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Descriptive studies - Answer Purpose is to describe events in a particular class or several classes. Longitudinal studies - Answer Researchers would study the development by observing their subjects over many years as changes occur. *can happen over several months or years Experimental studies - Answer Allows educational psychologists to go beyond predictions and actually study cause and effect. Instead of just observing and describing an existing situation, the investigators introduce changes and note the results. Qualitative research - Answer This type of research uses words, dialogue, events, themes, and images as data. *case studies and ethnographies are examples of qualitative research
Quantitative research - Answer This type of research uses numbers, measurement, and statistics to asses levels or sizes of relationships among variables or differences between groups. *correlational and experimental types of research are generally quantitative Ethnographic methods/research - Answer -Involve studying naturally occurring events -Might study how students in different cultural groups are viewed by their peers or how teachers' beliefs about students' abilities affect classroom interactions Action - Answer By focusing on a specific problem and making careful observations, teachers can learn a great deal about both their teaching and their students. Microgenetic studies - Answer Intensely study cognitive processes in the midst of change -- while the change is actually occurring. *for example, researchers might analyze how children learn a particular strategy for adding two-digit numbers over the course of several weeks. Empirical - Answer Means "based on data"
Adaptation - Answer Adjusting to the environment. *two basic processes are involved: assimilation & accommodation Assimilation - Answer Takes place when we use our existing schemes to make sense of events in our world. Involves trying to understand something new by fitting it into what we already know. Schemes - Answer In Piaget's theory, schemes are the basic building blocks of thinking. They are organized systems of actions or thought that allow us to mentally represent or "think about" the objects and events in our world. Classification - Answer -depends on a student's abilities to focus on a single characteristic of objects in a set and group the objects according to characteristic -concrete-operational stage Conversation - Answer The principle that the amount or number of something remains the same even if the arrangement or appearance is changed, as long as nothing is added and nothing is taken away. Preoperational stage (Piaget) - Answer -approximate age (beings about the time the child starts talking, to about 7 years old)
-develops language and beings to use symbols that represent objects -has difficulty with past and future -- thinks in the present -can think through operations logically in one direction -has difficulties understanding the point of view of another person Concrete-operational stage (Piaget) - Answer -approximate age (begins about first grade, to early adolescence, around 11 years old) -can think logically about concrete (hands-on) problems -understands conversation and organizes things into categories and in series -can reverse thinking to mentally "undo" actions -understand past, present, future Formal-operational stage - Answer -approximate age (adolescence to adulthood) -can think hypothetically and deductively -thinking becomes more scientific solves abstract problems in logical fashion -can consider multiple perspectives and develops concerns about social issues, personal identity, and justice Sociocultural theory - Answer Important contributions that society makes to individual development. This theory stresses the interaction
- autonomy vs. shame/doubt (18 months-3 years)
- initiative vs. guild (3-5 years)
- industry vs. inferiority (5-13 years)
- identity vs. role confusion (13-21 years)
- intimacy vs. isolation (21-39 years)
- generativity vs. stagnation (40-65 years)
- ego integrity vs. despair (65&older) Identity diffusion - Answer Occurs when individuals do not explore any options or commit to any actions. They reach no conclusion about who they are or what they want to do with their lives. *may be apathetic or withdrawn, openly rebellious if experiencing this Identity foreclosure - Answer Commitment without exploration. Have not experimented with different identities or explored a range of options, but have simply committed themselves to the goals, values, and lifestyles of others -- usually parents. *rigid, intolerant, defensive Moratorium - Answer Erikson used this term to describe exploration with a delay in commitment to personal and occupational choices. *adolescents in the midst of struggling with choices
Self-concept - Answer Generally refers to our perceptions of ourselves -- how we see our abilities, attitudes, attributes, beliefs, and expectations. *mental picture of who we are Self-esteem - Answer An overall judgment of self-worth that includes feeling proud or ashamed of yourself as a person. Pre-conventional (Kohlberg) - Answer Judgment is based solely on a persons own needs and perceptions. Conventional (Kohlberg) - Answer The expectations of society and laws are taken into account. Post-conventional (Kohlberg) - Answer Judgments are based on abstract, more personal principles of justice that are not necessarily defined by societies laws. Learning styles (Gardner) - Answer The way a person approaches learning and studying. Authoritative (parenting) - Answer -high warmth, high control
that occurs while the child's brain is under development. Cerebral Palsy primarily affects body movement and muscle coordination. Autism spectrum - Answer A developmental disability significantly affecting verbal and nonverbal communication and social interaction, generally evident before age three, that adversely affect the child's educational performance. *autism includes a range of disorders from mild to major Attention deficit hyperactivity disorder (ADHD) - Answer A neurodevelopment disorder affecting both children and adults. It is a persistent or ongoing pattern of inattention and/or hyperactivity impulsivity that gets in the way of an individual's daily life or typical development. Signs of giftedness - Answer -learn easily and rapidly and retain what they have learned -use common sense and practical knowledge -know about many things that the other children don't -use a large number of words easily and accurately -recognize relations and comprehend meaning -are alert and keenly observant and respond quickly -are persistent and highly motivated on some tasks
-are creative or make interesting connections Cultural deficit - Answer Students' home culture was inferior because it had not prepared them to fit into the schools. Funds of knowledge - Answer Think of it as focusing on your resources rather than your limitations. Melting pot - Answer A place where different peoples, styles, theories, etc., are mixed together. Bilingual - Answer Children who speak two languages. Immersion - Answer Method of teaching a second language. Heritage language - Answer The language spoken in a student's home or by older relatives when the larger society outside the home speaks a different language. Accent vs. dialect - Answer - -dialect is any variety of a language spoken by a particular group (for example, Bostonian)
Emergent reading - Answer Term that is used to explain a child's knowledge of reading and writing skills before they learn how to read and write words. Inside-out vs. outside-in - Answer -a reader must DECODE units of print into units of sound and units of language (inside-out) -the fluent reader must UNDERSTAND those auditory derivations, which involves placing them in the correct conceptual and contextual framework (outside-in) Automaticity - Answer The ability to become efficient and automatic in thinking and problem solving -- the ability to quickly make the new solutions part of your cognitive tool kit, so to speak. Semantics - Answer The branch of linguistics and logic concerned with meaning. Metalinguistic awareness - Answer Refers to the ability to objectify language as a process as well as an artifact.
