HDFS 229 FINAL EXAM- education/IQ

EXPLAINING DIFFERENCES IN IQ

Nature vs. Nurture

• IQ is influenced by both genes and environmen

EXPLAINING DIFFERENCES IN IQ- Heritability

• Twin studies show about 50% of IQ differences among children are due to genetics.

EXPLAINING DIFFERENCES IN IQ- Adoption Studies (2)

• Used to understand IQ differences across ethnic and racial groups

• Show strong environmental effects (schooling, SES, nutrition)

EXPLAINING DIFFERENCES IN IQ- Other Influences on IQ (3)

• Test bias: Some tests reflect language or cultural styles not shared by all groups

• Poverty: Fewer learning opportunities, chronic stress, limited resources

• Stereotype threat:

  • Fear of confirming a negative stereotype

  • Causes anxiety → lower performance

SCHOOLS, CLASSROOMS, AND LEARNING- How Schools Influence Outcomes (5)

• Teacher expectations

• Classroom structure

• Instructional style

• Peer environment

• Access to resources

SCHOOLS, CLASSROOMS, AND LEARNING- Interaction with Innate Ability (2)

• Supportive environments help children reach potential

• Poor environments can suppress ability

EDUCATIONAL PHILOSOPHIES

EDUCATIONAL PHILOSOPHIES- Traditional Classroom

• Teacher = authority

• Students = passive learners

EDUCATIONAL PHILOSOPHIES- Constructivist Classroom (2)

• Students actively build knowledge

• Hands‑on learning, exploration

EDUCATIONAL PHILOSOPHIES- Social‑Constructivist Classroom

• Learning through collaboration with teachers and peers

EDUCATIONAL PHILOSOPHIES- Reciprocal Teaching (2)

• Students and teachers take turns leading discussions

• Four strategies: question, summarize, clarify, predict

EDUCATIONAL PHILOSOPHIES-Communities of Learners

• Adults and children work together to solve problems

SIGNS OF A HIGH‑QUALITY ELEMENTARY SCHOOL (6)

• Organized physical space (learning centers)

• Curriculum aligned with standards

• Cooperative learning

• Teachers use engaging strategies

• Frequent progress monitoring

• Strong parent partnerships

TEACHER–STUDENT INTERACTIONS- Teacher Positivity

Encouragement boosts motivation and achievement

TEACHER–STUDENT INTERACTIONS- Self‑Fulfilling Prophecies (2)-

• Students internalize teacher expectations

• Strongest effect on low‑achieving students

TEACHER–STUDENT INTERACTIONS- Stereotypes

Race, ethnicity, and gender stereotypes can influence teacher behavior

TEACHER–STUDENT INTERACTIONS- CLASS Observation Tool

Measures emotional support, classroom organization, instructional quality

COGNITIVE SELF‑REGULATION- definition (3)

• Monitoring progress

• Checking outcomes

• Adjusting strategies

COGNITIVE SELF‑REGULATION- How Adults Support It (3)

• Point out important task features

• Suggest strategies

• Explain why strategies work

COGNITIVE SELF‑REGULATION- Outcome

Builds academic self‑efficacy (belief in one’s ability to succeed)

ACHIEVEMENT MOTIVATION- fear of failure (3)

• Leads to anxiety, avoidance, depression

• Causes underachievement

• May lead to self‑handicapping (low effort to protect self‑esteem)

ACHIEVEMENT GOALS- Mastery Motivation (3)

• Learning because it’s interesting

• Focus on improvement

• Linked to better academic performance

ACHIEVEMENT GOALS-Performance Motivation

• Focus on outcomes, rewards, or appearing competent

ACHIEVEMENT GOALS- Performance‑Avoidance

Avoiding hard tasks to avoid looking “dumb”

ACHIEVEMENT GOALS- Performance‑Approach

• Wanting to look successful and earn rewards

ACHIEVEMENT GOALS- Healthy Balance (2)

• Both mastery and performance goals can be useful

• Too much focus on grades → performance goals dominate

BELIEFS ABOUT SUCCESS & FAILURE- Performance Attributions (4)

• Ability (internal)

• Effort (internal)

• Difficulty (external)

• Luck (external)

BELIEFS ABOUT SUCCESS & FAILURE- Growth Mindset (2)

• Belief that ability grows with effort

• Leads to higher achievement

BELIEFS ABOUT SUCCESS & FAILURE- Student Engagement Improves With (3)

• Competence: “I can get better”

• Autonomy: “I have control”

• Relatedness: “I feel supported”

CASEL & SOCIAL‑EMOTIONAL LEARNING (SEL)- Purpose (2)

• Build social skills that support academic success

• Teach emotional regulation, cooperation, empathy

CASEL & SOCIAL‑EMOTIONAL LEARNING (SEL)- Benefits (3)

• Higher grades

• Better engagement

• Improved classroom climate