Term
| #1. What was the main idea(s) of the PAJARES article? |
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Definition
-> Challenging beliefs of teacher educators -> Pre-service teachers are unaccustomed to being pushed intellectually to defend their ideas -> Pre-service teachers have an unrealistic optimism -> They undervalue: cognitive and academics & overvalue: affective aspects of teaching |
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Term
| (#26) Learned Helplessness |
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Definition
| General belief that one is incapable of accomplishing tasks and has little or not control over the environment |
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Term
| #27. What are the gender issues in motivation? |
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Definition
| BOYS: attribute success to ability and failure to lack of effort & GIRLS: attribute success to effort and failure to lack of ability |
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Term
| #28. What are the ways that teachers can INCREASE MOTIVATION? |
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Definition
| [1] Minimize competition and comparison among others [2]Focus children's attention on their own improvement [3] Encourage children to create goals [4] Encourage mastery goals in the classroom [5] Downplay failures [6] Give encouragement about success and failures |
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Term
| #2. What was the main idea(s) of the KUHN article? |
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Definition
Developmental aspects -> epistemological levels: [1] REALIST: Assertion[COPIES], knowledge(comes from external force - it's certain), Critical thinking(unnecessary), everyone sees it the same way [2] ABOLUTIST: Assertions[FACTS], Knowledge(comes from an external source, certain, not directly accessible), Critical thinking(vehicle for comparing assertios to reality) [3] MULTIPLISTS: Assertions(OPINIONS), Knowledge(generated by human minds-uncertain), Critical thinking(irrelevant) [4]EVALUATIVIST: Assertions(JUDGMENTS), Knowledge(generated by human minds-susceptable to evaluation), Critical Thinking(promotes sound assertions) |
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Term
#4. What was the main idea(s) of the FISHER article? |
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Definition
- Being wrong is okay because it fosters critical thinking through inquiry & argument
- Want students to be balance & open-minded when using critical thinking
- Critical thinking allows a social transfer of cognitive skills to interactions --> eliminates egocentricity
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Term
| #13. What are the BASIC CONCEPTS in the DEVELOPMENT OF EMOTIONS? |
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Definition
- Infants - few basic emotions; gradually acquire new feelings [contentment, interest, distress], respond to others emotions; cry empathetically
- Age 2-3 - talk about emotions & realize they're related to desires
- Middle Childhood - people interpret differently, can connect emotions to facial expressions
- Late Elementary - realize emotional expressions don't always reveal true feelings
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Term
| #5. How can teachers foster CRITICAL THINKING? |
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Definition
- Right reasoning makes a difference and leads to success and vice versa
- Bloom's Taxonomy -> use to organize centers of interest
- Aim to foster independent thinking, self-questioning --> Teacher = Role Model
- Ask the right questions! Give thinking time!
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Term
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Definition
- One aspect is manipulated, the rest is controlled
- RANDOM
- Hard to do in education
- Can generalize across the whole population
- Doesn't prove causation, but it's easy to do so people use it a lot
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Term
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Definition
- Same as experimental
- NOT RANDOM
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Term
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Definition
- Explores relationships between variables
- NO MANIPULATION
- Does not imply causation
- Cheaper, more convenient
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Term
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Definition
- Research study in which the same group of people is tracked over time
- Following same person, better conclusions
- Expensive
- Lose people over time
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Term
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Definition
- Research study in which individuals at different ages are compared
- Hard to get consistent reading
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Term
| #8. What are some questions to ask when analyzing research studies? |
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Definition
- High variability & reliability?
- Does research warrant the conclusions drawn?
- How substantial/compelling are the results?
- Was there any research bias in the data collection, analyses, & interpretation?
- Are the conclusions reasonable?
- Can you generalize the results to the groups you're working with?
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Term
| #9. What are the roadblocks to communication and give examples of each. |
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Definition
- ORDERING: "Stop complaining and get your work done."
- THREATENING: You'd better get on it or else you'll fail."
- PREACHING: "You should leave your personal problems at home."
- ADVISING: "The thing for you to do is work out a better schedule."
- USING LOGIC: Let's look at the facts. You only have __ many days."
- CRITICIZING: "You're just plain lazy."
- RIDICULING: You're acting like a 4th grader. Do you think you'll get into high school?"
- DIAGNOSING: "You're just trying to get out of doing that assignment."
- PRAISING: "You're a very competent young man."
- SYMPATHIZING: "You're not the only one who ever felt like this."
- QUESTIONING: "Did you think this cross-examining assignment was too hard?"
- DIVERTING: "Now isn't the time."
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Term
| #10. Practic active listening responses. |
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Definition
- Don't use vague feeling terms.
- Don't repeat verbatim
- Try to avoid questions: if necessary, use open-ended questions; "tell me more"
- Use silence to your advantage
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Term
| #11. What is the main idea(s) of the DENHAM article about EMOTIONAL DEVELOPMENT? |
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Definition
- Children base a lot of their perceptions about emotions on cues, responses, and teachings of their friends and parents/adults
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Term
| #12. What are the mechanisms underlying the development of emotional knowledge? |
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Definition
- Interpersonal Mechanisms (Expressiveness, Reactions, Teaching/Coaching) and Intrapersonal Mechanisms (Theory of Mind)
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Term
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Definition
- The ability to infer mental states in others and to see them as the basis for overt action
- Debatable: Whether T.o.M. is inborn or constructed during the child's early years
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Term
| (#12) Expressiveness [of emotions] |
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Definition
- Teaching children what is acceptable/appropriate through peers and parents
- Can help or hinder emotional development
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Term
| (#12) Reactions [to Emotions] |
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Definition
- Help children differentiate between emotions
- Peer relationships are more"horizontal" - can help sort out whether feeling are shared or unwarranted for given situation
- Peer reactions may have "more message" and "less fear"
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Term
| (#12) Teaching/Coaching [of Emotions] |
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Definition
- Verbally explaining an emotion and its relation to an experience or expression; "most direct"
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Term
| #14. What are the GENDER differences in EMOTION? |
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Definition
- GIRLS: feel sad, fearful, guilty; respond more negatively to failure - performance may suffer
- BOYS: show more anger in preschool; elem. boys put on a self-confident front when they feel vulnerable
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Term
| #15. What are some things teachers can do to promote emotional development? |
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Definition
- Create a warm, accepting atmosphere
- Encourage children to express their feelings
- Discuss emotions experienced by characters in literature and history
- Ask children to guess what emotions people are feeling in certain situations
- Help children deal with anxiety
- Pay attention to your own emotions
- Model appropriate ways of dealing with negative emotions
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Term
| #16. What are the main concepts of SELF-DETERMINATION THEORY (DECI & RYAN)? |
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Definition
- 3 Basic Needs: competence, relatedness, autonomy
- Uses traditional, empirical methods while employing the organismic method to highlight the evaluation of inner resources for personality development and behavioral self regulation
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Term
#17. What are the four self-regulatory styles under the Organismic Integration Theory? |
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Definition
- EXTERNAL REGULATION: engaging in a task to obtain external rewards or avoid punishment
- INTROJECTED REGULATION: engaging in a task because they think they should and may feel guilty if they don't
- IDENTIFIED REGULATION: engaging in a task because it is personally important to them
- INTEGRATED REGULATION: integrate various internal & external sources of information and engage in the behavior because of its importance to their sense of self
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Term
| #18. How can teachers facilitate the INTEGRATION OF EXTRINSIC MOTIVATION? |
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Definition
- Increasing competence, autonomy, & relatedness
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Term
| #19. What are PROCEDURAL, ORGANIZATIONAL, COGNITIVE AUTONOMY SUPPORT and give examples of each (STEFANOU)? |
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Definition
- Foster any of the 3 to move from intrinsic to extrinsic
- PROCEDURAL: allows for more student control (giving choices for assignments/materials used
- ORGANIZATIONAL: students have some control in how the classroom in run i.e. making rules together & choosing group members
- COGNITIVE: students come up with and defend their own ideas (free thinking time, lots of discussion); allows for more actual learning and engagement; student ownership of learning
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Term
| #20. What are the main ideas of the Duncan and Wolfgang articles? |
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Definition
- Duncan: reinforcers are sometimes effective depending on child & situation. There are social, activity, & tangible reinforcers. Fixing SURFACE problem
- Wolfgang: Reinforcers are ineffective to correct behaviors in the long-term. You should use developmentally appropriate methods to promote good behaviors, not social, activity, and tangible reinforcers. Fixing ROOT of problem
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Term
| #21. What is the main idea(s) of the DWECK articles? |
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Definition
- "Down with praise" article
- Children are very sensitive to the messages we send
- Praise can be harmful, "like a drug," makes children dependent on opinions of others; "Look smart"
- don't praise intelligence, PRAISE EFFORT!
- INCREMENTAL THEORY: the process of learning; the effort and strategies that play a role in knowledge acquisition
- ENTITY THEORY: achievement should flow from natural effort or strategy
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Term
| #22. What is the main idea(s) of the CORRAL article? |
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Definition
- To shift attributions of a student, you have to combine new learning strategies and instruction that is specific to the student's attribution.
- EFFORT not luck!
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Term
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Definition
- If we often succeed we attribute this to our own effort/ability
- If we fail repeatedly we attribute it to task difficulty or bad luck
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Term
| #23. What is the main idea(s) of the MCCABE articles? |
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Definition
- "Convincing students they can read": self efficacy prompts article
- Verbal prompts can help a child to succeed given storng self efficacy
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Term
(#24) Give examples of teacher feedback for: ENACTIVE MASTER/ACCOMPLISHMENT |
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Definition
- "You were able to..."
- "You got..."
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Term
(#24) Give examples of teacher feedback for: VICARIOUS EXPERIENCE/MODELING |
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Definition
- "Try to remember what I do"
- "Listen while I... you can, too."
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Term
(#24) Give examples of teacher feedback for: VERBAL PERSUASION/ATTRIBUTION |
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Definition
- "Because you..."
- "and that helped you..."
- "remembering helped you"
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Term
(#24) Give examples of teacher feedback for: PHYSIOLOGICAL/AFFECTIVE/FEELING |
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Definition
- "You must feel great"
- "You must feel proud"
- "How did you feel when"
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Term
#25. Be able to describe and give examples of. IMPLICIT BELIEF |
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Definition
- Underlying belief about something, can be unconscious
- INCREMENTAL BELIEF: a quality can be changed and developed - EX. ability, effort, luck & task
- ENTITY BELIEF: a quality is a fixed, nonmalleable trait
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Term
#25. Be able to describe and give examples of. ATTRIBUTION BELIEF |
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Definition
- Belief about the cause of one's success or failure
- Internal/External, Stable/Unstable, Controllable/Uncontrollable
- Effort, Luck, Task, Ability
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Term
#25. Be able to describe and give examples of. GOAL THEORY |
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Definition
- MASTERY GOALS: desire to acquire additional knowledge or to master new skills
- PERFORMANCE GOALS: desire to look good, receive favorable judgments from others; Approach/Avoid
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Term
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Definition
- Mastery
- Performance-Approach
- Performance-Avoid
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