Educational Psychology
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| the study of learning and teaching | Education Psychology
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| the study of teaching and learning with application to the instructional process | pedagogy
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| doing things for a purpose | intentionality
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| the degree to which teachers feel that their own efforts determine the success of their students | teacher efficacy
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| evaluation of conclusions through logical and systematic examination of the problem, the evidence, and the solution. | critical-thinking
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| explanation of the relationship between factors, such as the effects of alternative grading systems on student motivation. | principle
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| a set of principles that explains and relates certain phenomena | theory
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| a special program that is the subject of an experiment. | treatment
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| something that can have more than one value | variable
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| procedure used to test the effect of a treatment. | experiment
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| selection by chance into different treatment groups; intended to ensure equivalence of the groups | random assignment
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| experiment in which conditions are highly controlled | laboratory experiment
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| the degree to which an experiment's results can be attributed to the treatment in question rather than other factors | internal validity
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| experiment conducted under realistic conditions in which individuals are assigned by chance to receive different practical treatments or programs | randomized field experiment
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| group that receives treatment during an experiment | experimental group
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| group that receives no special treatment during an experiment | control group
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| degree to which results of an experiment can be applied to real-life situations. | external validity
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| experiment that studies a treatment's effect on one person or one group by contrasting behavior before, during, and after application of the treatment. | single-care experiment
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| research into the relationships between variables as they naturally occur. | correlation study
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| relationship which high levels of one variable correspond to high levels of another | positive correlation
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| relationship in which high levels of one variable correspond to low levels of another | negative correlation
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| variables for which there is no relationship between levels of one compared to another. | uncorrelated variables
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| research study aimed at identifying and gathering detailed information about a topic of interest. | descriptive research
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| research carried out by educators in their own classrooms of schools. | action research
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| orderly and lasting growth, adaptation and change over the course of a lifetime. | development
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| theories based on the belief that human development progresses smoothly and gradually from infancy to adulthood(environmentally effected) | continuous theories of development
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| theories describing human development as occurring through fixed sequence of distinct, predictable stages governed by inborn factors. (development is fixed ,non-environmental) | discontinuous theories of development:
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| gradual, orderly changes by which mental processes become more complex and sophisticated | cognitive development
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| mental patterns that guide behavior | schemes
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| the process of adjusting schemes in response to the environment by means of assimilation and accommodation | adaptation
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| understanding new experiences in terms of existing schemes | assimilation
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| modifying existing schemes to fit new situations | accommodation
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| the process of restoring balance between present understanding and new experiences. | equilibration
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| stage during which infants learn about their surroundings by using their senses and motor skills | sensorimotor stage
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| inborn automatic responses to stimuli | reflexes
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| understanding that an object exists even if it is out of sight | object permanence
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| stage at which children learn to represent things in the mind. | preoperational stage
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| the concept that certain properties of an object (such as weight) remain the same regardless of changes in other properties (such as length) | conservation
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| paying attention to only one aspect of an object or situation. | centration
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| the ability to perform a mental operation and then reverse one's thinking to return to the starting point | reversibility
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| believing that everyone views the world as you do | egocentric
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| stage at which children develop the capacity for logical reasoning and understanding of conservation but can use these skills only in dealing with familiar situations | concrete operational stage
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| the meaning of stimuli in the context of relevant information. | inferred reality
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| arranging objects in sequential order according to one aspect, such as size, weight, or volume. | seriation
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| a skill learned during the concrete operational stage of cognitive development in which individuals can mentally arrange and compare objects | transitivity
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| stage at which one can deal abstractly with hypothetical situations and reasons logically. | formal operational stage
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| instruction felt to be adapted to the current developmental status of children (rather than to their age alone) | developmentally appropriate education
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| symbols that cultures create to help people think, communicate, and solve problems. | sign systems
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| the ability to think and solve problems without the help of others. | self-regulation
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| children's self-talk, which guides their thinking and action; eventually internalized as silent inner speech. | private speech
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| level of development immediately above a person's present level. | zone of proximal development
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| support for learning and problem solving; might include clues, reminders, encouragement, breaking the problem down into steps, providing an example, or anything else that allows the student to grow in independence as a learner. | scaffolding
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| knowledge and skills relating to reading that children usually develop from experience with books and other print media before the beginning of formal reading instruction in school. | emergent literacy
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| 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 individuals' needs | Learners with exceptionalities
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| The limitation of a function, such as cognitive processing or physical or sensory abilities. | Disability
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| A condition imposed on a person with disabilities by society, the physical environment, or the person's attitude | Handicap
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| disorders that impede academic progress of people who are not mentally retarded or emotionally disturbed | learning disabilities
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| A disorder characterized by difficulties maintaining attention because of a limited ability to concentrate; includes impulsive actions and hyperactive behavior | attention deficit hyperactivity disorder (ADHD):
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| oral articulation problems, occurring most frequently among children in the early elementary school grades. | speech disorders
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| impairments in one's ability to understand language or to express ideas in one's native language | language disorders
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| exceptionalities characterized by problems with learning, interpersonal relationships, and control of feelings and behavior | emotional and behavioral disorders
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| socioemotional and behavioral disorders that are indicated in individuals who, for example, are chronically disobedient or disruptive | conduct disorders
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| a category of disability that significantly affects social interaction, verbal and nonverbal communication, and educational performance | autism
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| problems with the ability to receive information through the body's senses | sensory impairments
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| degree of uncorrectable inability to see well | vision loss
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| degree of deafness; uncorrectable inability to hear well | hearing disabilities
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| exceptional intellectual ability; creativity or talent | giftedness:
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| rapid promotion through advanced studies for students who are gifted or talented | acceleration programs
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| programs in which assignments or activities are designed to broaden or deepen the knowledge of students who master classroom lessons quickly | enrichment programs
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| programs that address the needs of students with mental, emotional, or physical disabilites | special education
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| a program tailored to the needs of a learner with exceptionalities. | individualized education program (IEP)
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| process in which professionals work cooperatively to provide educational services | collaboration
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| policies in which struggling children are given intensive assistance and evaluated for possible special-education services only if they fail to respond | response to intervention
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| use effective teaching methods and to broaden the range of students who can succeed without any special interventions | Tier 1 (Prevention)
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| Immediate Intervention: provide students with help, targeted at their needs, rather than considering Special Education. The student would receive one on one tutoring or small group help. | Tier 2 (Immediate Intervention)
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| for student who have not made progress in Tiers 1 and 2. These children are at risk for special education or retention. This Tier is similar to Tier 2 except that more time is spent giving the child help. | Tier 3 (Intensive Intervention)
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| 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 student | full inclusion
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| the language, attitudes, ways of behaving, and other aspects of life that characterize a group of people. | culture
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| a measure of prestige within a social group that is most often based on income and education | socioeconomic status (SES):
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| 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. | ethnic group
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| a history, culture, and sense of identity shared by a group of people. | ethnicity
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| visible genetic characteristics of individuals that cause them to be seen as members of the same broad group | race
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| an ethnic or social group, members of which are less likely than other groups to experience economic security or power. | underrepresented group
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| In the US, native speakers of any language other than English. | language minority
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| possessing limited mastery of English | limited English proficient (LEP)
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| Students in U.S. schools who are not native speakers of English | English learners (EL)
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| Instructional program for students who speak little or no English in which some instruction is provided in the native language. | bilingual education
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| education that teaches the value of cultural diversity | multicultural education
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| Teachers' use of examples, data, and other information from a variety of cultures | content integration
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| Helping students understand how the knowledge we take in is influenced by our origins and points of view. | knowledge construction
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| a critical goal of multicultural education; involves development of positive relationships and tolerant attitudes among students of different backgrounds. | prejudice reduction
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| teaching techniques that facilitate the academic success of students from different ethnic and social class groups. | equity pedagogy
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| a school culture in which the institution's organization and practices are conducive to the academic and emotional growth of all students. | empowering school culture
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| socially approved behavior associated with one gender as opposed to the other. | sex-role behavior
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| stereotypical views and differential treatment of males and females, often favoring one gender over the other | gender bias
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| general aptitude for learning, often measured by the ability to deal with abstractions and to solve problems | intelligence
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| An intelligence test score that for people of average intelligence should be near 100 | intelligence quotient (IQ)
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| in Gardner's theory of intelligence, a person's nine separate abilities: logical/mathematical, linguistic, musical, naturalist, spatial, bodily/knesthetic, interpersonal, intrapersonal, and existential | multiple intelligence
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| interaction of individual difference in learning with particular teaching methods. | aptitude-treatment interaction
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| Environmental conditions that activate the senses | stimuli
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| A stimulus that naturally evokes a particular response | unconditioned stimulus
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| a behavior that is prompted automatically by a stimulus | unconditioned response
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| stumuli that have no effect on a particular response | neutral stimuli
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| a previously neutral stimulus that evokes a particular response after having been paired with an unconditioned stimulus | conditioned stimulus
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| the process of repeatedly associating a previously neutral stimulus with an unconditioned stimulus in order to evoke a conditioned response | classical conditioning
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| the use of pleasant or unpleasant consequences to control the occurrence of behavior | operant conditioning
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| An apparatus developed by B.F. Skinner for observing animal behavior in experiments of operant conditioning. | Skinner Box
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| pleasant of unpleasant conditions that follow behaviors and affect the frequency of future behaviors | consequences
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| a pleasureable consequence that maintains or increases a bahavior | reinforcer
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| food,water, or other consequence that satisfies a basic need | primary reinforcer
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| a consequence that people learn to value through its association with a primary reinforcer | secondary reinforcer
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| pleasurable consequence given to strengthen behavior | positive reinforcer
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| release from an unpleasant situation given to stregthen behavior | negative reinforcer
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| Rule stating that enjoyable activities can be used to reinforce participation in less enjoyable activites | Premack Principle
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| behaviors that a person enjoys engaging in for their own sake, without any other reward. | intrinsic reinforcers
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| praise or rewards given to motivate people to engage in behavior that they might not do otherwise | extrinsic reinforcers
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| unpleasant consequences used to weaken behavior | punsihment
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| an unpleasant consequence that a person tries to avoid or escape | aversive stimulus
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| an aversive stimulus following a behavior, used to decrease the chances that the behaviour will occur again. | presentation punishment
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| withdrawal of a pleasant consequence that may be reinforcing a behaviour, designed to decrease the chances that the behavior will recur | removal punishment
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| procedure of charging misbehaving students against their free time or other privileges | response cost
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| procedure of removing a student from a situation in which misbehavior was being reinforced | time out
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| explanations of learning that emphasize observable changes in behavior | behavioral learning theories
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| learning theories that emphasize not only reinforcement but also the effects of cues on thought and of thought on action | social learning theories
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| explanations of learning that focus on mental processes | cognitive learning theories
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| a change in an individual that results from experience | learning
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