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Psych 317
Chap. 4, 9 12, 13
| Question | Answer |
|---|---|
| Aptitude-treatment Interaction | Interaction of individual differences in learning with particular teaching methods. |
| Content Integration | Teachers' use of examples, data, and other information from a variety of cultures. |
| Culture | the language, attitudes, ways of behaving and other aspects of life that characterize a group of people. |
| Socioeconomic Status (SES) | A measure of prestige within a social group that is most often based on income and education. |
| Ethnic Group | A group within a larger society that sees itself as having a common history, social and cultural heritage, and traditions often based on race, religion, language, or national identity. |
| Ethnicity | A history, culture and sense of identity shared by a group of people. |
| Race | Visible genetic characteristics of individuals that cause them to be seen as members of the same broad group. (African, Asian, Caucasian.) |
| Minority Group | An ethnic or racial group that is a minority within a broader population. |
| Language Minority | In the United States, native speakers of any language other than English. |
| Limited English Proficient (LEP) | Possessing limited mastery of English |
| English as a second language | Subject taught in English classes and programs for students who are not native speakers of English. |
| Bilingual Education | Instructional program for students who speak little or no English in which some instruction is provided in the native language. |
| Multicultural Education | Education that teaches the value of cultural diversity. |
| Knowledge Construction | Helping students understand how the knowledge we take in is influenced by our origins and points of view. |
| Prejudice Reduction | A critical goal of multicultural education; involves development of positive relationships and tolerant attitudes among students of different backgrounds. |
| Equity Pedagogy | teaching techniques that facilitate the academic success of students from different ethnic and social class groups. |
| Empowering school culture | A school culture in which the institutions organization and practices are conductive to the academic and emotional growth of all students. |
| Sex-role behavior | Socially approved behavior associated with one gender as opposed to the other. |
| Gender bias | Stereotypical views and differential treatment of males and females, often favoring one gender over the other. |
| Intelligence | General aptitude for learning often measured by the ability to deal with abstractions and to solve problems. |
| Intelligence quotient (IQ) | An intelligence test score that for people of average intelligence should be near 100. |
| Multiple Intelligences | In Gardner's theory of intelligence, a person' eight separate abilities: logical/mathematical, linguistic, musical, naturalist, spatial, bodily/kinesthetic, interpersonal, intrapersonal. |
| Between-class ability grouping | The practice of grouping students in separate classes according to ability level. |
| QAIT model | A model of effective instruction that focuses on elements teachers can directly control: quality, appropriateness, incentive, and time. |
| Tracks | Curriculum sequences to which students of specified achievement or ability level are assigned. |
| Within-class ability grouping | A system of accommodating student differences by dividing a class of students into two or more ability groups for instruction in certain subjects. |
| Untracking | A focus on having students in mixed-ability groups and holding them to high standards but providing many ways for students to reach those standards. |
| Regrouping | A method of ability grouping in which students in mixed-ability classes are assigned to reading or math classes on the basis of their performance levels. |
| Joplin Plan | A regrouping method in which students are grouped across grade lines for reading instructions. |
| Nongraded programs | Programs, generally at the primary level, that combine children of different ages in the same class. Also called cross-age grouping programs. |
| Individualized Instruction | Instruction tailored to particular students' needs in which each student works at her or his own level and rate. |
| Peer tutoring | Tutoring of one student by another. |
| Cross-age tutoring | Tutoring of a younger student by an older one. |
| Differentiated Instruction | An approach to teaching that adapts the content, level, pace, and products of instruction to accommodate different needs of diverse students in regular class. |
| Word Processing | A computer application for writing compositions that lends itself to revising and editing. |
| Spreadsheets | Computer programs that convert data into tables, charts and graphs. |
| Database | Computer programs that contain large volumes of info such as encyclopedia's and atlases. |
| Hypermedia & Hypertext | Related information that appears when a computer user clicks on a word or picture. |
| Computer-assisted Instructions (CAI) | Individualized instruction administered by computer. |
| Drill and Practice | Application of computer technology to provide students with practice of skills and knowledge! |
| Tutorial Programs | Computer programs that teach new material, varying their content and pace according to the student's responses. |
| Instructional Games | Drill and practice exercises presented in a game format. |
| Simulation Software | Computer programs that model real life phenomena to promote problem-solving abilities and motive interest in the areas concerned. |
| Problem-solving program | Program designed specifically to develop students' critical-thinking skills. |
| Internet | A large and growing telecommunications network of computers around the world that communicate electronically. |
| Wiki | A website, such as the Wikipedia, containing content to which the user can add or make modifications. |
| Multimedia | Electronic material such as graphics, video, animation, and sound, which can be integrated into classroom projects. |
| CD-ROM | A computer database designed for "read-only memory" that provides massive amounts of information including picture and audios. |
| Videodiscs | Interactive computer technology (might include videos, still pictures, and music). |
| Digital Photographs | Photographs that can be loaded into a computer and shared electronically. |
| Integrated learning system | Commercially developed comprehensive, multipurpose packages of interlinked management instructional software, running on a computer network. |
| Embedded Multimedia | Video content woven into teachers' lessons. |
| Interactive whiteboard | Large touchscreen that teachers can sue to display and modify digital content for an entire class. |
| Wireless response systems (clickers) | Electronic devices on which students enter answers to questions and have them registered on a computer or interactive whiteboard. |
| Students at risk | Students who are subject to school failure because of their own characteristics and/or because of inadequate responses to their needs by school, family, or community. |
| Compensatory Education | Programs designed to prevent or re-mediate learning problems among students from lower socioeconomic status communities. |
| Title I | Compensatory programs reauthorized under Title I of the Improving American's Schools Act (IASA) in 1994. |
| Pull-out Programs | Compensatory education programs in which students are placed in separate classes for remediation. |
| Early Intervention | Programs that target at-risk infants and toddlers to prevent possible later need remediation. |
| Reading Recovery | A program in which specially trained teachers provide one-to-one tutoring to first-graders who are not reading adequately. |
| Success for All | A comprehensive approach to prevention and early intervention for preschool, kindergarten, and grades 1 through 8, with one-to-one tutoring, family support services, and changed in instruction designed to prevent students from falling behind. |
| Learners with exceptionalities | Any individuals whose physical, mental, or behavioral performance is so different from the norm--either higher or lower--that additional services are needed to meet the individual's needs. |
| Disability | The limitation of a function, such as cognitive processing or physical or sensory abilities. |
| Handicap | A condition imposed on a person with disabilities by society, the physical environment, or the person's attitude. |
| Mental retardation | A condition, usually present at birth, that results in below-average intellectual skills and poor adaptive behavior. |
| Learning Disabilities (LD) | Disorders that impede academic progress of people who are not mentally retarded or emotionally disturbed. |
| Response to intervention | Policies in which struggling children are given intensive assistance and are evaluated for possible special-education services only if they fail to respond. |
| Attention deficit hyperactivity disorder (ADHD) | A disorder characterized by difficulties maintaining attention because of a limited ability to concentrate; includes impulsive actions and hyperactive behavior. |
| Speech disorders | Oral articulation problems, occurring most frequently among children in the early elementary school grades. |
| Language disorders | Impairments in one's ability to understand language or to express ideas in one's native language. |
| Emotional and behavioral disorders | Exceptionalities characterized by problems with learning, interpersonal relationships, and control of feelings and behavior. |
| Conduct disorders | Socioemotional and behavioral disorders that are indicated in individuals who, for example, are chronically disobedient or disruptive. |
| Autism | A category of disability that significantly affects social interaction, verbal and nonverbal communication, and educational performance. |
| Sensory Impairments | Problems with the ability to receive information through the body's senses. |
| Vision loss | Degree of uncorrectable inability to see well. |
| Hearing disabilities | Degree of deafness; uncorrectable inability to hear well. |
| Giftedness | Exceptional intellectual ability, creativity, or talent. |
| Acceleration programs | Rapid promotion through advanced studies for students who are gifted or talented. |
| Enrichment programs | Programs in which assignments or activities are designed to broaden or deepen the knowledge of students who master classroom lessons quickly. |
| Special Education | Programs that address the needs of students with mental, emotional, or physical disabilities. |
| Public Law 94-142 | Federal law enacted in 1975 requiring provision of special-education services to eligible students. |
| Individuals with Disabilities Education Act (IDEA) | P.L. 101-476, a federal law enacted in 1990 that changed the name of P.L. 94-142 and broadened services to adolescents with disabilities. |
| Least restrictive environment | Provision in IDEA that requires students with disabilities to be educated with non-disabled peers to the maximum extent appropriate. |
| Mainstreaming | The temporal, instructional, and social integration of eligible children with exceptionalities with peers without exceptionalities based on an ongoing, individually determined educational planning and programing process. |
| Individualized Education Program (IEP) | A program tailored to the needs of a learner with exceptionalities. |
| Collaboration | Process in which professionals work cooperatively to provide educational services. |
| Full inclusion | Arrangement whereby students who have disabilities or are at risk receive all their instruction in a general education setting; support services are brought to the students. |
| Instructional Observation | A statement of skills or concepts that students should master after a given period of instruction. |
| Task Analysis | Breaking tasks down into fundamental subskills. |
| Backward Planning | Planning instruction by first setting long-range goals, then setting unit objectives, and finally planning daily lessons. |
| Assessment | A measure of the degree to which instructional objectives have been attained. |
| Teaching Objectives | Clear statements of what students are intended to learn through instructions. |
| Learning Objectives | Specific behaviors students are expected to exhibit at the end of a series of lessons. |
| Taxonomy of Educational Objectives | Bloom's ordering of objectives from simple learning tasks to more complex ones. |
| Behavior Content Matrix | A chart that classifies lesson objectives according to cognitive level. |
| Affective Objectives | Objectives that have to do with student attitudes and values. |
| Evaluation | Measurement of student performance in academic and, sometimes, other areas; used to determine appropriate teaching strategies. |
| Formative Evaluations | Evaluations designed to determine whether additional instruction is needed. |
| Summative Evaluations | Final evaluations of students' achievement of an objective. |
| Norm-referenced Interpretations | Assessments that compare the performance of one student against the performance of others. |
| Criterion-referenced Interpretations | Assessments that rate how thoroughly students have mastered specific skills or areas of knowledge. |
| Table of Specifications | A list of instructional objectives and expected levels of understanding that guides test development. |
| Selected-response Items | Test items in which respondents can select from one or more possible answers, without requiring the scorer to interpret their response. |
| Multiple-choice Items | Test items that usually consist of a stem followed by choices or alternatives. |
| Stem | A question or partial statement in test item that is completed by one of several choices. |
| Distractors | Incorrect responses that are offered as alternative answers to a multiple-choice question. |
| Clang | Features that make a choice stand out in multiple-choice questions. |
| True-false Items | A form of multiple-choice test items, most useful when a comparison of two alternatives is called for. |
| Matching Items | Test items that are presented in two lists, each item in one list matching one or more items in the other list. |
| Completion Items | Fill-in-the-blank test items. |
| Short Essay Item | A test question the answer to which may range from a sentence or two to a page of 100 to 150 words. |
| Long Essay Items | A test question requiring an answer of more than a page. |
| Problem-solving Assessment | Test the calls for organizing, selecting, and applying complex procedures that have at least several important steps or components. |
| Halo Effect | Bias due to carryover of a general attitude about a respondent, as when a teacher knows which student wrote which response and alters the grading depending on his or her opinion of the student. |
| Evaluative Descriptors | Statements describing strong and weak features of a response to an item, a question, or a project. |
| Portfolio Assessment | Assessment of a collection of student's work in an area showing growth, self-reflection, and achievement. |
| Performance Assessments | Assessments of students' ability to perform tasks in real-life contexts, not only to show knowledge. Also called authentic assessments. |
| Relative Grading Standard | Grades given according to a student's rank in his or her class or grade. |
| Mastery Grading | Grading requires an established standard of mastery, such as 80 or 90 percent correct on a test. Students who do not achieve it the first time may receive corrective instruction and then retake the test to try to achieve mastery. |
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ashleainmichigan
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