Vocabulary Flashcards
1
Q
the process of placing students of similar abilities into groups and attempting to match instruction to the needs of these groups
A
ability grouping
2
Q
Responding to a new object or event by either modifying an existing scheme or forming a new one
A
accommodation
3
Q
mandated obligation of teachers and other school personnel to accept responsibility for students’ performance on high-stakes assessments
A
accountability
4
Q
standardized tests measuring how much students have learned in a given content area
A
achievement tests
5
Q
research conducted by teachers and other school personnel to address issues and problems in their own schools or classrooms
A
action research
6
Q
a technique in which the listener paraphrases the other person’s message and directly mentions the feelings that underlie the message
A
active listening
7
Q
an introduction to a lesson that provides an overall organizational scheme for the lesson
A
advance organizer
8
Q
dialect of some African American communities characterized by certain pronunciations, idioms, and grammatical constructions different from those of standard english
A
African American English
9
Q
test score indicating the age level of students to whom a test taker performed most similarly
A
age-equivalent score
10
Q
legislation in the United States that extends civil rights protection of persons with disabilities to private-sector employment, all public services, public accommodations, transportation, and telecommunication including physical accessibility and the removal of barriers to hotels, restaurants, grocery stores, and parks if that can be accomplished without great difficulty or expense
A
Americans with Disabilities Act of 1990 (ADA)
11
Q
Scoring a student’s performance on an assessment by evaluating various aspects of it separately
A
analytic scoring
12
Q
narrative accounts of observed student behavior or performance
A
anecdotal records
13
Q
stimulus that increases the likelihood that a particular response will follow
A
antecedent stimulus
14
Q
stimuli that precede and induce behaviors
A
antecedents
15
Q
systematic application of stimulus-response principles to address a chronic behavior problem
A
applied behavior analysis (ABA)
16
Q
mentorship in which a learner works intensively with an experienced adult to learn how to perform complex new skills
A
apprenticeship
17
Q
standardized tests designed to predict the potential for future learning and measure general abilities developed over long periods of time
A
aptitude tests
18
Q
an approach to classroom management that promotes a clear and firm response style with students
A
assertive discipline
19
Q
process of observing a sample of a student’s behavior and drawing inferences about the student’s knowledge and abilities
A
assessment
20
Q
responding to and possibly interpreting a new event in a way that is consistent with an existing scheme
A
assimilation
21
Q
focusing of mental processes on particular stimuli
A
attention
22
Q
disorder marked by inattention, inability to inhibit inappropriate thoughts and behaviors, or both
A
attention-deficit hyperactivity disorder (ADHD)
23
Q
personally constructed causal explanations for a success or failure
A
attributions
24
Q
theoretical perspective focusing on people’s explanations (attributions) concerning the causes of events that befall them, as well as on the behaviors that result from such explanations
A
attribution theory
25
an approach to instruction similar to one students might encounter in the outside world
authentic activity
26
assessment of students' knowledge and skills in a "real life" context
authentic assessment
27
Disorders marked by impaired social cognition, social skills, and social interaction, presumably due to a brain abnormality; extreme forms often associated with significant cognitive and linguistic delays and highly unusual behaviors
autism spectrum disorders
28
basic need to control the course of one's own life
autonomy
29
An approach to instructional planning in which a teacher first determines the desired end result (i.e., what knowledge and skills students should acquire) and then identifies appropriate assessments and instructional strategies
backward design
30
Theoretical perspective in which learning and behavior are described and explained in terms of stimulus-response relationships, and motivation is often the result of deficit-based drives. Adherents to this perspective are called behaviorists
behaviorism
31
general sense that one is an important and valued member of the classroom
belongingness
32
a taxonomy of six cognitive processes, varying in complexity, that lessons might be designed to foster
Bloom's taxonomy
33
typical score for a group of scores
central tendency
34
assessment tool with which a teacher evaluates student performance by indicating whether specific behaviors or qualities are present or absent
checklist
35
form of learning in which a new, involuntary response is acquired as a result of two stimuli being presented at the same time
classical conditioning
36
overall physiological atmosphere of the classroom
classroom climate
37
establishment and maintenance of a classroom environment conducive to learning and achievement
classroom management
38
In co-teaching arrangements, two or more teachers teach together in the same classroom where students benefit from each teacher's specialty (e.g., a regular and a special education teacher working with regular students and students with a specific disability such as hearing impairments)
co-teaching
39
set of professional standards for behavior of members of a profession
code of ethics
40
mentorship in which a teacher and a student work together on a challenging task and the teacher gives guidance about how to think about the task
cognitive apprenticeship
41
feeling of mental discomfort caused by new information that conflicts with current knowledge or beliefs
cognitive dissonance
42
demonstrating how to think about as well as how to do a task
cognitive modeling
43
characteristic way in which a learner tends to think about a task and process new information; typically comes into play automatically rather than by choice
cognitive style
44
Joint communication and decision making among educational professionals to create an optimal learning environment for students and especially for students with disabilities. A philosophy about how to relate to others—how to learn and work
collaboration
45
shared belief of members of a group that they can be successful when they work together on a task
collective self-efficacy
46
class in which teacher and students actively and collaboratively work to create a body of knowledge and help on another learn
community of learners
47
basic need to be effective in dealing with the environment
competence
48
process of checking oneself to be sure one understands and remembers newly acquired information
comprehension monitoring
49
instruction provided via computer technology
computer-based instruction (CBI)
50
diagram of concepts and their interrelationships; used to enhance learning and memory of a topic
concept map
51
revision of one's understanding of a topic in response to new information
conceptual change
52
Piaget's third stage of cognitive development, in which adult-like logic appears but is limited to concrete reality
concrete operations stage
53
response that begins to be elicited by a particular (conditioned) stimulus through classical conditioning
conditioned response (CR)
54
stimulus that begins to elicit a particular response through classical conditioning
conditioned stimuli (CS)
55
face-to-face interactions with teachers and students or teachers and parents to communicate strengths in student learning or areas that need improvement
conferences
56
events (stimuli) that occur following a behavior and that influences the probability of the behaviors recurring
consequences
57
Realization that if nothing is added or taken away, amount stays the same regardless of alterations in shape or arrangement
conservation
58
Theoretical perspective proposing that learners construct (rather than absorb) a body of knowledge from their experiences—knowledge that may or may not be an accurate representation of external reality. Adherents to this perspective are called constructivists
constructivism
59
Extent to which an assessment includes a representative sample of tasks within the domain being assessed
content validity
60
Situation in which one event (e.g., reinforcement) happens only after another event (e.g., a specific response) has already occurred (one event is contingent on the other's occurrence)
contingency
61
Formal agreement between teacher and student that identifies behaviors the student will exhibit and the reinforcers that will follow
contingency contract
62
questions that have a single correct answer
convergent questions
63
The process of pulling several pieces of information together to draw a conclusion or solve a problem
convergent thinking
64
Approach to instruction in which students work with a small group of peers to achieve a common goal and help one another learn
cooperative learning
65
New and original behavior that yields a productive and culturally appropriate result.
creative thinking
66
Assessment score that specifically indicates what a student knows or can do
criterion-referenced score
67
The process of evaluating the accuracy and worth of information and lines of reasoning
critical thinking
68
Knowledge and skills accumulated from prior experience, schooling, and culture
crystallized intelligence
69
Use of simple signals to indicate that a certain behavior is desired or that a certain behavior should stop
cueing
70
Extent to which assessment tasks either offend or unfairly penalize some students because of their ethnicity, gender, or socioeconomic status
cultural bias
71
Situation in which a child's home culture and the school culture hold conflicting expectations for the child's behavior
cultural mismatch
72
Behaviors and belief systems that members of a long-standing social group share and pass along to successive generations
culture
73
Sense of confusion when a student encounters a culture with behavioral expectations very different from those previously learned
culture shock
74
Visual representation of organized content and useful for instructional planning as it identifies how concepts are connected
curricular web
75
Knowledge related to "what is"—that is, to the nature of how things are, were, or will be
declarative knowledge
76
Process of drawing a logical inference about something that must be true, given other information that has already been presented as true
deductive reasoning
77
appearance of a new, developmentally more advanced behavior
developmental milestone
78
Highly specialized, comprehensive and detailed procedures used to uncover persistent or recurring learning difficulties that require specially prepared diagnostic tests as well as various observational techniques
diagnostic assessment
79
Form of a language that has certain unique pronunciations, idioms, and grammatical structures and is characteristic of a particular region or ethnic group
dialect
80
Practice of individualizing instructional methods, and possibly also individualizing specific content and instructional goals, to align with each student's existing knowledge, skills, and needs
differentiated instruction
81
Approach to instruction that uses a variety of techniques (e.g., explanations, questions, guided and independent practice) in a fairly structured manner to promote learning of basic skills
direct instruction
82
Approach to instruction in which students develop an understanding of a topic through firsthand interaction with the environment
discovery learning
83
Inability to explain new events with existing schemes; tends to be accompanied by a sense of discomfort
disequilibrium
84
Idea that people act more "intelligently" when they have physical, symbolic, or social assistance
distributed intelligence
85
questions that have no single correct answer
divergent questions
86
the process of mentally moving in a variety of directions from a single idea
divergent thinking
87
the principle that government must respect all legal rights that are owed to a person
due process
88
systematic examination of how easily a student can acquire new knowledge or skills, perhaps with an adult's assistance
dynamic assessment
89
cognitive process in which learners embellish on new information based on what they already know
elaboration
90
emotional states and behaviors that consistently and significantly disrupt academic learning and performance
emotional and behavioral disorders
91
changing the format of information being stored in memory in order to remember it more easily
encoding
92
belief that intelligence is a "thing" that is relatively permanent and unchangeable
entity view of intelligence
93
state of being able to explain new events with existing schemes
equilibrium
94
as assessment format that requires students to make extended written responses to questions or problems
essay tests
95
people who have common historical roots, values, beliefs, and behaviors and who share a sense of interdependence
ethnic group
96
awareness of one's membership in a particular ethnic or cultural group, and willingness to adopt behaviors characteristics of the group
ethnic identity
97
standard score with a mean of 500 and a standard deviation of 100
ETS score
98
theoretical perspective proposing that human motivation is a function of two beliefs: that one can succeed in an activity (expectancy) and that there are direct or indirect benefits in performing the activity (value)
expectancy-value theory
99
Approach to instruction in which information is presented in more or less the same form in which students are expected to learn it
expository instruction
100
Motivation resulting from factors external to the individual and unrelated to the task being performed
extrinsic motivation
101
Reinforcer that comes from the outside environment, rather than from within the learner
extrinsic
102
Non-biased, multi-factored methods of evaluation to determine if child has disability and needs special education; nondiscriminatory evaluation with regard to race, culture, or native language, with placement decisions made on basis of multiple test scores and observations
fair and nondiscriminatory evaluation
103
ability to acquire knowledge quickly and adapt effectively to new situations
fluid intelligence
104
pre-planned, systematic attempt to ascertain what students have learned
formal assessment
105
Piaget's fourth and final stage of cognitive development, in which logical reasoning processes are applied to abstract ideas as well as to concrete objects, and more sophisticated scientific and mathematical reasoning processes emerge
formal operations stage
106
evaluation conducted before or during instruction to facilitate instructional planning and enhance students' learning
formative evaluation
107
Special education and related services that (a) have been provided at public expense, under public supervision and direction and without charge; (b) meet the standards of the state educational agency; (c) include an appropriate preschool, elementary, or secondary school education in the state involved; and (d) are provided in conformity with the individualized education program
free and appropriate public education (FAPE)
108
Examination of inappropriate behavior and its antecedents and consequences to determine one or more purposes (functions) that the behavior might serve for the learner
functional analysis
109
Unusually high ability in one or more areas, to the point where students require special educational services to help them meet their full potential
giftedness
110
Theoretical perspective that portrays human motivation as being directed toward particular goals; the nature of these goals determines the specific ways in which people think and behave
goal theory
111
test score indicating the grade level of students to whom a test taker performed most similarly
grade-equivalent score
112
Consistently observed differences (on average) among diverse groups of students (e.g., students of different genders or ethnic backgrounds)
group differences
113
a child's performance, with guidance and support, of an activity in the adult world
guided participation
114
a strategy that groups students of varied ability instead of by age/grade level
heterogeneous ability grouping
