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the academic discipline that focuses on human teaching and learning
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| know what you are teaching, can't teach what we can't understand |
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| pedagogical content knowledge |
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| understanding of how to represent topics in ways that make them understandable to learners. Know how to teach your content |
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| general pedagogical knowledge |
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| understanding of essential principles of instruction and classroom management. Know how to teach in general. |
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| knowledge of learners and learning |
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| know how your students learn and know what they need. Understand the needs of your students |
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| process of systematically gathering info in an attempt to answer professional questions |
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| uses tests, surveys, interviews, and observations to describe status of a phenomenon |
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| the process of looking for relationships between variables that allows prediction of changes on variable because of the other variable but does not imply causation |
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| systematically manipulates variables in attempts to determine cause and effect |
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| an attempt to describe a complex educational phenomenon in a holistic fashion using nonnumerical data, such as words and pictures |
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| form of applied research designed to answer a specific shcool or classroom-related question |
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| set of related principles derived from observations that are used to explain events in the world and make predictions |
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| authentic stories of teaching and learning events in classrooms |
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| characteristics of professionalism |
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| commitment to learners, reflective practice, decision making, body of specialized knowledge |
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| changes that occur in human beings as we grow |
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| changes in our thinking that occur as a result of learning, maturation, and experience |
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| genetically controlled, age-related changes in individuals |
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| three principles of development |
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1. development depends on both heredity and the enviornment
2. development proceeds in relatively orderly and predictable patterns
3. people develop at different rates |
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| a cognitive state in which we can explain new experiences by using existing understanding. the drive for ___ is a need for understanding |
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| mental operations that represent our constructed understanding of the world |
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| the process of creating and using schemes to make sense of experiences |
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| process of adjusting schemes and experiences to each other to maintain equilibrium |
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| a form of adaptation during which individuals modify an existing scheme and create a new one in response to experience |
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| form of adaptation during which individuals incorporate an experience in the enviornment into an existing scheme |
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| object permanence, goal-directed |
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| stage characterized by overgeneralized language, symbolic thought, dominated by perception |
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| operates logically with concrete materials, classifies and serial orders |
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| solves abstract and hypothetical problems |
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| amount of substance stays the same |
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| tendency to focus on most perceptually obvious aspect of something |
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| ability to mentally record the process of moving form 1 state to another |
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| moving from an existing state back to a previous state |
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| tendency to believe that other people look at the world as the individual does |
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| grouping objects on basis of common characteristics |
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| order objects according to increasing or decreasing length, width, or volume |
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| ability to infer a relationship between two objects based on knowledge of their relationship with a third object |
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| formal operational thoughts' three factors |
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| thinking abstractly, thinking systematically, thinking hypothetically |
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| sociocultural theory of development |
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| emphasizes the role of language together with social and cultural influences on child's developing mind |
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| concepts and symbols together with the real tools that allow people to think, solve problems, and function in a culture |
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| process through which learners incorporate external society-based activities into internal cognitive processes |
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| self-talk that guides thinking and action |
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| zone of proximal development |
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| range of tasks an individual cannot yet do alone but can accomplish when assisted by others |
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| assistance that helps children complete tasks they cannot complete on their own |
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| all humans are genetically wired to learn language |
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| language acquisition device |
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| predisposes children to learn the rules governing language |
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| children are reinforced for demonstrating words and sounds |
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| emphasizes the role of modeling and children's imitation of adult speech |
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| age-related changes in personality and the ways that individuals react to their evniornment |
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| the advances people make in their ability to get along with others |
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| the development of prosocial behaviors and traits such as honesty, fairness, and respect for others |
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| brofenbrenner's parenting styles |
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| authoritative, authoritarian, permissive, uninvolved |
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| authoritative parenting style |
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| firm but caring, best one |
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| authoritarian parenting style |
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| stress conformity, detached |
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| permissive parenting style |
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| uninvolved parenting style |
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| little interest in child's life |
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| peers, family, school, neighborhood |
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| interaction between peers, family, school, and neighborhood |
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| societal influences that affect both micro and mesosystems (parents' jobs, healthcare) |
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| culture where child develops |
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| sense of self, individual's personal understanding of themself |
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| individual's cognitive assessment of their physical, social, and academic competence |
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| Erikson's Eight Life-Span Stages |
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1. trust vs mistrust
2. autonomy vs shame
3. initiative vs guilt
4. industry vs inferiority
5. identity vs confusion
6. intimacy vs isolation
7. generativity vs stagnation
8. integrity vs despair |
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| fail to make clear choices |
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| prematurely adopt positions of others, such as parents |
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| pause and remain in holding pattern |
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| after individuals experience a period of crises and decision making |
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| ability to understand thoughts and feelings of others |
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| societal norms and ways of behaving in specific situations |
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| children view rules as fixed |
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| develop rational ideas of fairness and see justice as a reciprocal process of treating others as they would want to be treated |
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| preconventional stage of morality |
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| egocentric view lacking right and wrong |
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| punishment-obedience stage of morality |
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| stage based on getting caught and punished |
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| market-exchange stage of morality |
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| stage where you decide things based on what you will get in return |
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| conventional stage of morality |
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| decisions are made based on acceptance of society's conventions about right and wrong |
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| interpersonal harmony stage of moral reasoning |
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| decisions are based on concern for opinions of others |
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| law and order stage of moral reasoning |
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| rules should be obeyed because they are rules |
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| postconventional morality |
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| social contract stage of moral reasoning |
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| represents agreements among people about behavior that benefits society's needs |
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| universal principles stage of moral reasoning |
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| rarely encountered in life. Ethics are determined by abstract and general principles that transcend societal rules |
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