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| The branch of psychology that specializes in understanding teaching and learning in educational settings |
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| emphasized the importance of observing teaching and learning in the classroom for improving education |
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| Benjamin Bloom (Bloom's taxonomy) |
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| created taxonomy of cognitive skills that included remembering, comprehending, synthesizing, and evaluating, which he believed teachers should help students use and develop |
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| teachers aim to provide you with research knowldege that you can effectively apply to teaching situations |
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| be FLEXIBLE (can't always do what the books say is right) |
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| a method for discoering accurate information that includes these steps: conceptualize the problem, collect data, draw conclusions, and revise research conclusions and theory |
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| research that allows the determination of the causes of behavior, involves conducting an esperiment, which is a carefully regulated procedure in which one or more of the factors believed to influence the behavior being studied is manipulated and all others are held constant |
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| the manipulated, influential, experimental factor in an experiment |
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| the factor that is measured in an experiment |
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| In experimental research, the assignment of participants to experimental and control groups by chance |
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| Stratified Random Assignment |
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| the population is divided into a number of subgroups (or strata). Random samples are then taken from each subgroup with sample sizes proportionatal to the size of the subgroup in the population. For instance, if a population contained equal numbers of men and women, and the variable of interest is suspected to vary by gender, one might conduct stratified random sampling to insure a representative sample. |
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| assumptions that can be tested to deremine their accuracty; theories produce hypotheses |
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| in an experiment, a group whose experience is treated in every way like the experimental groups exept for the manipulated factor |
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| the group whose experience is manipulated in an experiment |
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| A variable introduced into a statistical analysis to see if a statistical relationship holds among people who are alike on a particular characteristic. |
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| research in which the same individuals are studied over a period of time, usually several years of more |
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| research in which the data are collected all at one time |
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| objective, systematic, and testable reserach that aims at reducing conclusions based on personal beliefs, opinions, and feelings |
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| research that describes the strength of the relation between two or more events or characteristics |
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| research that allows the determination of the causes of behavior, involves conducting an experiment, which is a carefully regualted procedure in which one or more of the factors believed to influence the behavior being studied is manipulated an all others are held constant |
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| Program Evaluation Research |
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| research that is designed to make decisions about the effectiveness of a particular program |
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| research that is used to solve a specific classroom or school problem, improve teaching and other educationsal strategies, or make a decision at a specific level |
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| this concept involves classroom teachers, conducting their own studies to improve their teaching practice |
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| observation conducted at the same time the teacher-researcher is actively involved as a participant in the activity or setting |
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| observation outside of a laboratory in the real world |
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| an in-depth look at an individual |
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| in-depth description and interpretation of behavior in an ethnic or a cultural group that includes direct involvement with the participants |
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| the use of an ethnic label in a superficial way that stereotypes the ethnic group |
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| involve changes in the child's thinking, intelligence, and language. This enables a growing child to memorize a peom, imagine how to solve a math problem, come up with a creative strategy or speak meaningfully connected sentences |
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| involve changes in the childs body, development of the brain, gains in height and wight, changes in motor skills, puperty's normal changes |
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| involve changes in teh child's relationships with other people, changes in emotion, and changes in personality |
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| Piagets four stages of development |
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1. sensorimotor
2. preoperational
3. concrete operational
4. formal operational |
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| The first Piagetian stage, lasting from birth to about two years of age, in which infants contruct an understanding of the world by coordination sensory experiences with motor actions |
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| the second stage of piaget, lasting fomr about two to seven years of age, symbolic throught increases but operational thorught is not yet present |
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| 3. concrete operational stage |
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| Piagets third cognitive developmental stage, accurring between about seven to eleven years of age. at this tage the child thinks operationally and logical reasoning replaces intuitive thourght but only in concrete situations, classification skills are present but abstract problems present difficulties |
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| 4, formal operational stage |
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| Piaget's fourth cognitive developmental stage, which emerges between about eleven and fifteen years of age, thourgh tis more absract, idealistic, and logical in this stage |
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| a concept or framework that exists in a person's mind to organize and interpret information |
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| a mental process that occurs when a child adjusts to new information |
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| a mental process that occurs when a child incorporates new knowlege into existing knowledge |
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| the idea that some characteristic of an object stays the same even thought the object might change in apperance, a cognitive ability that develops in that concrete operational stage, according to Piaget |
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focusing, or centering, attention on one characteristic to the exclusion of alll other, characteritic of peroperational thinking
ex. diff water glass |
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| is the term used to describe the awareness that objects continue to exist even when they are no longer visible. |
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the inability to distinguish between ones own perspective and someone else's prespective
ex. a child standing infront of the television when someone behind them was watching |
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1. the child's cognitive skills can be understood only when they are developmentally analyzed and interpreted
2. cognitive skills are mediated by words, language, and forms of discourse, which serve as psychological tools for faciliating and transorming mental activity
3. cognitive skills have their origins in social relations and are embedded in a sociocultural backdrop |
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| Zone of proximal development |
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| vygotsky's term for the range of tasks that are too difficult for children to master alone but that can be mastered with guidance and assistance from adults or more-skilled children |
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| teacher adjusts the level of support as performance rises |
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| which includes a belief by teenagers that they are special and unique |
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| Bronfenbrenner's ecological theory |
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focuses on the social contexts in which children live and the pople who influence thier development
(microsysetm, mesosystem, exosystem, macrosystem and chronosystem) |
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| when experiences in another setting (in which the student does not have an active role) influence what students and teachers experience in the immediate context |
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| the broader culture, the roles of tehnicity and socioeconmic factors in children's development |
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| setting in which the individual spends considerable time...student's family, peers, school, neighborhood |
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| The link between micorsystems |
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| 5. Identity vs. role confusion |
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exploration of deff. paths ot attain a healthy identity
adolesence |
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developed through consistent love and support
0-2yrs |
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| 2. autonomy vs shame and doubt |
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independence fostered by support and encouragement
2-4yrs |
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developed by exploring and accepting challenges
4-6yrs |
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| 4. industry vs inferiority |
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mastry comes from success and recognition
6-8yrs |
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form positive, close relationships with others
early adult years |
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| 7, generativity vs stagnation |
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transmitting something positive to next generation
middle adulthood |
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| life review and retrospective evaluation of ones past |
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