PY 352 Lecture Notes - Lecture 28: Cultural-Historical Psychology, Railways Act 1921
11 Apr 2018
School
Department
Course
Professor
Document Summary
Academic achievement and class size: small (13-17, regular (22-25, regular with a teacher plus a full-ti(cid:373)e tea(cid:272)her"s aide, small-class children scored higher in reading and math achievement each year, more time spent teaching, less time spent disciplining. Educational philosophies: traditional, teacher is sole authority, teacher does most of talking, students are passive, uniform standards, constructivist, students construct own knowledge, students are active, teacher guides learning, teacher responsive to individual needs, evaluation by personal progress. School transition: beginning school: positive peer and teacher relationships foster both academic and social competence, social maturity later academic performance, experts suggest readiness for kindergarten be assessed in terms of both academic and social skills. Teacher-student interaction: good teachers: caring, helpful, stimulating, too many use repetitive drill, better achievement in stimulating, demanding classrooms. Individual differences: well-behaved, high achievers get more attention, good teachers have a greater impact on low-ses students. Intentional or unintentional grouping: tracking in high school - ap.
