Adam Bradie

Chapter 1: Basic Introduction

 Educational Psych- Use of psychological concepts and research methods to understand how the
various characteristics of students, teachers, learning tasks, and settings interact to produce
everyday school behaviors.
 Teaching is both an art and a science
o Art- Acting, Improvisation, flexibility, complex enterprise
o Science- Pedagogical Content Knowledge founded in research and observation

Chapter 2: Erikson, Vygotsky, Piaget

 Erikson’s Theory Stages (Psychosocial)

o Trust/Mistrust- Infant develop trust for parents/guardians
o Autonomy/Shame & Doubt- learn to exercise will or be shamed for doing new things or
trying to be independent
o Initiative/Guilt- Initiate tasks/ carry out plans or feel guilt about independence
o Industry/Inferiority- Learn pleasure of self-application or feel inferior
o Identity/Confusion-seek an identity while confused about who they are
o Intimacy/Isolation- form close relationships to create capacity for love, or feel
isolated/alone
o Generativity/stagnation-Discover a sense of contribution to the world, or lack purpose
o Integrity/Despair-On reflection of life, either feel satisfied or as a failure.
 Erikson development notes: no curve, promote learning
 Erikson criticisms: personal/subjective, no how/why, male focused
 James Marcia Identity Statuses (crisis=consideration of choices)-------------------------------------------
o Diffusion- No crisis, no commitment
o Foreclosure- No crisis, committed (Historical norm)
o Moratorium- Experienced crisis, no commitment (common in 60-70’s due to drafting)
o Identity Achievement- Crisis experienced, committed

 Piaget Definitions (Cognitive Development)

o Scheme- Organized pattern of thought/behavior
o Organization- tendency to coherently systematize/combine/group different processes
o Adaptation- Act of creating a good fit between reality and previous experiences
o Assimilation- fitting a new experience into an existing schema
o Accommodation- changing schema to allow for a new experience (football is a ball)
o Equilibration-Tendency to organize schemes to promote understanding
o Disequilibrium- Perceived difference between schema and new experiences
 Piaget Stages
o Sensorimotor- Explore with senses/motor skills to form schema and obj permanence
o Preoperational- Learn conservation of matter
o Concrete Operational- Basics of problem solving, but lacking in generalizability
o Formal Operational- Mental manipulations, formations of hypotheses
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 Piaget Criticisms: underestimated children, overestimated adolescents, vague, no accounting for

cultural differences
 Vygotsky (Cognitive Development): Accounted for culture, Zone of Proximal Development,
Scaffolding, Instruction slightly ahead of a student’s current skill level
 Vygotsky vs Piaget Showdown
o Culture: Vygotsky culture passed down psychological tools. Piaget did not account.
o People: Vygotsky students learn best from smarter people. Piaget students learn best
from peers of similar age
o Formal Instruction: Vygotsky-replaces spontaneous with scientific understandings.
Piaget- only works with a preexisting schema at or nearing completion

 Piaget (Moral Development)

o Moral Realism
o Moral Relativism
 Kohlberg (Moral Development)
1. Preconventional
 Obey power to avoid punishment
 Obey power to get rewarded for it
2. Conventional
 Act good to be seen as a “good boy”
 Laws are important because they support our world (Law & Order)
3. Post-conventional
 Social Contract- World dictated by mutual agreements on how we should ask
 Universal Ethical Principle- Self-chosen ethical principles

Chapter 4: Understanding Student Differences

 Intelligence has no definition

 Binet’s Intelligence Test(MACDR): Memory Attention Comprehension Discrimination Reasoning
 William Stern’s Intelligence Quotient (IQ) Test: Mental/Current Age x 100.
 Terman’s Stanford-Binet Revised Test: Not endorsed by Binet(didn’t like one number for int)
 Views on Int
o Wechsler-Global capacity to act purposefully, think rationally, and utilize environment
o Sternberg- Practical Int (Wis), Creative Int (Cha), Analytical Int (Int)
o Gardner- Multiple Intelligences: Logical-mathematical, Linguistic, Musical, Spatial,
Bodily Kinesthetic, Interpersonal, Intrapersonal, Naturalist
 Learning Styles
o Reflectivity- Analysis, planning, examine choices
o Impulsivity- Quick responses, no need for analysis
o Field Dependence- prefers to work in established system
o Field Independence- Prefers to work using own system
o Mental Self Gov’t Styles
 Gender Differences
o Males
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 Better visual spatial, mathematical, college entrance exams

o Females
 Better memory and language abilities
 Discouraged from certain types of Jobs
 Glass ceiling (can look through but not pass through)
 Higher Grades, Worry more, less confident in Social Studies, Math, and Science
o Explanation of difference:
 Females have better self-discipline
 Stereotypes create themselves
 Preexisting familiarity
 Loss of voice (fear of speaking up in front of authority)
o Work-arounds
 All students have value, hands-on experience, explain real-world applications,
highlight women contributions, lists appealing to boys

Chapter 5: Addressing Cultural and Socioeconomic Diversity

 Cultural Differences
o Cultural Pluralism- every culture should be preserved and thrive together
o Ethnic Group- group of people with collective identity (religion, race, sexuality, interests,
etc)
 Different groups may have different ways they interact with elders, interact with
each other, interact with outsiders, deal with time, have different social values,
or do better under specific instructional formats.
o Social Class- Family’s relative socioeconomic standing (SES) lower SES have higher
dropout, lower achievement, more hostile environments
o Expectations
 Low SES- expected to be less mature and less capable of following instructions.
 Middle SES- expected to receive higher grades while having same IQ
 Minority Students- expected to receive lower grades
 Teachers that think IQ is fixed are more likely to have these preconceptions
 Teachers (everyone) are more easily influenced by negative information
 Multicultural Education
o Contributions Approach- Teach only ethnic figures based on how they align with
mainstream US culture (somewhat white-washing)
o Ethnic Additive Approach- add new POV’s, concepts, people to curriculum
o Transformative- No one valid way to understand people, events, concepts, and themes
o Decision-making/Social action Approach- Use student action to learn concepts (very
high-demand for students to create new material)
o Characteristics- Communicate high expectations, monitor progress, instant feedback,
meaningful content, high dedication, strong affinity to students
 Bilingual Education
o Transition Approach- Teach completely or partly in native language
o Maintenance- Teach in native language before switching to English
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o Two-way- Provide instruction in boy majority and minority cultural standards

Chapter 6: Accommodating Student Variability

 History
o 1900s-Low attendance, teachers needed all subjects
o 1916-Child Labor Laws
o 1918-Mandatory attendance
o 1901-1920-Imigration Waves
 Ability Grouping
o Between-class: students are pulled from different classes based on age, ability, or grade
to form a new group
o Within-class: Split a single class into multiple ability levels
 IDEA: Individuals with Disabilities Education Act
o Preplacement evaluation prior to placing in special ed program
 Valid for specific purpose
 Administered by professional
 Test should reflect ability, not any specific impairment(blindness/deafness
shouldn’t immediately cause a fail)
 No single test can be used (all tests taken count)
 Team that decides must be multidisciplinary
 Tested in all areas related to suspected disability
o Free appropriate education
o Individualized Education Program (IEP): Current performance, annual goals/short-term
objectives, specific services provided, extent of normal class participation, start/end
dates, objective criteria for goals.
o Least Restrictive Requirement (LRE)
 Mainstreaming/Inclusion: put special ed students in normal class rooms
completely or as much as possible.
 Works best when teachers improve education quality in response
 Pull-out programs: removal from regular classrooms
 Critics say it violates civil rights
o Use of Response To Intervention (RTI) methods to identify students with learning
problems to provide research-based instruction
o Legal Responsibilities
 Refer suspected students
 Assess disability
 Preparation of IEP
 Implementation/education under IEP
 Intellectual Disability
o Limitation in intellectual functioning and adaptive behavior
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o Originates before age 18

o Tends to: Oversimplify, unable to generalize, no attention span, low memory abilities,
over-focus on a detail, low frustration tolerance, low self-esteem

 Learning Disability
o Problem with 1 or more psych processes
o Difficulty on speaking tasks, Slightly above average IQ, low on standardized test score
o ADHD
 Symptoms must persist over time
 Inattention, Hyperactivity, impulsivity
 Appears before age 17
 IDEA doesn’t identify as a disability
 Treatments: Therapy/Drugs
 Emotional Disturbance
o Must persist for a long enough period of time that it impacts performance
o Inappropriate behavior
o Tendency to develop physical symptoms/fears
o Impacts relationships
 Talented and Gifted (TaG)
o IQ > 130
o Requires additional services to achieve full potential
o Characteristics: Aware of learning conditions, High motivation, Solitary, Intense
emotional lives
o Instructional Options
 Accelerated Instruction
 TaG classes/schools
 Enrichment/special instruction

Chapter 8: Information Processing Theory

 Multistage system with limits on how much can be processed at each stage
 Control Process- moves info from one stage to another
 Sensory Register- Takes in info from environment and converts into raw sensory data.
o Lasts 1-3 seconds
o Large capacity
o Conversion to Short-Term Memory
 Encoding: visually as a picture, acoustically as a sound, or semantically as a word
 Dual coding theory: concrete examples help to store in memory
 Chunking: bundling information (Federal Bureau of Investigation = FBI)
 Short Term Memory (STM)- Stores current thoughts
o Lasts 20-30 seconds
o 5-9 chunk capacity (see chunking above)
o Conversion to LTM
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 Maintenance Rehearsal: Repetition, doesn’t work

 Elaborative rehearsal: connect info to existing schema to store it with previously
understood information.
 Long Term Memory (LTM)- Stores schema and understanding of the world/self/anything else
o ~Unlimited
o ~permanent (repeated recalling/use of information necessary for the info to be easily
recalled later)
o Return to STM
 Retrieval: pulling of information from long term to short term memory for use.
If not retrieved often, may need a retrieval cue to suddenly trigger the
recollection
 Metacognition- thoughts about how you think and how you learn best. Includes:
o Knowledge: what I know about how I think
o Skills: how to use how I operate to achieve a goal
 Parallel Distributed Processing (PDP) Model: Suggests that each stage of IP model occurs
simultaneously

Fight Over Gifted Education

 Gifted programs are largely white and Asian, and emerged around the same time as schools
were forced to desegregate
 Appears as a form of segregation, as the testing occurs early enough that only those with a
stable home environment can successfully test into the programs

Flynn effect and its reversal

 Flynn effect is the overall increase in IQ across a given population in the 20 th century
 The primary cause of the Flynn effect is environmental factors that vary within families