PSY 22215 Study Guide - Comprehensive Midterm Guide: No Child Left Behind Act, Adequate Yearly Progress, Functional Magnetic Resonance Imaging

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7 Feb 2017
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Rowan University
PSY 22215
MIDTERM EXAM
STUDY GUIDE
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Chapter 1: Learning, Teaching, and
Educational Psychology
Chapter 1 Outline
- Learning and Teaching Today
- What is Good Teaching?
- The Role of Educational Psychology
Chapter 1 Objectives
1. Describe the key elements of and changes to the No
Child Left Behind Act (NCLB)
2. Discuss the essential features of effective
teaching, including different frameworks describing
what good teachers do.
3. Describe the methods used to conduct research in the
field of educational psychology and the kinds of
questions each method can address.
4. Recognize how theories and research in development
and learning are related to educational practice.
Learning and Teaching Today
- Educational Psychology:
Important for all educators
For teachers of children and adults
For teachers of all subjects
Increases teachers’ longevity in teaching
Students Today: Dramatic Diversity and Remarkable
Technology
- Facts about diversity in our schools:
13% of U.S. inhabitants born outside U.S. in 2010
20% speak a language other than English at home
60% of students with disabilities spent most of
school day in general education classrooms in 2010
16 million (22%) U.S. children live in poverty
(nearly 10% or 7 million in extreme poverty)
Average White household wealth = 18 times higher
than Hispanic, 20 times higher than Black
1 in 6 have mild to severe developmental
disability
- Commonalities in the midst of diversity:
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Students share technological literacy
More technologically literate than teachers
0-8 year olds spend 2 hours daily watching
Tv/videos, 29 minutes listening to music, 25
minutes working with computers/games.
In 2013, 75% of homes with children under 8 had a
smartphone, tablet or other mobile device.
Among teens, 77% have cell phone, 1/3 of those are
smartphones
90% of 13-17 year olds use social media
Confidence in Every Context
- Teachers’ sense of efficacy: belief in their own
abilities to reach even difficult students to help them
learn.
- High Teacher self-efficacy is:
A personal characteristic of teachers that
predicts student achievement
Associated with harder work and greater
persistence when students are difficult to teach
Associated with a lower rate of burnout and higher
satisfaction in their jobs
Higher in schools that have high expectations for
their students and high support for their teachers
Increased form real success with students
High Expectations for Teacher and Students
- No Child Left Behind (NCLB) Act, 2002 (G. W. Bush):
Annual standardized achievement tests in reading
and math for students in grades 3-8
Testing in science less frequently (one test per
year in 3 grade spans: 3-5, 6-9, 10-12)
NCLB was used as the basis for judging schools,
thereby determining whether students made adequate
yearly progress (AYP)
All students required to reach proficiency by the
end of the 2013-2014 school year
Schools had to develop AYP goals separately for
minorities, students with disabilities, ESL, Low
SES.
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