chapter 1

chapter 1

1. No child left behind

   • Students starting in 3rd grade must take standardized tests annually to track their adequate yearly progress

2. Descriptive research

   • simply observing and describing events in a particular class or classes Make predictions on one variable based on knowledge or results of another 
   • Experimental designs
     • Study cause and effect by introducing changes and noting the results Hypothesis states a casual relationship 
   • Correlations
     • Indicates the strength and direction of a relationship. Found through observation and descriptive research.
     • Positive
       • the two subjects increase or decrease together .70 is a strong positive correlation
     • Negative
       • An increase in one factor causes a decrease in the other factor -.80 is a strong negative correlation

3. Research and studies

   • Framework for Teaching- by Charlotte Danielson- 22 components put into four domains; planning and preparation, classroom environment, instruction, and professional responsibilities
   • Measures of Teaching Effectiveness- Bill and Melinda Gates foundation. Research partnership with 3,000 teachers and research teams that has developed a three part teacher evaluation. Includes gains on state achievement tests(33-50%), student perceptions of teachers, and classroom observations(66-50%) 

4. Chapter 2

   • Piagets stages of cognitive development
     • Sensorimotor
       • Infancy- Childs thinking is done through the senses. They are exploring the world and learning about it through reflexes, observations, and imitating others. Towards the end the child will realize the concept of object permanence.
     • Preoperational
       • About 2-7 y/o-The child has learned language and uses symbols to represent objects. Thinks mostly in the present and has not yet mastered the concept of reversible thinking.
       • egocentric
         • Child believes the rest of the world see's things through their eyes, feeling their emotions, etc does not consider others' points of view private speech viewed as cognitive immaturity- children grow out of it
         • Vygotskys guided speech
           • Believes that guided speech is necessary for cognitive development and self regulation. Occurs throughout adolescence and adulthood as well as childhood
         • Collective monologue
           • Speaking without any outside interaction as if everyone were listening
     • Concrete operational
       • about 7-12 y/o- Child starts using logic as a mean of reasoning. Starts to master the concept of  conservation- knowing that changing an element of something will still allow for some characteristics to remain the same. As well asidentity- not adding or taking away anything from an object means the object stays the same and compensation- a change in one direction can be compensated for by a change in another direction Classification- focus's on a single characteristic of objects in a set (ex. color) and group objects based on that characteristic
       • Reversibility
         • ability of a student to mentally reverse their thinking and be able to classify objects in more groups than one
       • seriation
         • making an orderly arrangement from large to small or vice versa uses logic to understand
       • Decentering
         • The idea that a change in one aspect has no effect on any other ones
     • Formal operational
       • Adolescence and adulthood-can think hypothetically and deductively. can consider multiple perspectives, use logic to predict and hypothesize.
     • Assimilation
       • fitting new information into already existing schemes
     • adaptation
       • adjusting to the environment in one of two ways:
       • Accommodation
         • Changing the schemes that exist in order to fit new information or respond to a new situation
     • Equilibration
       • The mental search for balance between existing schemes and information from the environment
     • Disequilibration
       • the lack of balance that occurs when realizing that current schemes or ways of thinking are not working to solve a problem 
     • Zone of proximal development
       • The area in which the child knows and masters information to the point that they can accomplish something thru scaffolding
       • Scaffolding
     • neo-piegetian theories
       • What does this mean? using piagets insights but including more findings from information processing theories about the role of attention and memory

5. Chapter 3

   • Ericksons 8 stages of psychosocial development
     • Trust vs. Mistrust
       • infancy (0-18 months) baby develops a trusting relationship with the caregiver through feeding  must be a loving, trustworthy relationship develops trust and hope in the world when basic needs are met
     • Autonomy vs. Shame
       • toddler into early childhood (18 months to 3 years) child starts to learn self control experiments with cause and effect, failure to meet demands will result in shame gains self confidence when encouraged and praised 
     • Initiative vs. guilt
       • (3 to 9 years old) Child begins to be more assertive and take more initiative when trying to activities and exploring new things Primary event-Allowed to explore the environment without criticism or over-protection Gains independence
     • Industry vs Inferiority
       • (6-12 y/o)  Child must deal with demands as a way of learning new skills "Success without challenge means nothing" Results in productive work and understanding progress Primary event: school
     • Identity vs. role confusion
       • Adolescence  Teenager starts to question "who am I?" Attempts to achieve identity in gender roles, sexuality, etc.
     • Intimacy vs isolation
       • Late adolescence and early adulthood Needs to experience intimate relationship or feeling of isolation Able to self disclose with another person Gains feeling of love 
     • Generativity vs stagnation
       • Middle adulthood Concern, thoughts, and support for the next generation Ability to care for people other than self