ESCP 2010 Exam 1 - Mizzou - Whitney

Vocabulary flashcards covering key terms, theories, and concepts for ESCP 2010 Exam 1.

Sense of efficacy

A teacher's belief that he or she can reach even the most difficult students and help them learn; higher in schools when the other teachers and administrators have high expectations and resources for students and when teachers are given training to help them succeed in day-to-day tasks of teaching.

Every Student Succeeds Act (ESSA)

The 2015 replacement for the No Child Left Behind Act; drops the requirement for proficiency for all students by a certain date and returns most control to the states to set standards and develop interventions.

No Child Left Behind Act

Required that all students in grades 3-8 and once more in high school take annual standardized achievement tests in reading and math and in science once in each grade span; judged schools' adequate yearly progress (AYP).

"failing" schools (under ESSA)

Schools at the bottom 5% of test scores, schools that graduate less than two-thirds of their students, and schools where subgroups consistently underperform.

Reflection

A key part of good teaching where teachers constantly look back over situations to analyze what they did and why, and to consider how they might improve learning for their students.

Daneilson's Framework for Teaching

A model of good teaching that identifies those aspects of a teacher's responsibilities that have been documented through empirical studies and theoretical research as promoting improved student learning; has 4 domains: Planning and Preparation, Classroom Environment, Instruction, and Professional Responsibilities.

TeachingWorks

A model of good teaching that identifies 19 high-leverage teaching practices, defined as actions that are central to teaching and useful across most grade levels, academic subjects, and teaching situations.

Measures of Teaching Effectiveness (MET) project

A project to build and test measures of effective teaching using gains on tests, student perceptions, and classroom observations.

Educational psychology

The discipline concerned with teaching and learning processes; includes study of child and adolescent development, learning and motivation, social and cultural influences on learning, teaching and teachers, and assessment.

Descriptive studies

Studies that collect detailed information about specific situations, often using observation, surveys, interviews, recordings, or a combination of these methods.

Correlation

Statistical description of how closely two variables are related; ranges from +1.00 to -1.00.

Positive correlation

A relationship between two variables in which both variables either increase or decrease together.

Negative correlation

The relationship between two variables in which one variable increases as the other variable decreases.

Quasi-experimental studies

Studies that fit most of the criteria for true experiments, with the important exception that the participants are not assigned to groups at random. Instead, existing groups such as classes or schools participate in the experiments.

Statistically significant

Not likely to be a chance occurrence.

Clinical interview

Uses open-ended questioning to probe responses and to follow up on answers.

Ethnographic methods

Involve studying the naturally occurring events in the life of a group to understand the meaning of these events to the people involved.

Microgenetic studies

Intensively study cognitive processes while the change is occurring.

Design-based research

Practitioners identify research questions based on problems of practice, then researchers gather and analyze the data to address those problems.

Action research

Systematic observations or tests of methods conducted by teachers or schools to improve teaching and learning for their students.

Principle

Established relationship between factors.

Theory

Integrated statement of principles that attempts to explain a phenomenon and make predictions.

Hypothesis

A prediction of what will happen in a research study based on theory and previous research.

Empirical

Based on systematically collected data.

Score report subgroups

Racial and ethnic minority students, students with disabilities, students whose first language is not English, and students from low-income homes.

Development

Orderly, adaptive changes we go through between conception and death; these developmental changes remain for a reasonably long period of time.

Physical development

Changes in body structure and function over time.

Personal development

Changes in personality that take place as one grows.

Social development

Changes over time in the ways we relate to others.

Cognitive development

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

Maturation

A factor of cognitive development; genetically programmed, naturally occurring changes over time.

Coactions

Joint actions of individual biology and environment - each shapes and influences the other (ex: nature and nurture).

Sensitive periods

Times when a person is especially ready to learn certain things or responsive to certain experiences.

Neurons

Nerve cells that store and transfer information; make up the gray matter of the brain.

Neurogenesis

The production of new neurons.

Synapses

The tiny space between neurons - chemical messages are sent across these gaps.

Plasticity

The brain's tendency to remain somewhat adaptable or flexible.

Pruning

The process of eliminating unused synapses; when combined with experience-expectant overproduction, explains why adults have difficulty with pronunciations that are not part of their native language.

Experience-expectant

A kind of synaptic overproduction and pruning that awaits and expects stimulation; in all normally developing members of our species.

Experience-dependent

A kind of synaptic overproduction and pruning that occurs in response to experiences, synaptic connections involved in individual learning; improved by stimulating environments.

Glial cells

The white matter of the brain; greatly outnumber neurons and appear to have many functions such as fighting infections, controlling blood flow and communication among neurons, and providing the myelin coating around axon fibers.

Myeliniation

The process by which neural fibers are coated with a fatty sheath called myelin that makes message transfer more efficient; influences thinking and learning.

Cerebral cortex

The last part of the brain to develop, and is therefore believed to be more susceptible to environmental influences than other areas of the brain; controls movement, vision, hearing, higher-order thinking processes, emotions, judgment, and language.

Lateralization

The specialization of the two hemispheres (sides) of the brain cortex; includes the assignment of major factors of either side of the brain.

Limbic system

Develops early; involved with emotions and reward-seeking/novelty/risk-taking/sensation-seeking behaviors.

Prefrontal lobe

Takes time to develop; involved with judgment and decision-making.

Assimilation

Fitting new information into existing schemes (ie into stuff we already know).

Schemas

Mental systems or categories of perception and experience.

Accommodation

Altering existing schemes or creating new ones in response to new information.

Equilibration

A factor of cognitive development where we apply our schemas to new information.

Disequilibrium

In Piaget's theory, the "out-of-balance" state that occurs when a person realizes that his or her current ways of thinking are not working to solve a problem or understand a situation.

Sensorimotor

In Piaget's theory, the stage (from birth to about 2 years of age) during which infants know the world mostly in terms of their sensory impressions and motor activities.

Object permanence

The understanding that objects have separate, permanent existence; ie, that objects exist in the environment whether they perceive them or not.

Goal-directed actions

Deliberate actions toward a goal; mastered during sensorimotor stage.

Preoperational

In Piaget's theory, the stage (from about 2 to 7 years of age) during which a child learns to use language but does not yet comprehend the mental operations of concrete logic.

Operations

Actions a person carries out by thinking them through instead of literally performing the action.

Semiotic function

The ability to use symbols - language, pictures, signs, or gestures - to represent actions or objects mentally.

Reversible thinking

Thinking backward, from the end to the beginning; mastered during concrete operational stage.

Conservation

Principle that some characteristics of an object remain the same despite changes in appearance; mastered during concrete operational stage.

Decentering

Focusing on more than aspect at a time, mastered during concrete operational stage.

Egocentric

Assuming that other experience the world the way you do; state of mind during preoperational stage.

Concrete operational

In Piaget's theory, the stage of cognitive development (from about 6 or 7 to 11 years of age) during which children gain the mental operations that enable them to think logically about concrete events.

Formal operational

In Piaget's theory, the stage of cognitive development (normally beginning about age 12) during which people begin to think logically about abstract concepts.

Concrete operations

Mental tasks tied to concrete objects and situations.

Identity (Piagetian)

Principle that a person or object remains the same over time; mastered during concrete operational stage.

Compensation

The principle that changes in one dimension can be offset by changes in another; mastered during concrete operational stage.

Classification

Grouping objects into categories; mastered during concrete operational stage.

Seriation

Arranging objects in sequential order according to one aspect, such as size, weight, or volume; mastered during concrete operational stage.

Formal operations

Mental tasks involving abstract thinking and coordination of a number of variables.

Hypothetico-deductive reasoning

A formal-operations problem-solving strategy in which an individual begins by identifying all the factors that might affect a problem and then deduces and systematically evaluated specific solutions.

Adolescent egocentrism

Assumption that everyone else shares one's thoughts, feelings, and concerns; state of mind during early adolescents.

Executive functioning

All those processes that we use to organize, coordinate, and perform goal-directed, intentional actions, including focusing attention, inhibiting impulsive responses, making and changing plans, and using memory to hold and manipulate information.

Neo-Piagetian theories

More recent theories that integrate findings about attention, memory, and strategy use with Piaget's insights about children's thinking and the construction of knowledge.

Sociocultural theory

Led by Vygotsky, emphasizes role in development of cooperative dialogues between children and more knowledgeable members of society.

Co-constructed process

A social process in which people interact and negotiate (usually verbally) to create an understanding or to solve a problem. The final product is shaped by all participants.

Cultural tools

The real tools (computers, scales, etc.) and symbol systems (numbers, language, graphs) that allow people in society to communicate, think, solve problems, and create knowledge.

Private speech

Children's self-talk, which guides their thinking and action. Eventually, these verbalizations are internalized as silent inner speech.

Collective monologue

Form of speech in which children in a group talk but do not really interact or communicate.

Zone of Proximal Development (ZPD)

Vygotsky's phase at which a child can master a task if given appropriate help and support; based on the idea that learning occurs in a range.

Scaffolding

Support for learning and problem solving; introducing something JUST beyond a student's abilities, such as clues, reminders, encouragement, or breaking down steps.

Assisted learning

Providing strategic help in the initial stages of learning, gradually diminishing as students gain independence; especially important in Vygotsky's theories.

Magic middle

The place of "match" where students are neither bored nor frustrated where they can best learn and develop cognitively.

Gross motor skills

Physical abilities involving large body movements, such as walking and jumping.

Fine motor skills

Physical abilities involving small body movements, especially of the hands and fingers, such as drawing and picking up a coin.

Puberty

The physiological changes during adolescence that lead to the ability to reproduce.

Menarche

The first menstrual period in girls; takes place, on average, between ages 12 and 13 but has a range of 10-16.5.

Spermarche

The first sperm ejaculation for boys; takes place between ages 12 and 14.

Play

Allows children to experiment safely as they learn about their environment, try out new behaviors, solve problems, and adapt to new situations.

Binge eating

Uncontrolled eating of large quantities of food, such as a whole cake or entire jar of peanut butter.

Bulimia

Eating disorder characterized by overeating, then getting rid of the food by self-induced vomiting or laxatives.

Anorexia nervosa

Eating disorder characterized by very limited food intake; symptoms may show in students who become very thin and may appear pale, have brittle fingernails, and develop fine dark hairs all over their bodies.

Eating disorders

The third most common chronic illness of adolescence; have the highest death rate if they are left untreated.

Context

In Bronfenbrenner's theory, total situation that surrounds/interacts with one's thoughts, feelings, actions to shape development/learning.

Bioecological model

Bronfenbrenner's theory describing the nested social and cultural contexts that shape development (microsystem, mesosystem, exosystem, macrosystem, chronosystem).

Blended families

Parents, children, and stepchildren merged into families through remarriages.

Extended families

Different family members - grandparents, aunts, uncles, cousins, and so on - living in the same household or at least in daily contact with the children in the family.

Parenting styles

The ways of interacting with and disciplining children.

Authoritative parenting style

Parenting style where parents set clear limits, enforce rules, and encourage mature behavior; warm with their children; WARM and CONTROLLED.

Authoritarian parenting style

Parenting style where parents seem cold and controlling in their interactions with their children; children are expected to be mature and obey; COLD and CONTROLLED.

Permissive parenting style

Parenting style where parents are warm and nurturing, but have few rules or consequences for their children; WARM and LENIENT.