Education Psycology

Education Psycology

1. Development and Diversity

   • Cognitive and Linguistic Development
     • General Principles of Human Development
       • The Multiple Layers of Environmental Influence: Bronfenbrenner's Theory
     • Role of Brain in Learning and Developmnt
     • Piaget's Theory of Cognitive Development
       • Piaget's Basic Assumptions
         • Children are active and motivated learners
         • Children construct rather than absorb knowledge
         • Children continually learn new things through two complementary processes: assimilation and accommodation
         • Interaction with one's physical and social environments are essential for cognitive development
         • The process of equilibration promotes toward increasingly complex thought
         • In part as a result of maturational changes in the brain, children think in qualitatively different ways at different ages
       • Piaget's Stages of Cognitive Development
     • Vygotsky's Theory of Cognitive Development
       • Vygotsky's Basic Assumptions
         • Zone of Proximal Development (ZPD)
       • Scaffolding
       • Piaget vs Vygotsky
   • Personal and Social Development
     • Personality Development
       • Temperament
       • Environment Influences on Personality Development
         • Family Dynamics
           • Child Maltreatment
       • The "Big Five" Personality Traits
     • Development of a Sense of Self
       • Factors Influencing Sense of Self
       • Development Changes in Sense of Self
         • Childhood
         • Early Adolesence
         • Late Adolescence
       • Diversity in Sense of Self
         • Gender Differences
         • Cultural and Ethnic Differences
     • Development of Peer Relationships and Interpersonal Understandings
       • Roles of Peers in Children's Development
         • Peer Pressure
       • Characteristics of Peer Relationships
         • Friendships
         • Cliques
         • Crowds
         • Gangs
         • Romantic Relationships
         • Popularity and Social Isolation
           • Popular Students
           • Rejected Students
       • Social Cognition
         • Aggression
       • Technology and Peer Relationships
     • Moral and Prosocial Development
   • Individual Differences and Special Education Needs
     • Cognitive Styles and Dispositions
       • Stimulation seeking
       • Need for cognitive
       • Critical Thinking
       • Open-mindedness
   • Group Differences
     • Cultural and Ethnic Differences
       • Navigating Different Cultures at Home and at School
         • Culture Shock
       • Examples of Cultural and Ethnic Diversity
         • Language and Dialect
           • Standard English
           • Dialect
           • African American English
         • Talkativeness and Verbal Assertiveness
         • Eye Contact
         • Personal Space
       • Creating a Culturally Inclusive Classroom Environment
     • Gender Differences
       • Physical Activity and Motor Skills
       • Cognitive and Academic Abilities
         • Visual-spatial Ability
     • Socioeconomic Differences
       • Poor nutrition and health
       • Inadequate housing and frequent moves
       • Exposure to toxic substances
       • Unhealthy social environments
       • Emotional stress

2. Learning and Motivation

   • Learning, Cognition, and Memory
     • Basic Assumptions of Cognitive Psychology
       • Behaviorism
       • Social cognitive theory
       • Cognitive psychology
       • Contextual Theories
     • A Model of Human Memry
       • Information processing theory
     • Long-term Memory Storage
       • Rehearsal
       • Elaboration
       • Orginization
       • Visual imagery
   • Complex Cognitive Processes
     • Metacognition and Learning Startegies
     • Transfer
     • Problem Solving
     • Creativity
       • Convergent thinking
       • Divergent thinking
     • Critical Thinking
     • Diversity in Creativity, Critical Thinking, and Other Complex Cognitive Procsses
   • Learning and Cognition in Context
     • Bsics Assumptions of Contextual Theories
     • Social Interactions as Context
     • Cultures as Contexts
     • Society and Technology as Contexts
     • Academic Context Domains as Contexts
   • Behaviorist Views of Learning
     • Instrumental conditioning
     • Reinforcer
       • Increase
     • Punishment
       • decrease
     • Operant conditioning
     • Positive reinforcement
     • Removal punishment
     • Token economy
   • Social Cognitive Views of Learning
     • The Social Cognitive View of Reinforcement and Punishment
     • Modleing
       • Mirror neuron
       • Model
       • Cognitive modeling
     • Self-Efficacy
       • Goals
       • Effort and persistence
       • Learning and Achievment
     • Self-Regulation
   • Motivation and Affect
     • The Nature of Motivation
       • time on task
     • Basic Human Needs
       • need for competence
       • self-worth
     • Cognitive and Sociocultureal Factors in Motivation
       • Interest
       • Value
       • Mastery goal
       • Performance goal
       • Social goal
       • Long-term goal
     • Affect and Its Effect
       • anxiety
       • threat
       • challenge

3. Classroom Strategies

   • Instructional Strategies
     • Planning for Instruction
       • Task analysis
       • Lesson plan
     • Teacher-Directed Instructional Strategies
       • Mastery learning
     • Learner-Directed Instructional Strategies
       • Cooperative learning
       • base group
       • Peer tutoring
   • Creating a Productive Learning Environment
     • Creating a Setting Conducive to Learning
       • Classroom Management
       • Classroom Climate
       • Belongingness
     • Expanding the sense of Community Beyond the Classroom
       • Cueing
       • Cognitive behavioral therapy
     • Addressing Aggression and Violence at School
   • Classroom Assessment Strategies
     • The Many Forms and Purposes of Assessment
       • Formative Versus Summative Assessment
         • Formative BEFORE/DURING
         • Summative After
       • Informal vs formal
       • Paper-Pencil vs Performance
       • Traditional vs Authentic
       • Standardized texts vs teacher- developed
       • Criterion-Referenced vs Norm-Referenced
     • Enhancing Learning through Formative Assessments and Other Assessment Practices
       • Rubric
       • Dynamic assessment
     • Important Qualities of Good Assessments
       • Standarsization
       • Validity
     • Assessing Learning and Performance Both Informally and Formally
       • Halo effect
       • Horns effect
       • Recognition task
       • Recall task
     • Taking Student Diversity into Account in Classroom Assessments
   • Summarizing Students' Achievement and Abilities
     • Summarizing the Results of a Single Assessment
       • Raw Scores
       • Criterion-Referenced Scores
       • Norm-Referenced Scores
       • Standard Deviation
       • IQ Test
       • ETS score
     • Determining Final Class Grades
     • Using Portfolios
     • Standardized Tests
     • High-Stakes Testing and Accountability
       • No Child Left Behind Act
     • Taking Student Diversity into Account
     • Confidentiality and Communication about Assessment Results

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