Summary: Psychology In Education | 9781408257500 | Anita E Woolfolk, et al

Read the summary and the most important questions on Psychology in Education | 9781408257500 | Anita E. Woolfolk ; Malcolm Hughes ; Vivienne Walkup.

• 1 Teachers, Teaching and Educational Psychology

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• Seven areas of professional knowledge, Expert teachers. L Shulman(1987)

  1. The academic subjects they teach - their content knowledge is deep and interconnected.
  2. General teaching strategies that apply in all subjects.
  3. The curriculum materials and programmes appropriate for their subject and grade level.
  4. Subject- specific knowledge for teaching: special ways of teaching certain pupuils and particular concepts, such as the best ways to explain negative numbers to lower-ability pupils
  5. The characteristics and cultural backgrounds of learners
  6. The settings in which pupils learn- pairs, small groups, teams, classes, schools, and the community/
  7. The goals and purpose of teaching.

• Single-subject experimental studies

  Systemetic interventions to study effects with one person, often by applying and then withdrawing a treatment

• 2 Cognitive Development and Language

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• 2.2 A Definition of Development

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• Development (physical, personal, social, cognitive)

  Orderly, adaptive changes we go through from conception to death
  
  General priciples:
  1. People develop at different rates
  2. Development is realively orderly.
  3. Development takes place gradually

• 3 Personal, Social and Emotional Development

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• 3.8 Diversity and Identity

• Racial and ethnic pride

  A positive self-concept about one's racial or ethnic heritage

• 4 Learner Differences and Learning Needs

• 4.2 Individual Differences in Intelligence

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• Emotional intelligence (EQ)

  The ability to process emotional information accurately and efficiently

• 4.3 Ability Differences and Teaching

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• Streaming or between-class ability grouping

  System of grouping in which learners are assigned to classes based on their measured ability or their achievements

• 4.5 Inclusion

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• Individual Education Plan (IEP)

  This builds on the curriculum that a child with learning difficulties or disabilities is following and is designed to set out the strategies being used to meet each child's identified needs

• 4.6 The Most Common Challenges

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• Learning difficulty/ disability

  Problem with acquisition and use of language; may emerge as difficulty with reading, writing, reasoning and mathematics

• ADHD (attention deficit hyperactivity disorder)

  Current term for disruptive behavior disorders marked by over activity, excessive difficulty sustaining attention or impulsiveness

• Emotional and behavioral disorders

  Behaviors or emotions that deviate so much form the norm that they interfere with the child's own growth and development and/or the lies of others - inappropriate behaviors, unhappiness or depression, fears and anxieties and trouble with relationships