front 1

educational psychology

Back 1

The study of learning and teaching

Front 2

pedagogy

Back 2

The study of teaching and learning with applications to the instructional process

Front 3

intentionality

Back 3

Doing things for a purpose; teachers who use intentionality plan their actions based on the outcomes they want ot achieve.

Front 4

teacher efficacy

Back 4

The degree to which teachers feel that their own efforts determine the success of their students.

Front 5

critical thinking

Back 5

Evaluation of conclusions through logical and systematic examination of the problem, the evidence, and the solution.

Front 6

principle

Back 6

Explanation of the relationship between factors, such as the effects of alternative grading systems on student motivation.

Front 7

theory

Back 7

A set of principles that explains and relates certain phenomena.

Front 8

treatment

Back 8

A special program that is the subject of an experiment.

Front 9

variable

Back 9

Something that can have more than one value.

Front 10

experiment

Back 10

Procedure used to test the effect of a treatment.

Front 11

random assignment

Back 11

Selection by chance into different treatment groups; intended to ensure equivalence of the groups.

Front 12

laboratory experiment

Back 12

Experiment in which conditions are highly controlled.

Front 13

internal validity

Back 13

The degree to which an experiment's results can be attributed to the treatment in question, not to other factors.

Front 14

randomized field experiment

Back 14

Experiment conducted under realistic conditions in which individuals are assigned by chance to receive different practical treatments or programs.

Front 15

experimental group

Back 15

Group that receives treatment during an experiment.

Front 16

control group

Back 16

Group that receives no special treatment during an experiment.

Front 17

external validity

Back 17

Degree to which results of an experiment can be applied to real-live situations.

Front 18

single-case experiment

Back 18

Experiment that studies a treatment's effect on one person or one group by contrasting behavior before, during, and after application of the treatment.

Front 19

correlational study

Back 19

Research into the relationships between variables as they naturally occur

Front 20

positive correlation

Back 20

Relationship in which high levels of one variable correspond to high levels of another.

Front 21

negative correlation

Back 21

Relationship in which high levels of one variable correspond to low levels of another.

Front 22

uncorrelated variables

Back 22

Variables for which there is no relationship between high/low levels of one and high/low levels of the other.

Front 23

descriptive research

Back 23

Research study aimed at identifying and gathering detailed information about something of interest.

Front 24

action research

Back 24

Research carried out by educators in their own classrooms or schools.

Front 25

development

Back 25

Orderly and lasting growth, adaptation, and change over the course of a lifetime.

Front 26

continouous theory of
development

Back 26

Theory based on the belief that human development prrogresses smoothly and gradually from infancy to adulthood.

Front 27

discontinous theories of
development

Back 27

Theories describing human development as occurring throgh a fixed sequence of distinct, predictable stages goverened by inborn facotrs.

Front 28

cognitive development

Back 28

gradual, orderly changes by which mental processes become more complex and sophisticated.

Front 29

*Piaget

schemes

Back 29

mental patterns that guide behavior.

Front 30

*Piaget

adaption

Back 30

The process of adjusting schemes in response to the environment by means of assimilation and accommodation

Front 31

*Piaget

assimilation

Back 31

Understanding new experiences in terms of existing schemes.

Front 32

*Piaget

accommodation

Back 32

modifying existing schemes to fit new situations

Front 33

*Piaget

equilibration

Back 33

the process of restoring balance between present understanding and new experiences

Front 34

*Piaget

constructivism

Back 34

view of cognitive development that emphasizes the active role of learners in building their own understanding of reality

Front 35

*Piaget

sensorimotor stage

Back 35

stage during which infants learn about their surroundings by using their senses and motor skills

Front 36

*Piaget

reflexes

Back 36

inborn, automatic responses to stimuli (e.g. eye blinking in response to bright light)

Front 37

*Piaget

object permanence

Back 37

the fact that an object exists even if it is out of sight

Front 38

*Piaget

preoperational stage

Back 38

stage at which childrn learn to represent things in the mind

Front 39

*Piaget

conservation

Back 39

the concept that certain properties of an object (such as weight) remain the same regardless of changes in other properties (such as length)

Front 40

*Piaget

centration

Back 40

paying attention to only one aspect of an object or situation

Front 41

*Piaget

reversibility

Back 41

the ability to perform a mental operation and then reverse one's thinking to return to the starting point

Front 42

*Piaget

egocentric

Back 42

believing that everyone views the world as you do

Front 43

*Piaget

concrete operational stage

Back 43

stage at which children develop the capacity for logical reasoning and understanding of conservation but can use these skills only in dealing with familiar situations

Front 44

*Piaget

inferred reality

Back 44

the meaning of stimuli in the context of relevant information

Front 45

*Piaget

seriation

Back 45

arranging objects in sequential order according to one aspect, such size, weight or volume

Front 46

*Piaget
transivity

Back 46

a skill learned during the concrete operational stage of cognitive development in which individuals can mentally arrange and compare objects

Front 47

*Piaget
class inclusion

Back 47

a skill learned during the concrete operational stage of cognitive development in which individuals can think simultanerously about a whole class of objects and about relationships among its subordinate classes

Front 48

*Piaget
formal operational stage

Back 48

stage at which one can deal abstractly with hypothetical situations and can reason logically

Front 49

*Piaget
developmentally appropriate
education

Back 49

instruction felt to be adapted to the current developmental status of chidren (rather than to their age alone)

Front 50

*Vygotsky
sign systems

Back 50

symbols that cultures create to help people think, communicate and solve problems

Front 51

*Vygotsky
self-regulation

Back 51

the ability to think and solve problems without the help of others

Front 52

*Vygotsky
private speech

Back 52

children's self-talk, which guides their thinking and action; eventually internalized as silent inner speech

Front 53

*Vygotsky

zone of proximal development

Back 53

level of development immediately above a person's present level

Front 54

*Vygotsky
scaffolding

Back 54

support for learning and problem solving; might include clues, reminders, encouragement, breaking the problem down into steps, providing an example or anything else that allows the student to grow in independence as a learner

Front 55

*Erikson
psychosocial theory

Back 55

a set of principles that relates social environment to psychological development

Front 56

*Erikson
psychosocial crisis

Back 56

according to Erikson, the set of critical issues that individuals must address as they pass through each of the eight life stages

Front 57

*Piaget
heteronomous morality

Back 57

in Piaget's therory of moral development, the stage at which children think that rules are unchangeable and that breaking them leads automatically to punishment

Front 58

*Piaget
autonomous morality

Back 58

in Piaget's theory of moral development, the stage at which a person understands that people make rules and that punishments are not automatic

Front 59

*Kohlberg
moral dilemmas

Back 59

in Kohlberg's theory of moral reasoning, hypothetical situations that require a person to consider values of right and wrong

Front 60

*Kohlberg
preconventional level of
morality

Back 60

stages 1 and 2 in Kohlberg's model of moral reasoning, in which individuals make moral judgments in their own interests

Front 61

*Kohlberg
conventional level of morality

Back 61

stages 3 and 4 in Kohlberg's model of moral reasoning, in which individuals make moral judgments in consideration of others

Front 62

*Kohlberg
postconventional level of
morality

Back 62

stages 5 and 6 in Kohlberg's model of moral reasoning, in which individuals make moral judgments in relation to abstract principles