B.

F SKINNER
B.F. Skinner, in full Burrhus Frederic
Skinner, (born March 20, 1904,
Susquehanna, Pennsylvania, U.S.—died
August 18, 1990, Cambridge,
Massachusetts), American psychologist
and an
influential exponent of behaviourism,
which views human behaviour in terms
of responses to environmental stimuli
and favours the controlled, scientific
study of responses as the most direct
means of elucidating human nature.
Skinner was attracted to psychology through the work of the Russian
physiologist Ivan Petrovich Pavlov on conditioned reflexes, articles on behaviourism
by Bertrand Russell, and the ideas of John B. Watson, the founder of behaviourism.
After receiving his Ph.D. from Harvard University (1931), he remained there as a
researcher until 1936, when he joined the faculty of the University of Minnesota,
Minneapolis, where he wrote The Behavior of Organisms (1938). His experiences in the
step-by-step training of research animals led Skinner to formulate the principles
of programmed learning, which he envisioned to be accomplished through the use of so-
called teaching machines. Central to his approach is the concept of reinforcement, or
reward. The student, learning by use of the machine at his own pace, is rewarded for
responding correctly to questions about the material he is trying to master.

In addition to his widely read Science and Human Behavior (1953), Skinner

wrote many other books, including Verbal Behavior (1957), The Analysis of
Behavior (with J.G. Holland, 1961), and Technology of Teaching (1968). Another work
that generated considerable controversy, Beyond Freedom and Dignity (1971), argued
that concepts of freedom and dignity may lead to self-destruction and advanced the
cause of a technology of behaviour comparable to that of the physical and biological
sciences. Behaviorist (1979), and A Matter of Consequences (1983). The year before his
death, Recent Issues in the Analysis of Behavior (1989) was published.
 EDWARD THORNDIKE
Edward Lee Thorndike (August 31, 1874
August 9, 1949) was an
American psychologist who spent nearly his
entire career at Teachers College, Columbia
University. His work on comparative
psychology and the learning process led to the
theory of connectionism and helped lay the
scientific foundation for educational
psychology. He also worked on solving
industrial problems, such as employee exams
and testing. He was a member of the board of
the Psychological Corporation and served as
president of the American Psychological
Association in 1912.

A Review of General Psychology survey,

published in 2002, ranked Thorndike as the ninth-most cited psychologist of the 20th
century. Edward Thorndike had a powerful impact on reinforcement theory and
behavior analysis, providing the basic framework for empirical laws in behavior
psychology with his law of effect. Through his contributions to the behavioral
psychology field came his major impacts on education, where the law of effect has great
influence in the classroom.

Thorndike's Educational psychology began a trend toward behavioral psychology

that sought to use empirical evidence and a scientific approach to problem solving. One
of his influences on education is seen by his ideas on mass marketing of tests and
textbooks at that time. Thorndike opposed the idea that learning should reflect nature,
which was the main thought of developmental scientists at that time. He instead thought
that schooling should improve upon nature.

JEAN PIAGET
 Jean William Fritz Piaget (9 August 1896 – 16
September 1980) was a Swiss psychologist
known for his work on child development.
Piaget's theory of cognitive
development and epistemological view are
together called "genetic epistemology". Piaget
placed great importance on the education of
children. As the Director of the International
Bureau of Education, he declared in 1934 that
"only education is capable of saving our
societies from possible collapse, whether
violent, or gradual". His theory of child
development is studied in pre-service
education programs. Educators continue to
incorporate constructivist-based strategies.

Piaget was born in 1896 in Neuchâtel, in the Francophone region of Switzerland. He was

the oldest son of Arthur Piaget (Swiss), a professor of medieval literature at
the University of Neuchâtel, and Rebecca Jackson (French). Rebecca Jackson came from
a prominent family of French steel foundry owners of English descent through
her Lancashire-born great-grandfather, steelmaker James Jackson. Piaget was a
precocious child who developed an interest in biology and the natural world. His early
interest in zoology earned him a reputation among those in the field after he had
published several articles on mollusks by the age of 15.

Before Piaget became a psychologist, he trained in natural

history and philosophy. He received a doctorate in 1918 from the University of
Neuchâtel. He then undertook post-doctoral training in Zürich (1918–1919), and Paris
(1919–1921).

LEV VYGOTSKY
 Lev Vygodsky (he changed the spelling
of his name in early 1920s to Vygotsky) was
born in the town of Orsha, Belarus (then
belonging to the Russian Empire) into a non-
religious middle-class family of Russian
Jewish extraction. His father Simkha Vygodsky
was a banker. November 5, 1896 – June 11,
1934) was a Soviet psychologist, best known for
his work on psychological development in
children and creating the framework known
as cultural-historical activity theory. The Social
Origin of Mind: Vygotsky believed that human
mental and cognitive abilities are not
biologically determined, but instead created
and shaped by use of language and tools in the
process of interacting and constructing the
cultural and social environment.

Vygotsky was raised in the city of Gomel, where he was homeschooled until 1911
and then obtained a formal degree with distinction in a private Jewish gymnasium,
which allowed him entrance to a university. In 1913 Vygotsky was admitted to
the Moscow University by mere ballot through a "Jewish Lottery": at the time a three
percent Jewish student quota was administered for entry in Moscow and Saint
Petersburg universities. During the first semester of study, he transferred to the law
school. In parallel, he attended lectures at Shaniavskii University.

By the end of 1925, Vygotsky completed his dissertation titled "The Psychology of
Art", which was not published until the 1960s, and a book titled "Pedagogical
Psychology", which apparently was created on the basis of lecture notes that he prepared
in Gomel while he was a psychology instructor at local educational establishments. 

ERIC
 LENNEBERG
He was born in Düsseldorf,
Germany. Ethnically Jewish, he left Nazi
Germany because of
rising Nazi persecution. He initially fled
to Brazil with his family and then to the
United States where he attended
the University of Chicago and Harvard
University. A professor
of psychology and neurobiology, he
taught at the Harvard Medical School,
the University of Michigan in Ann Arbor
and Cornell University and Medical
School.

Lenneberg's 1964 paper "The Capacity of Language Acquisition," originally published in

1960, sets forth seminal arguments about the human-specific biological capacity for
language, which were then being developed in his research and discussions with George
A. Miller, Noam Chomsky, and others at Harvard and MIT, and popularized by Steven
Pinker in his book, The Language Instinct. 

In his publication Biological Foundations of Language he advanced

the hypothesis of a critical period for language development; a topic which remains
controversial and the subject of debate. Lenneberg's biological approach to language
was related to developments such as the motor theory of speech perception developed
by Alvin Liberman and colleagues at Haskins Laboratories and also provided historical
antecedents to issues now emerging in embodied philosophy and embodied cognition.
 ALBERT BANDURA
Albert Bandura, December 4, 1925 – July 26, 2021)
was a Canadian-American psychologist who was
the David Starr Jordan Professor Emeritus of
Social Science in Psychology at Stanford University.
Bandura was responsible for contributions to the
field of education and to several fields of
psychology, including social cognitive theory,
therapy, and personality psychology, and was also
of influence in the transition between behaviorism
and cognitive psychology. He is known as the
originator of social learning theory (also known as
the social cognitive theory) and the theoretical
construct of self-efficacy, and is also responsible for
the influential 1961 Bobo doll experiment. This
Bobo doll experiment demonstrated the concept of
observational learning.

A 2002 survey ranked Bandura as the fourth

most-frequently cited psychologist of all time, behind B. F. Skinner, Sigmund Freud,
and Jean Piaget. During his lifetime, Bandura was widely described as the greatest living
psychologist, and as one of the most influential psychologists of all time. Bandura was
born in Mundare, Alberta, an open town of roughly four hundred inhabitants, as the
youngest child, and only son, in a family of six. The limitations of education in a remote
town such as this caused Bandura to become independent and self-motivated in terms
of learning, and these primarily developed traits proved very helpful in his lengthy
career. Bandura was of Polish and Ukrainian descent; his father was from Kraków,
Poland, whilst his mother was from Ukraine.

DEBORA TANNEN
Deborah Frances Tannen is a professor of
linguistics at Georgetown University in Washington,
D.C. She is best known for writing the book You Just
Don't Understand and has held positions as a McGraw
Distinguished Lecturer at Princeton University and a
fellow at the Center for Advanced Study in the Behavioral Sciences. Tannen was born in
Washington, D.C., on June 7, 1945.
Thirteen books, including That's Not What I Intended,
were written by Tannen. She also frequently
contributes to The New York Times, The Washington
Post, The Atlantic, and You Just Don't Understand,
the latter of which spent four years on the New York
Times Best Sellers list, including eight months
straight.
Many scholarly works on linguistics, discourse analysis, and interpersonal
communication have been authored or edited by Tannen. She is the author of numerous
works, including The Handbook of Discourse Analysis, Talking Voices: Repetition,
Dialogue, and Imagery in Conversational Discourse, Gender and Discourse, and
Conversational Style: Understanding Speaking Among Friends. A poetics of dialogue is
her primary theoretical contribution, which is featured in Talking Voices. She explains
how language elements like repetition, dialogue, and imagery—which are typically
thought of as literary—are present in daily speech.
Tannen has also authored a memoir, nine books for a general audience on public
speech and interpersonal communication. After the publication of her book, You Just
Don't Understand: Women and Men in Dialogue in 1990, she gained widespread
recognition in the US. It persisted.
The primary area of study for Deborah Tannen has been how interpersonal
relationships are expressed during conversational contact. Tannen has studied
conversational interaction and style differences at a variety of levels and in relation to
various contexts, including differences in conversational style as related to gender and
cultural background, as well as speech that is tailored for particular listeners based on
the speaker's social role. In particular, Tannen has done extensive gender-related
research and writing that concentrated on
miscommunications between men and women, as
well as gender-related research and writing on
miscommunications between people of different
sexes. Nonetheless, some linguists have refuted
Tannen's assertions from a feminist perspective.

NEIL POSTMAN
Neil Postman was an American author,
educator, media theorist, and cultural critic
who opposed digital technology, such as
 personal computers, mobile phones, and cruise
control in cars, and was critical of its
applications, such as personal computers in
schools. He is best known for his 20 books on
technology and education, including Amusing
Ourselves to Death (1985), Conscientious
Objections (1988), and Technopoly: The
Surrendered Economy (1993). (1995).

Postman was born in New York City, where he spent the majority of his life.[2]
After graduating from the State University of New York at Fredonia in 1953, he enlisted
in the military but was discharged less than five months later. He earned an Ed.D.
(Doctor of Education) from Teachers College at Columbia University in 1958.In 1958,
Postman began working for San Francisco State University's English Department.
Shortly after, in 1959, he.
He established a graduate program in media ecology at the Steinhardt School of
Education at New York University in 1971. In 1993, he was appointed the sole university
professor in the School of Education, and until recently, he served as the department's
chairman. In 1969 and 1970, Postman worked with the New Rochelle educator Alan
Shapiro to create a model school based on the ideas presented in Teaching as a
Subversive Activity. Postman and co-author Charles Weingarten argue that many
schools have curricula that are trivial and irrelevant to students' lives. This criticism led
to the creation of the "Program for Teaching as a Subversive Activity" (or "Program for
Teaching as a Subversive Activity"). The language class taught by Walter Koral at the
Village School in Great Neck, New York, is among the survivors.
Building on his criticisms from Teaching as a Subversive Activity, Postman
offered seven changes for schools in his 1973 speech, "The Ecology of Learning." [10]
First, Postman suggested that schools should be "convivial communities" for learning
rather than places that try to control students through judgment and punishment.
Second, he recommended that schools abandon or
fundamentally alter grading procedures that
encourage rivalry in the classroom rather than a
learning mentality.

CLAUDE GOLDENBERG
Claude Goldenberg, PhD, is the
Nomellini & Olivier Professor of Education in
the Graduate School of Education at Stanford
 University. A native of Argentina, he conducts
research on promoting academic achievement
among language minority students. He is a
recipient of the Albert J. Harris Award from the
International Literacy Association and the Best
Research Award from Learning Forward. He
currently directs a randomized control trial in
Rwanda evaluating an early literacy
intervention created by Save the Children.

We are honored to speak with renowned reading researcher and linguist Dr.
Claude Goldenberg on this edition of Leading Literacy. Dr. Goldenberg is an emeritus
professor at Stanford University's Graduate School of Education. His professional and
academic interests have focused on encouraging academic achievement among children
and youth from language minorities, and he is an Argentinean native. Claude is a well-
known author of three books and numerous papers on early reading, with a focus on
literacy and English Learners inparticular. He has been on the editorial boards of
numerous academic, professional, and literacy periodicals. Claude is not just a well-
known authority in the subject of education but also a former teacher who is
enthusiastic and committed to his work. He is also a terrific man in general.

BENJAMIN BLOOM
Benjamin Samuel Bloom (February 21,
1913 – September 13, 1999) was an American
educational psychologist who made contributions
to the classification of educational objectives and
to the theory of mastery learning. He is
particularly noted for leading educational
psychologists to develop the comprehensive
system of describing and assessing educational
outcomes in the mid-1950s.[1] He has influenced
the practices and philosophies of educators around the world from the latter part of the
twentieth century.
Early life and education
Bloom was born in Lansford, Pennsylvania, to an immigrant Jewish family. His
parents fled a climate of discrimination in Russia.[2][obsolete source] Bloom was one of
five children, three being older brothers and one a younger sister. His father was a
picture framer and his mother was a homemaker. Bloom achieved excellence most
notably in his academics while also showing athletic ability in swimming and handball.
He graduated high school as his class valedictorian.
After graduating from Pennsylvania State College, he worked as a research
worker with the Pennsylvania State Relief Organization. The following year, he moved to
Washington to do similar work with the American Youth Council. His work with the
AYC led to his meeting and work with Ralph Tyler, where he would help design
assessments for Ralph Tyler’s Eight-Year Study. Bloom then applied for the doctorate
program under the University of Chicago in 1939, as this would give Bloom the chance
to study under Ralph Tyler. Bloom would marry his wife Sophie the following year in
1940, as she was pursuing her masters in the University of Chicago. Bloom achieved his
doctorate in 1942.
Bloom worked for the University of Chicago’s Board of Examinations from 1940-
1959. The purpose of the Board of Examinations was to improve on the quality of
education given by the University of Chicago through modifying the university’s
educational requirements and assessments. Bloom’s work during his time with the
Board of Examinations reflected this goal as his works were based on how to teach and
educational measurement. Bloom later
succeeded Ralph Tyler as the University
Examiner in 1953. By 1960, Bloom had left his
position in the Board of Examinations and
worked at Stanford, California for the Center
for Advanced Study in Behavioral Sciences.

ABRAHAM MASLOW
Abraham Maslow was an American
psychologist who developed a hierarchy of
needs to explain human motivation. His
theory suggested that people have a number
of basic needs that must be met before people move up the hierarchy to pursue more
social, emotional, and self-actualizing needs.
Abraham Maslow was born on April 1,
1908, in Brooklyn, New York, where he grew
up the first of seven children born to his Jewish
parents who emigrated from Russia. Maslow
later described his early childhood as unhappy
and lonely. He spent much of his time in the
library immersed in books.
Maslow studied law at City College of New York (CCNY). After developing an
interest in psychology, he switched to the University of Wisconsin and found a mentor
in psychologist Harry Harlow who served as his doctoral advisor. Maslow earned all
three of his degrees in psychology (a bachelor's, master's, and doctorate) from the
University of Wisconsin.
During the 1950s, Maslow became one of the founders and driving forces behind
the school of thought known as humanistic psychology. His theories—including the
hierarchy of needs, self-actualization, and peak experiences—became fundamental
subjects in the humanist movement.
The process of self-actualization played a critical role in Maslow's theory. He
defined this tendency as "the full use and exploitation of talents, capacities,
potentialities, etc."1 In other words, people are constantly in the process of striving to
reach their full potential. Self-actualization is not an endpoint or a destination. It is an
ongoing process in which people continue to stretch themselves and achieve new heights
of well-being, creativity, and fulfillment.
Maslow believed that self-actualizing people possess a number of key
characteristics. Some of these include self-acceptance, spontaneity, independence, and
the ability to have peak experiences

ERIC ERICKSON
Erik Homburger Erikson (born Erik
Salomonsen; 15 June 1902 – 12 May 1994) was a
German-American developmental psychologist and
psychoanalyst known for his theory on psychological
development of human beings. He coined the phrase
identity crisis.
Despite lacking a university degree, Erikson
served as a professor at prominent institutions,
including Harvard, University of California, Berkeley,[9] and Yale. A Review of General
Psychology survey, published in 2002, ranked Erikson as the 12th most eminent
psychologist of the 20th century.

Erikson's mother, Karla Abrahamsen, came from a prominent Jewish family in

Copenhagen, Denmark. She was married to Jewish stockbroker Valdemar Isidor
Salomonsen, but had been estranged from him for several months at the time Erik was
conceived. Little is known about Erik's biological father except that he was a non-Jewish
Dane. On discovering her pregnancy, Karla fled to Frankfurt am Main in Germany
where Erik was born on 15 June 1902 and was given the surname Salomonsen. She fled
due to conceiving Erik out of wedlock, and the identity of Erik's birth father was never
made clear. Following Erik's birth, Karla trained to be a nurse and moved to Karlsruhe,
Germany. In 1905 she married a Jewish pediatrician, Theodor Homburger. In 1908,
Erik Salomonsen's name was changed to Erik Homburger, and in 1911 he was officially
adopted by his stepfather.[12] Karla and Theodor told Erik that Theodor was his real
father, only revealing the truth to him in late childhood; he remained bitter about the
deception all his life.
The development of identity seems to have been one of Erikson's greatest
concerns in his own life as well as being central to his theoretical work. As an older
adult, he wrote about his adolescent "identity confusion" in his European days. "My
identity confusion", he wrote "[was at times on] the borderline between neurosis and
adolescent psychosis." Erikson's daughter wrote that her father's "real psychoanalytic
identity" was not established until he "replaced his stepfather's surname [Homburger]
with a name of his own invention [Erikson]. The decision to change his last name came
about as he started his job at Yale, and the "Erikson" name was accepted by Erik's family
when they became .

PORTFOLI
O
MEMBERS:
CAYON, ANABELLE
MAYABAZON, EVELYN
SALUDO, JESSA LYNNE
OLARTE, ANGEL VALLERIE
QUEQUE, MICAELLA

EDUC 205
EDUC 205
BUILDING AND ENHANCING NEW
LITERACIES ACROSS THE
CURRICULUM