Ed Psych Final

Question 1

Characteristics of a good classroom

Answer 1

group cohesion (kids get along and have sense of purpose as a group), classroom management (orderly, smooth transitions)

Question 2

Good teacher practices

Answer 2

High expectations of students; has students monitor own work; challenges students to work hard

Question 3

Teacher social & emotional competence (practice)

Answer 3

How well relates to students; self & social awareness; self & relationship management; evaluative feedback, emotional climate of the class

Question 4

At-risk kids & teacher emotion

Answer 4

Emotional support benefitted at-risk students more than affluent students and helped them learn better, not just feel good

Question 5

Teacher degrees

Answer 5

means nothing for teacher quality except loose correlation for science/math degree in science/math classrooms in high school

Question 6

value added scores

Answer 6

standardized tests to students in fall and spring to see how much teacher impacts; problematic b/c standardized tests can only ask limited questions, doesn’t test memory, love of learning, attrition (& moving more common among at–risk students), score gains might not be equivalent

Question 7

teacher qualities that matter

Answer 7

experience (4 years), college selectivity somewhat, t

Question 8

teacher certifications

Answer 8

vary from state to state in degree of difficulty to obtain but can transfer; fence of prestige

Question 9

Current average classroom (how good?)

Answer 9

Not good. Much more time spent on “basic skills” than critical thinking, mostly whole group discussion and seat work, generic feedback on correctness rather than alternate strategies

Question 10

school effects

Answer 10

~10%; more funding doesn’t improve; charter/public doesn’t matter; big schools good for affluent students but poor kids benefit from smaller schools; transformational principals .15 effect size vs .4 for instructional

Question 11

Peer effects- rainbow theory

Answer 11

notice and emphasize differences and more likely to stick to their own gender/class/cultural norms more

Question 12

Peer effect- boutique theory

Answer 12

indirect theory; kids benefit from being with similar peers so teacher can tailor instruction to that common group

Question 13

Peer effects- contagion theory (epidemic)

Answer 13

direct theory; kids conform to school/class social norms

Question 14

Peer effects- institutional theory

Answer 14

Indirect theory; it’s not the peers impacting, it’s the resources of the institution

Question 15

Peer effects- disruption theory

Answer 15

indirect theory; problem kids take away all teacher’s attention from kids who are easy to teach (popular with teachers)

Question 16

peer effects- low expectation theory

Answer 16

indirect theory; teachers have low expectations of kids who they perceive as low-achieving

Question 17

Peer effects- findings

Answer 17

Low income kids benefit from being in classes w/ affluent kids; everyone benefits from being in classes w/ high achieving kids; contagion, disruption, and low achieving theories could be true (rainbow, institutional, boutique are not true)

Question 18

Class size

Answer 18

doesn’t matter, but popular and costly intervention b/c everyone besides scientists like it

Question 19

Neighborhood effects- bridging

Answer 19

Do neighborhood institutions connect to other institutions? ie, does barber know principal? doesn’t matter, no effect

Question 20

Neighborhood effects-bonding

Answer 20

bonding, cohesive neighborthood where people know/communicate with each other has positive effect, better outcomes for kids

Question 21

Family effects- SES Chronic Stress theory

Answer 21

If not buffered by supportive emotional relationship, long term exposure to stress leads to detrimental brain effects in executive functioning; stressful parents tend be more harsh & inconsistent,

Question 22

Family effects- SES Family Investment Theory

Answer 22

Affluent families have more financial capital (money, books, computers, tutors, better schools, good health care), human capital (knowledge, language exposure, understanding of child development, intentional investment in child (less TV, more reading to) and social capital (connections, connections at school)

Question 23

Low SES

Answer 23

exposed to much fewer words, start school 6-9 months behind affluent peers in pre-literacy, math; fall behind every summer; duration and timing matters, worse during preschool years; low SES miss more school days and affects them more, more likely to live in chaotic home, lead paint, poor maternal healthcare

Question 24

Neighborhood effects- what helps

Answer 24

having professionals in low income neighborhood helps neighborhood

Question 25

We can change people’s behavior

Answer 25

ie parenting, TX littering campaign, seatbelts

Question 26

Culture, ethnicity, gender

Answer 26

Effects that people are REALLY interested in but are only modest effects

Question 27

Racial performance differences

Answer 27

White, Asian perform better than black, hispanic, native american; SES

Question 28

Mismatch Theory

Answer 28

Culture affects how you understand the world, relate socially, think of education roles; if home norms don’t match school norms, there’s disconnect, miscommunication (ex: white/black storytelling: teacher understood and scaffolding prompted white kids, messed up black kids’ stories); teacher assumptions are often implicit and cultural

Question 29

Speaking norms

Answer 29

vary culturally- speaking to adults, eye contact, etc

Question 30

“Acting White” Theory

Answer 30

potential threat for non-voluntary minorities; excelling academically is “acting white,” in schools with small percentage of minority students can lead to social rejection

Question 31

Stereotype threat

Answer 31

When member in stereotyped group becomes emphasized, concern of the stereotype uses working memory resources (.5 effect size)

Question 32

Gender

Answer 32

Girls earn more degrees, better grades, fewer ADHD/special ed but fewer jobs, percentage of math/sci/CS jobs; teacher call on boys more, wait longer for them to answer and tell to try harder why girls praised for trying; global slight edge for boys, encouraged to do better; girls more confident socially, gendered interests and boys more active, confident in problem solving

Question 33

Basic & Applied Sci Relationship- Post WWII View

Answer 33

WW2 was when gov’t got involved in massive research projects (sonar, atom bomb) that were beyond scope of scholars, businesses; Vannevar Bush wrote that gov’t should invest in institutions to fund basic research, will pay off in economy overall (b/c businesses still benefit); this turned out to be true; his vision Basic research→ applied fine tuning → product development

Question 34

Basic vs Applied Sci: Pasteur’s quadrant

Answer 34

DO NOT think of it as basic to applied mutually exclusive spectrum; think of two axises: consideration of use and fundamental understanding of world (basic= understanding, no consideration of use; fundamental understanding and use consideration- pasteur; use only, no fundamental understanding (pure applied) edison; no one does useless quadrant, KPCOFGS) ; nice shift in thinking but no direction on how to get there

Question 35

Natural & Artificial sciences

Answer 35

natural- discovering laws of natural phenomenon; artificial- human and nature interactions, how things SHOULD be

Question 36

Artifacts (simon model)

Answer 36

the inner environment is the components of the artifact itself; the outer environment is the place it’s situated/to be used in; how well the artifact meets goal is determined (independently) by both factors; basic sci helps in describing environments

Question 37

Education as artificial science- problems

Answer 37

goal is crucial to success of artifact, it’s all relative to the goal but the goals of education aren’t discussed/agreed; defining outer envrionment- we know more about mind that classroom dynamics; feedback- we don’t actually know how well artifact is fulfilling goal; problem 4- general/marketplace

Question 38

Science relationships strategy #1

Answer 38

you’re applied, look to basic, use their results; it’s cheap, but now everything is “based on latest research” (use research to create intervention, trial and error)

Question 39

Science relationships Simon strategy (2)

Answer 39

artifacts came before science to explain them; use scientific method to test (rather than develop) education interventions); BUT randomized control trials difficult, unethical, expensive in classroom setting