Annotated Glossary

Annotated Annotated GlossaryGlossary

Being an explanation of the key terms of Being an explanation of the key terms of Educational Psychology as outlined in Educational Psychology as outlined in John F. Durkin’s book, John F. Durkin’s book, Cases in Cases in Educational PsychologyEducational Psychology

Compiled by Gordon LambieCompiled by Gordon LambieFebruary 2009February 2009

Table of ContentsTable of Contents Chapter 1 - Chapter 1 - Education and PsychologyEducation and Psychology Chapter 2 - The Nature of EvidenceChapter 2 - The Nature of Evidence Chapter 3 - Genetics, Evolutionary Psychology, and EnvironmentChapter 3 - Genetics, Evolutionary Psychology, and Environment Chapter 4 - Brain and Biological DevelopmentChapter 4 - Brain and Biological Development Chapter 5 - Cognitive and Language DevelopmentChapter 5 - Cognitive and Language Development Chapter 6 - Social, Emotional, and Moral DevelopmentChapter 6 - Social, Emotional, and Moral Development Chapter 7 - Peers and Social RelationsChapter 7 - Peers and Social Relations Chapter 8 - Variations in LearningChapter 8 - Variations in Learning Chapter 9 - Cultural and Ethnic IssuesChapter 9 - Cultural and Ethnic Issues Chapter 10 - Behavioural Learning TheoriesChapter 10 - Behavioural Learning Theories Chapter 11 - Cognitive Learning TheoriesChapter 11 - Cognitive Learning Theories Chapter 12 - Mastery, Direct, and Constructivist ApproachesChapter 12 - Mastery, Direct, and Constructivist Approaches Chapter 13 - Differentiated Instruction, Group/Cooperative Learning, Brain Chapter 13 - Differentiated Instruction, Group/Cooperative Learning, Brain

Based ApproachesBased Approaches Chapter 14 - Emotions, stress, and MotivationChapter 14 - Emotions, stress, and Motivation Chapter 15 - Learning Environments and Learned DifficultiesChapter 15 - Learning Environments and Learned Difficulties Chapter 16 - Classroom ManagementChapter 16 - Classroom Management Chapter 17 - Assessment and EvaluationChapter 17 - Assessment and Evaluation Chapter 18 - ControversiesChapter 18 - Controversies Chapter 19 - Alternative Schools and OrganizationsChapter 19 - Alternative Schools and Organizations Chapter 20 - Distance and Digital EducationChapter 20 - Distance and Digital Education

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Chapter One:Chapter One:Education and PsychologyEducation and Psychology

Education:Education: The process of obtaining knowledge, skill, The process of obtaining knowledge, skill, and competency in any given field and/or a and competency in any given field and/or a general term for the knowledge, skill, and general term for the knowledge, skill, and competency one has gainedcompetency one has gained

Psychology:Psychology: The study of the psyche, mind or soul The study of the psyche, mind or soul Pragmatism:Pragmatism: A School of thought which A School of thought which

revolves around the notion that the worth of revolves around the notion that the worth of ideas lies in their observable consequencesideas lies in their observable consequences

Models:Models: Generalized mental conceptions of Generalized mental conceptions of broader more complex ideasbroader more complex ideas

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Chapter Chapter One:One:ContinuedContinued

Classical Teaching:Classical Teaching: An approach to education which An approach to education which emphasizes development in emphasizes development in academics, arts, leadership, and academics, arts, leadership, and sporting activities with the intent of sporting activities with the intent of creating creating well rounded individuals. well rounded individuals.

Curriculum-based teaching:Curriculum-based teaching: A more utilitarian approach to A more utilitarian approach to education which emphasizes a standardized curriculum education which emphasizes a standardized curriculum developed by a school district or higher government with the developed by a school district or higher government with the goal of ensuring that all students meet the minimum goal of ensuring that all students meet the minimum established criteria (at least). established criteria (at least).

Student Centered Teaching:Student Centered Teaching: Teaching approach which focuses Teaching approach which focuses on the needs and interests of the students allowing them on the needs and interests of the students allowing them

to to determine their own curriculadetermine their own curricula

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Chapter Two:Chapter Two:The Nature of EvidenceThe Nature of Evidence

Belief:Belief: A trust or confidence in, and acceptance of a theology or A trust or confidence in, and acceptance of a theology or understanding of the workings of reality. A world view.understanding of the workings of reality. A world view.

Opinion:Opinion: The summative view of a series of thoughts and feelings The summative view of a series of thoughts and feelings on a particular issue or question. Anyone can have an on a particular issue or question. Anyone can have an

opinion, but Informed opinions are generally taken to be opinion, but Informed opinions are generally taken to be more more credible.credible.

Fact:Fact: Something that is known to be true or to have occurred; Something that is known to be true or to have occurred; generally something which has been proven numerous times.generally something which has been proven numerous times.

Correlation:Correlation: A measure of the relation between two or more A measure of the relation between two or more elements. For example, there is a correlation between a drop elements. For example, there is a correlation between a drop in temperature and the tendency to wear snowsuitsin temperature and the tendency to wear snowsuits

Causation:Causation: The term for the process of something causing The term for the process of something causing another. Cold temperatures cause us to wear snowsuits. The another. Cold temperatures cause us to wear snowsuits. The Chicken-Egg Paradox is a causality paradox.Chicken-Egg Paradox is a causality paradox.

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Chapter 2Chapter 2ContinuedContinued

True Experiment:True Experiment: An experimental form developed to help An experimental form developed to help determine causality relationships by looking at two or more determine causality relationships by looking at two or more different sets of characteristics/criteria in an unchanging different sets of characteristics/criteria in an unchanging group group and a group in which elements are alteredand a group in which elements are altered

Control Group:Control Group: The experimental group which is left “as is” so as The experimental group which is left “as is” so as to be able to measure changesto be able to measure changes

Experimental Group:Experimental Group: The group which undergoes treatment/ is The group which undergoes treatment/ is experimented on.experimented on.

Double Blind Study:Double Blind Study: A study in which neither the experimenter A study in which neither the experimenter nor subjects are aware of who is a member of the control nor subjects are aware of who is a member of the control group during the experiment.group during the experiment.

Placebo:Placebo: A mimic of the treatment which does not have any A mimic of the treatment which does not have any physical effect so as to ensure that no one knows who’s physical effect so as to ensure that no one knows who’s getting getting treatment and who isn’t.treatment and who isn’t.

Field Observation:Field Observation: A consistent, long term observation of a A consistent, long term observation of a group group or phenomenon to learn its characteristicsor phenomenon to learn its characteristics

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Genetic Code:Genetic Code: The basic building blocks of any given organism, The basic building blocks of any given organism, different from one to the next, but passed down different from one to the next, but passed down

genetically genetically from one generation to the next. from one generation to the next. Chromosomes:Chromosomes: The component elements of genetic code which, The component elements of genetic code which,

in certain combinations, determine elements and in certain combinations, determine elements and characteristics of the being in question. In most cases characteristics of the being in question. In most cases humans humans have 46 arranged in 23 pairshave 46 arranged in 23 pairs

DNA:DNA: Deoxyribonucleic Acid, contained within each chromosome Deoxyribonucleic Acid, contained within each chromosome which carries the important genetic informationwhich carries the important genetic information

Genetic DefectGenetic Defect: : Damage or change to one or more Damage or change to one or more Chromosomal Chromosomal sites, resulting in potential disabilitysites, resulting in potential disability

MutationMutation: : A more positive term for genetic defect, taken up A more positive term for genetic defect, taken up because sometimes “defects” can have beneficial dies because sometimes “defects” can have beneficial dies effectseffects

Chapter Three:Chapter Three:Genetics, Evolutionary Psychology and the Genetics, Evolutionary Psychology and the EnvironmentEnvironment

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Chromosomal Abnormalities:Chromosomal Abnormalities: A difference in the A difference in the number or shape of chromosomes resulting in number or shape of chromosomes resulting in genetic genetic differences.differences.

Temperament:Temperament: A person’s characteristic way of A person’s characteristic way of behavingbehaving

Introversion:Introversion: A more inwardly directed person, A more inwardly directed person, thoughtful and shythoughtful and shy

Extroversion:Extroversion: A more outwardly directed person, A more outwardly directed person, energetic and personableenergetic and personable

Evolutionary Psychology:Evolutionary Psychology: An attempt to explain An attempt to explain human behaviour as a product of conscious or human behaviour as a product of conscious or unconscious drives to ensure the survival and unconscious drives to ensure the survival and proliferation of each person’s genetic material.proliferation of each person’s genetic material.

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Goodness of fit: Goodness of fit: The level to which any given genetic The level to which any given genetic mix is supported more by one environment than mix is supported more by one environment than another (ie. How well it fits)another (ie. How well it fits)

Resiliency (Hardiness):Resiliency (Hardiness): The idea the struggle early in The idea the struggle early in life “hardens” us for life later on, making us more life “hardens” us for life later on, making us more successful adultssuccessful adults

Heritability: Heritability: The proportion of a particular biological or The proportion of a particular biological or psychological characteristic that is inheritedpsychological characteristic that is inherited

Genotype:Genotype: A person’s genetic material or code A person’s genetic material or code Phenotype:Phenotype: A person’s observable characteristics A person’s observable characteristics

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Reaction Range:Reaction Range: The change in a person’s The change in a person’s phenotype as determined by the phenotype as determined by the environmental conditions of any given environmental conditions of any given genotypegenotype

Genetic Determinism:Genetic Determinism: The belief that genetics The belief that genetics decides all the major factors of a decides all the major factors of a

person’s person’s lifelife Environmental Determinism:Environmental Determinism: The belief that The belief that

factors in the environment decide all the factors in the environment decide all the major major factors of a person’s lifefactors of a person’s life

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Chapter Four:Chapter Four:Brain and Biological DevelopmentBrain and Biological Development

Central Nervous System:Central Nervous System: The Brain, Spinal Cord and The Brain, Spinal Cord and the cranial nervesthe cranial nerves

Peripheral Nervous System:Peripheral Nervous System: All nerves in other parts All nerves in other parts of of the body the body

Somatic Nervous System:Somatic Nervous System: A subdivision of the A subdivision of the Peripheral nervous system; carries information to Peripheral nervous system; carries information to and from the sense organs and muscles.and from the sense organs and muscles.

Autonomic Nervous System:Autonomic Nervous System: A subdivision of the A subdivision of the Peripheral nervous system; Carries information to Peripheral nervous system; Carries information to and from glands and internal organs.and from glands and internal organs.

Sympathetic Nervous System:Sympathetic Nervous System: A subdivision of the A subdivision of the Autonomic nervous system; adjusts body Autonomic nervous system; adjusts body temperature and heart rate. Also responsible for temperature and heart rate. Also responsible for the “fight or flight” instinct.the “fight or flight” instinct.

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Chapter Chapter Four:Four:ContinuedContinued

Parasympathetic Nervous System:Parasympathetic Nervous System: A subdivision of A subdivision of the Peripheral nervous system. Responsible for the Peripheral nervous system. Responsible for bodily maintenance (organs), counteracts the bodily maintenance (organs), counteracts the

effects of the Sympathetic nervous system.effects of the Sympathetic nervous system. Afferent Nerves:Afferent Nerves: Carry information Carry information toto the nervous the nervous

systemssystems Efferent Nerves:Efferent Nerves: Carry information Carry information away fromaway from the the

nervous systemsnervous systems Voluntary Nervous System:Voluntary Nervous System: The parts of the nervous The parts of the nervous

system which can be consciously controlledsystem which can be consciously controlled Involuntary Nervous System:Involuntary Nervous System: The parts of the The parts of the

nervous system which cannot be consciously nervous system which cannot be consciously controlledcontrolled

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Chapter Four:Chapter Four:ContinuedContinued

Hindbrain:Hindbrain: Evolutionarily speaking, the oldest part of Evolutionarily speaking, the oldest part of the brain, the brain, located in the lower rear of the cranial cavitylocated in the lower rear of the cranial cavity

Midbrain:Midbrain: The section between Forebrain and hindbrain, The section between Forebrain and hindbrain, predictably in the middle, relays communications from brain predictably in the middle, relays communications from brain to body.to body.

Forebrain:Forebrain: Forming 80% of total brain volume, the brain section Forming 80% of total brain volume, the brain section we depend on for all higher bodily and mental functions.we depend on for all higher bodily and mental functions.

Neuron:Neuron: An individual nerve cell. The average human has about An individual nerve cell. The average human has about 100,000,000,000.100,000,000,000.

Synapse:Synapse: The space between one neuron and the next through The space between one neuron and the next through which neurotransmitters must pass to relay informationwhich neurotransmitters must pass to relay information

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Neurotransmitter:Neurotransmitter: Chemical molecules that cross the synaptic Chemical molecules that cross the synaptic gap and either excite or inhibit neural transmission, gap and either excite or inhibit neural transmission, depending on the circumstances.depending on the circumstances.

Proliferation:Proliferation: The first stage of Neural Development, this The first stage of Neural Development, this basically consists of many neurons being formed very basically consists of many neurons being formed very quickly. quickly. This process has ended by birth.This process has ended by birth.

Migration:Migration: The second stage of Neural Development, brain The second stage of Neural Development, brain neurons migrate to other parts of the body. This can occur neurons migrate to other parts of the body. This can occur later in life.later in life.

Cell Growth:Cell Growth: The third stage of Neural Development, as they are The third stage of Neural Development, as they are used, cells grow and develop. The larger the cell the more used, cells grow and develop. The larger the cell the more efficient, generally.efficient, generally.

Myelination:Myelination: The Fourth stage of Neural Development, in which The Fourth stage of Neural Development, in which cells are coated with a protective layer of fat which acts as an cells are coated with a protective layer of fat which acts as an electrical insulatorelectrical insulator

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Differentiation:Differentiation: The Fifth stage of Neural The Fifth stage of Neural Development, in which simple neurons develop Development, in which simple neurons develop more specific purposesmore specific purposes

Neural Plasticity: Neural Plasticity: Based on outside stimulation, the Based on outside stimulation, the brain forms its own unique pathways, meaning that brain forms its own unique pathways, meaning that people in different environments and people in different environments and circumstances circumstances literally think about things in literally think about things in different ways.different ways.

Bonding: Bonding: The psychological attachment of Parent to The psychological attachment of Parent to childchild

Attachment: Attachment: The psychological attachment of child to The psychological attachment of child to parentparent

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Rhythmic Motor Skills:Rhythmic Motor Skills: A person’s sense of A person’s sense of basic rhythms in movement.basic rhythms in movement.

Gross Motor Skills:Gross Motor Skills: Broad movement and Broad movement and coordination skillscoordination skills

Fine Motor Skills:Fine Motor Skills: More refined, complex More refined, complex movement and coordination abilitiesmovement and coordination abilities

GenderGender: Psychological characteristics which : Psychological characteristics which socially define the difference between male socially define the difference between male and female personas. Not to be confused and female personas. Not to be confused with “Sex” which defines the physical with “Sex” which defines the physical differences between male and female.differences between male and female.

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Chapter Five:Chapter Five:Cognitive and Language DevelopmentCognitive and Language Development

Cognition:Cognition: Our Process of percieving ourselves in the Our Process of percieving ourselves in the worldworld

Schemata:Schemata: Frameworks developed in the mind to Frameworks developed in the mind to organize informationorganize information

Adaptation:Adaptation: Process by which schemata are changed Process by which schemata are changed due to the need for a new equilibriumdue to the need for a new equilibrium

Assimilation:Assimilation: Process of adaptation by which new Process of adaptation by which new information is incorporated into existing Schematainformation is incorporated into existing Schemata

Accommodation:Accommodation: Process of adaptation by which new Process of adaptation by which new information causes a re-structuring of the information causes a re-structuring of the

schemataschemata

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Piaget’s Stages:Piaget’s Stages: Four levels of cognitive development as laid out Four levels of cognitive development as laid out by Piaget. Sensory-motor, pre-operational, Concrete by Piaget. Sensory-motor, pre-operational, Concrete

operations, and formal operations.operations, and formal operations. Ego:Ego: A person’s individual self-concept, their view of themselves. A person’s individual self-concept, their view of themselves. Egocentrism:Egocentrism: The degree to which individuals are centered in The degree to which individuals are centered in

their their view of themselvesview of themselves Private Speech:Private Speech: Talking to ourselves, seen as important to Talking to ourselves, seen as important to

personal developmentpersonal development Zone of Proximal Development:Zone of Proximal Development: The notion that an idea can be The notion that an idea can be

expressed to anyone of any age if broken down and expressed to anyone of any age if broken down and structured in the proper manner. Individuals can only go so structured in the proper manner. Individuals can only go so far beyond their current understanding without becoming far beyond their current understanding without becoming frustrated, but by approaching the issue properly, one can frustrated, but by approaching the issue properly, one can transform that frustration into growth.transform that frustration into growth.

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Scaffolding:Scaffolding: The breakdown mentioned above, the The breakdown mentioned above, the cues and tools we use to deconstruct complex cues and tools we use to deconstruct complex ideas in ideas in order to build understandingorder to build understanding

Adult Mediated Learning:Adult Mediated Learning: The idea that learning The idea that learning works best in an environment mediated by works best in an environment mediated by knowledgeable, organized members of the knowledgeable, organized members of the communitycommunity

Metacognition:Metacognition: Essentially, thinking about thinking. Essentially, thinking about thinking. The process of reviewing and considering one’s The process of reviewing and considering one’s own thoughts and actions.own thoughts and actions.

Displacement:Displacement: The ability of language to describe The ability of language to describe situations which are not currently happeningsituations which are not currently happening

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Chapter Six:Chapter Six:Social, Emotional, and Moral DevelopmentSocial, Emotional, and Moral Development

Microsystem:Microsystem: The context in which an The context in which an individual spends most of his/her timeindividual spends most of his/her time

Mesosystem:Mesosystem: The interactions between The interactions between MicrosystemsMicrosystems

Exosystem:Exosystem: Factors which indirectly influence Factors which indirectly influence a person’s Microsystema person’s Microsystem

Macrosystem:Macrosystem: The Broader culture in which The Broader culture in which the individual is situated.the individual is situated.

Chronosystem:Chronosystem: The socio-cultural history of The socio-cultural history of the individualthe individual

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Chapter Six:Chapter Six:ContinuedContinued

Freudian psychoanalysis:Freudian psychoanalysis: The life’s work of Sigmund The life’s work of Sigmund Freud; in very brief summary, every person is a Freud; in very brief summary, every person is a battleground between our animalistic battleground between our animalistic

subconscious subconscious desires and our socially desires and our socially constructed conscience. If constructed conscience. If our lives are unbalanced our lives are unbalanced between these two, we between these two, we become emotionally become emotionally unbalanced and troubled.unbalanced and troubled.

Libido:Libido: Freud’s term for positive energies (colloquially Freud’s term for positive energies (colloquially referring to sexual energies)referring to sexual energies)

Thanatos:Thanatos: Freud’s Term for Negative energies Freud’s Term for Negative energies Psychosocial Theory:Psychosocial Theory: Theory suggesting that every Theory suggesting that every

person has the same psychological needs, but that person has the same psychological needs, but that we go about fulfilling them differently depending on we go about fulfilling them differently depending on our social context.our social context.

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Self-concept:Self-concept: What individuals know or What individuals know or believe about themselvesbelieve about themselves

Self-esteem:Self-esteem: How people feel about How people feel about themselves and the value they place on themselves and the value they place on themselves as a personthemselves as a person

Shame:Shame: Being publicly exposed in a negative Being publicly exposed in a negative wayway

Attribution Theory:Attribution Theory: the suggestion that self the suggestion that self perception is strongly influenced by the perception is strongly influenced by the manner by which an individual justifies manner by which an individual justifies his/her his/her decisionsdecisions

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Locus of Control:Locus of Control: The degree to which The degree to which individuals feel in control of their livesindividuals feel in control of their lives

Self Efficacy:Self Efficacy: Personal expectations of Personal expectations of performance ability in every day lifeperformance ability in every day life

Internal Critic:Internal Critic: The “voice” by which we The “voice” by which we judge our actions and the actions of judge our actions and the actions of othersothers

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Chapter Seven:Chapter Seven:Peers and Social RelationsPeers and Social Relations

Frames:Frames: The social contexts which allow us to The social contexts which allow us to consciously decide the meaning of any consciously decide the meaning of any

given actiongiven action Ambiguous intent:Ambiguous intent: The fact that the meaning The fact that the meaning

of actions varies depending on the social of actions varies depending on the social contextcontext

Double Bind:Double Bind: The somewhat confusing notion The somewhat confusing notion that we must focus on the needs of that we must focus on the needs of

others others in order to serve our own needsin order to serve our own needs

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Chapter Eight:Chapter Eight:Variations in LearningVariations in Learning

Intelligence:Intelligence: A general term for the sum of the varied mental A general term for the sum of the varied mental abilities of any given person. A disputed term.abilities of any given person. A disputed term.

Intelligence Quotient (IQ):Intelligence Quotient (IQ): Arising from the notion that everyone Arising from the notion that everyone has a “mental age” which may or may not match up with has a “mental age” which may or may not match up with

their their chronological age, the IQ is meant to be a measure of a chronological age, the IQ is meant to be a measure of a person’s intelligence, taken by dividing mental age by person’s intelligence, taken by dividing mental age by chronological age and multiplying the result by 100. A very chronological age and multiplying the result by 100. A very variable and not wholly reliable measurement.variable and not wholly reliable measurement.

Creativity:Creativity: a term with many definitions summarized as self a term with many definitions summarized as self confidence and control of internal censor, resulting in acts of confidence and control of internal censor, resulting in acts of creation.creation.

Internal Censor:Internal Censor: Every person’s internal critic, the lens through Every person’s internal critic, the lens through which he/she judges his/her own actions.which he/she judges his/her own actions.

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Chapter 8:Chapter 8:ContinuedContinued

Temperament:Temperament: A person’s characteristic A person’s characteristic personality attributes and modes of personality attributes and modes of response.response.

Personality:Personality: The qualities of our decision The qualities of our decision making and mental tendencies that make making and mental tendencies that make us psychologically different from one us psychologically different from one another.another.

Disability:Disability: some limitation of a person to some limitation of a person to function. May be beneficial.function. May be beneficial.

Handicap:Handicap: an actual detriment to the quality of an actual detriment to the quality of life caused by a disability.life caused by a disability.

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Labeling:Labeling: Identifying a person based solely on one Identifying a person based solely on one characteristic of their existence. Ex. The Blonde characteristic of their existence. Ex. The Blonde Girl, The French Kid, the Blind BoyGirl, The French Kid, the Blind Boy

Mainstreaming:Mainstreaming: Separation in the school of students Separation in the school of students with special needs from the “regular” students into with special needs from the “regular” students into two different programs.two different programs.

Inclusion:Inclusion: The opposite of mainstreaming, the notion The opposite of mainstreaming, the notion that it is more beneficial to have one adaptable that it is more beneficial to have one adaptable program for all.program for all.

Individual Education Plan:Individual Education Plan: A specialized education A specialized education plan developed specifically for an individual with plan developed specifically for an individual with special needsspecial needs

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Chapter Nine:Chapter Nine:Cultural and Ethnic IssuesCultural and Ethnic Issues

Culture: Culture: The practices and core beliefs of a The practices and core beliefs of a given given people or nation at a given time.people or nation at a given time.

Ethnic: Ethnic: Of, or having to do with, various Of, or having to do with, various cultural groups of people, and the cultural groups of people, and the characteristics, language and customs of each.characteristics, language and customs of each.

Ethnocentric:Ethnocentric: A view regarding one’s own race or A view regarding one’s own race or culture as the most important.culture as the most important.

Memes:Memes: Individual elements of culture which proliferate Individual elements of culture which proliferate and spread.and spread.

Memetics:Memetics: The study of the replication, spread and The study of the replication, spread and evolution of Memes.evolution of Memes.

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Race:Race: Term for groups of humans who share distinct physiological Term for groups of humans who share distinct physiological characteristics that differentiate them from other races. characteristics that differentiate them from other races.

Ex. Ex. Skin Colour, Bone Structure, Facial Characteristics etc…Skin Colour, Bone Structure, Facial Characteristics etc… Racism: Racism: Prejudice which favours particular races over othersPrejudice which favours particular races over others Multiculturalism:Multiculturalism: The concept of not having other cultures The concept of not having other cultures

conform to a uniform national identity, but instead to allow conform to a uniform national identity, but instead to allow them to maintain their own traditions so long as they do it them to maintain their own traditions so long as they do it relatively harmoniouslyrelatively harmoniously

Inter-culturalism: Inter-culturalism: The study of the interaction of different culturesThe study of the interaction of different cultures Aboriginal:Aboriginal: An umbrella term for the groups of people who were An umbrella term for the groups of people who were

indigenous to North America before the arrival of indigenous to North America before the arrival of Europeans Europeans and their decendants.and their decendants.

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Chapter Ten:Chapter Ten:Behavioural Learning TheoriesBehavioural Learning Theories

Classical Conditioning:Classical Conditioning: A training system focused on the idea of A training system focused on the idea of predicted response. If a bell is rung every time that a dog predicted response. If a bell is rung every time that a dog

is is to be fed, soon one can ring a bell and the dog will to be fed, soon one can ring a bell and the dog will salivate salivate without there having to be any food at all. Can be without there having to be any food at all. Can be applied to applied to many pairings of stimuli.many pairings of stimuli.

Generalization:Generalization: The extent to which similar circumstances to the The extent to which similar circumstances to the conditioned pairing produce the same response.conditioned pairing produce the same response.

Discrimination:Discrimination: The ability to differentiate between different The ability to differentiate between different stimuli and responses stimuli and responses

Extinction:Extinction: The process of deconstructing the association The process of deconstructing the association between stimulus and response.between stimulus and response.

Operant Conditioning:Operant Conditioning: Similar to the notion of classical Similar to the notion of classical conditioning except that stimulus follows the action in the conditioning except that stimulus follows the action in the form of reward or punishment.form of reward or punishment.

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Reinforcement:Reinforcement: Positive enforcement of a behaviour Positive enforcement of a behaviour with the intent of increasing said behaviourwith the intent of increasing said behaviour

Punishment:Punishment: negative reaction to a behaviour with the negative reaction to a behaviour with the intent of decreasing said behaviourintent of decreasing said behaviour

Shaped Behaviour:Shaped Behaviour: The sculpting of behaviour by The sculpting of behaviour by means of reinforcement and punishmentmeans of reinforcement and punishment

Reinforcement Schedule:Reinforcement Schedule: For learning to occur, For learning to occur, reinforcement must occur regularly so that tendencies reinforcement must occur regularly so that tendencies develop. develop.

Premack’s Principle:Premack’s Principle: The connection of more The connection of more desirable activities to the completion of less desirable desirable activities to the completion of less desirable activities.activities.

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Extinction Burst: Extinction Burst: The temporary burst in a behaviour The temporary burst in a behaviour just before extinction occursjust before extinction occurs

Reward:Reward: A positive reaction to a behaviour in order to A positive reaction to a behaviour in order to encourage itencourage it

Punishment:Punishment: A negative reaction to a behaviour in A negative reaction to a behaviour in order to discourage it, not as effective as reward in order to discourage it, not as effective as reward in terms of teaching.terms of teaching.

Logical Consequence:Logical Consequence: A consequence which is A consequence which is logically connected to the behaviour in questionlogically connected to the behaviour in question

Natural consequence:Natural consequence: The consequences which The consequences which naturally flow out of an action without any outside naturally flow out of an action without any outside interferenceinterference



Satiation:Satiation: Forced repetition of an unwanted behaviour Forced repetition of an unwanted behaviour in order to create a negative association with it.in order to create a negative association with it.

Avoidance:Avoidance: Not engaging in the negative behaviour in Not engaging in the negative behaviour in a context where one usually woulda context where one usually would

Learned Helplessness:Learned Helplessness: The feeling which The feeling which accompanies repetitive severe punishment, a accompanies repetitive severe punishment, a notion notion that nothing can be done to prevent that nothing can be done to prevent punishment, punishment, that this helplessness is just a part of that this helplessness is just a part of life.life.

Social Learning:Social Learning: The idea that we can perform actions The idea that we can perform actions we’ve never done before simply by means of we’ve never done before simply by means of

observation.observation.


Chapter Eleven:Chapter Eleven:Cognitive Learning TheoriesCognitive Learning Theories

Information Processing:Information Processing: The means by which we acquire, The means by which we acquire, organize, and store information in our brains.organize, and store information in our brains.

Constructivist:Constructivist: An approach to learning which focuses on the An approach to learning which focuses on the way individuals construct their own learning and conceptions way individuals construct their own learning and conceptions of the world.of the world.

Speed:Speed: Generally, the measure of something’s movement with Generally, the measure of something’s movement with regard to time; with regard to information processing, a regard to time; with regard to information processing, a measure measure of how quickly a mental process can be completed.of how quickly a mental process can be completed.

Capacity:Capacity: The amount of information which can be held in The amount of information which can be held in conscious awareness at one time. conscious awareness at one time.

Memory Span:Memory Span: The amount of new information which can be The amount of new information which can be processed and stored at any time.processed and stored at any time.

AttentionAttention: a person’s ability and capacity to focus on a single task : a person’s ability and capacity to focus on a single task or ideaor idea


Chapter Eleven:Chapter Eleven:ContinuedContinued

ADHD:ADHD: Attention Deficit Hyperactivity Disorder, a Attention Deficit Hyperactivity Disorder, a disorder with broadly diagnosable symptoms, disorder with broadly diagnosable symptoms, largely largely visible in the form of intense hyperactivity visible in the form of intense hyperactivity and a and a great difficulty in maintaining focusgreat difficulty in maintaining focus

Sensation:Sensation: Raw sensory data Raw sensory data Perception:Perception: How the brain interprets sensory data How the brain interprets sensory data Premature closing:Premature closing: The brain’s decision that it already The brain’s decision that it already

knows information based on a partial sampleknows information based on a partial sample Memory:Memory: A person’s mental capacity to store A person’s mental capacity to store

informationinformation


Chapter Eleven:Chapter Eleven:ContinuedContinued

Inhibition:Inhibition: When one piece of mental information make retrieval When one piece of mental information make retrieval of others difficult, seen as a reason for forgetting.of others difficult, seen as a reason for forgetting.

Proactive Inhibition:Proactive Inhibition: When information which is previously When information which is previously acquired makes it difficult to retrieve other information.acquired makes it difficult to retrieve other information.

Retroactive inhibition:Retroactive inhibition: When information currently being learned When information currently being learned makes retrieval difficultmakes retrieval difficult

Facilitation:Facilitation: When knowing one piece of information helps us to When knowing one piece of information helps us to retrieve othersretrieve others

Proactive Facilitation:Proactive Facilitation: When something we have learned helps When something we have learned helps us to learn something newus to learn something new

Retroactive Facilitation:Retroactive Facilitation: When something we are learning now When something we are learning now helps us to remember something we’ve learned alreadyhelps us to remember something we’ve learned already


Chapter Twelve:Chapter Twelve:Mastery, Direct, and Constructivist ApproachesMastery, Direct, and Constructivist Approaches

Transfer of Learning:Transfer of Learning: Taking knowledge and skills from one context and Taking knowledge and skills from one context and applying them to anotherapplying them to another

Learning outcomes:Learning outcomes: The planned result of a lesson. A goal or The planned result of a lesson. A goal or ExpectationExpectation

Mastery approach:Mastery approach: An approach to teaching in which concepts are An approach to teaching in which concepts are broken down into component parts which must be mastered broken down into component parts which must be mastered

individually before the student can move on to the next. Mastery in individually before the student can move on to the next. Mastery in this case is defined as an 80% mark or higherthis case is defined as an 80% mark or higher

Direct instruction approach:Direct instruction approach: An approach to teaching wherein an expert An approach to teaching wherein an expert teacher lectures to a class on a subject, directly instructing them teacher lectures to a class on a subject, directly instructing them

in in the ins and outs of whatever they happen to be studying. Very the ins and outs of whatever they happen to be studying. Very effective for some, less so for students with attention difficulties or effective for some, less so for students with attention difficulties or who have not been taught proper recording strategies.who have not been taught proper recording strategies.

Constructivist approach:Constructivist approach: An Approach to teaching which suggests that An Approach to teaching which suggests that the knowledge most valuable to students is that which they can the knowledge most valuable to students is that which they can construct and examine themselves. It places a high value on construct and examine themselves. It places a high value on

critical critical thinking skills and teachers as guides rather than all knowing thinking skills and teachers as guides rather than all knowing expertsexperts


Chapter Thirteen:Chapter Thirteen:Differentiated Instruction, Group/Cooperative Differentiated Instruction, Group/Cooperative Learning and Brain-Based ApproachesLearning and Brain-Based Approaches

Differentiated instruction:Differentiated instruction: A teaching strategy which attempts to A teaching strategy which attempts to account for the high levels of diversity in the typical account for the high levels of diversity in the typical

classroom by focusing on the interests and needs of classroom by focusing on the interests and needs of individual individual students without resorting to individualized students without resorting to individualized instruction.instruction.

Group Learning:Group Learning: Learning activities which involve the Learning activities which involve the participation of more than one person.participation of more than one person.

Streaming:Streaming: A practice used to sort students of particular ability or A practice used to sort students of particular ability or interests into specific schools in order to specialize interests into specific schools in order to specialize

learning. learning. Risky in that it can cause unintentional Risky in that it can cause unintentional segregation.segregation.

Evaluation:Evaluation: The process of qualifying or quantifying the work The process of qualifying or quantifying the work done for the purposes of measuring learning.done for the purposes of measuring learning.

Brain Based Approaches:Brain Based Approaches: Approaches to education which Approaches to education which revolve around notions derived from research done on the revolve around notions derived from research done on the human brain and how it works.human brain and how it works.


Chapter Fourteen:Chapter Fourteen:Emotions, Stress, and motivationEmotions, Stress, and motivation

Emotions:Emotions: Biological responses to a perceived internal or Biological responses to a perceived internal or external external environment, influenced by genetics and by environment, influenced by genetics and by environmental environmental stimuli. stimuli.

Steam Engine model:Steam Engine model: The idea that emotional effects build up The idea that emotional effects build up like pressure in a steam engine. If the pressure is not like pressure in a steam engine. If the pressure is not released released it will explode. This theory has very little validity.it will explode. This theory has very little validity.

Authentic Emotions:Authentic Emotions: Emotional responses to genuine day-to-day Emotional responses to genuine day-to-day experiences.experiences.

Inauthentic emotions:Inauthentic emotions: Emotional responses caused by Emotional responses caused by deliberately induced, altered mental states.deliberately induced, altered mental states.

Emotional Quotient:Emotional Quotient: Similar to the concept of IQ, the idea that Similar to the concept of IQ, the idea that people have a measurable emotional intelligence as well as people have a measurable emotional intelligence as well as an intellectual one, and that it varies from person to person.an intellectual one, and that it varies from person to person.


Chapter Fourteen:Chapter Fourteen:continuedcontinued

Glasser’s Choice Theory:Glasser’s Choice Theory: A theory which sees all emotions as A theory which sees all emotions as behaviours meant to satisfy genetic needs. Since they are behaviours meant to satisfy genetic needs. Since they are behaviours, they can be changed simply by means of behaviours, they can be changed simply by means of changing the changing the way we think and act.way we think and act.

Stress:Stress: The body’s psychological response to demanding stimuli, often The body’s psychological response to demanding stimuli, often manifesting in the form of physiological symptoms. Seen by some manifesting in the form of physiological symptoms. Seen by some as the reaction of the “fight or Flight” response in the brain.as the reaction of the “fight or Flight” response in the brain.

Flow:Flow: A concept based on the notion that any task is caught between the A concept based on the notion that any task is caught between the forces of a person’s ability to achieve the task and the difficulty forces of a person’s ability to achieve the task and the difficulty

of of said task. When these forces are in balance, flow is achieved said task. When these forces are in balance, flow is achieved and and the person in question feels happy and rewarded.the person in question feels happy and rewarded.

Motivation:Motivation: An emotional and cognitive mental state which energizes, An emotional and cognitive mental state which energizes, directs, and maintains behaviour.directs, and maintains behaviour.

Extrinsic Motivation:Extrinsic Motivation: Motivation rooted in external rewards or Motivation rooted in external rewards or punishmentspunishments


Chapter Fourteen:Chapter Fourteen:continuedcontinued

Intrinsic Motivation:Intrinsic Motivation: Motivation based on Motivation based on internal drive to achieve the desired internal drive to achieve the desired behaviour.behaviour.

Expectancy:Expectancy: What is seen as likely to occur. What is seen as likely to occur. What we expect to happen.What we expect to happen.

Learning/ Mastery goals:Learning/ Mastery goals: A person’s A person’s objectives with regard to the development objectives with regard to the development of competencyof competency

Performance Goals:Performance Goals: The desire for particular The desire for particular outcomes which can be favourably outcomes which can be favourably

judged judged by othersby others


Chapter Fifteen:Chapter Fifteen:Learning Environments and Learned DifficultiesLearning Environments and Learned Difficulties

Learning environments:Learning environments: The physical and psychological space created The physical and psychological space created for the purposes of learningfor the purposes of learning

With-it-ness:With-it-ness: Term for the teacher’s ability to keep track of everything Term for the teacher’s ability to keep track of everything that is going on in her/his classroom and deal with what is going on that is going on in her/his classroom and deal with what is going on or not as the case requires.or not as the case requires.

Controlling Behaviours:Controlling Behaviours: One type of indicator of a student having One type of indicator of a student having behavioural problems; actions done with the intent of controlling behavioural problems; actions done with the intent of controlling others’ focus of attention. Ex: Aggression, impulsivity, others’ focus of attention. Ex: Aggression, impulsivity, unpredictability.unpredictability.

Compliance Behaviours:Compliance Behaviours: One type of indicator of a student having One type of indicator of a student having behavioural problems; could be summarized as “needy” students, behavioural problems; could be summarized as “needy” students, those who are more dependant on the affirmation of others, more those who are more dependant on the affirmation of others, more readily fearful, more ritualistic, and who are avoidant of conflict.readily fearful, more ritualistic, and who are avoidant of conflict.

Indifference Behaviours: Indifference Behaviours: One type of indicator of a student having One type of indicator of a student having behavioural problems, characterized by confusion, disorganization, behavioural problems, characterized by confusion, disorganization, distraction and use of humour to disengage.distraction and use of humour to disengage.


Chapter FifteenChapter FifteenContinuedContinued

Maslow’s Hierarchy:Maslow’s Hierarchy: Theory established by Abraham Theory established by Abraham Maslow which states that people prioritize their Maslow which states that people prioritize their

needs from most basic to most complex, and that needs from most basic to most complex, and that those whose basic needs are not being met will not those whose basic needs are not being met will not be able to progress to a higher level until they are. be able to progress to a higher level until they are. Therefore, a student who is not being properly fed Therefore, a student who is not being properly fed or housed, for example, will never prioritize or housed, for example, will never prioritize algebra, because he/she has more significant algebra, because he/she has more significant things things to worry about.to worry about.

Education:Education: Teaching of knowledge which has real Teaching of knowledge which has real meaning and value for the students.meaning and value for the students.

Schooling:Schooling: The teaching of imposed data which has The teaching of imposed data which has no real significance for the student personally, or in no real significance for the student personally, or in the outside world.the outside world.


Chapter Sixteen:Chapter Sixteen:Classroom ManagementClassroom Management

Being real:Being real: The importance of establishing a classroom environment The importance of establishing a classroom environment which reflects real-world values and has realistic behaviour goals which reflects real-world values and has realistic behaviour goals and consequences. An environment with logical consequences and and consequences. An environment with logical consequences and the understanding that no one is going to be perfectly behaved at all the understanding that no one is going to be perfectly behaved at all times.times.

Empathy:Empathy: The ability of one person to sympathize and personally The ability of one person to sympathize and personally connect to the emotions of another.connect to the emotions of another.

The “great teacher” myth:The “great teacher” myth: The theory of classroom management which The theory of classroom management which suggests that being a good teacher is genetically determined suggests that being a good teacher is genetically determined

and and that they manage the classroom simply by being there. that they manage the classroom simply by being there. Management:Management: The teacher’s ability to maintain order in the classroom The teacher’s ability to maintain order in the classroom

through planning and the execution of those plansthrough planning and the execution of those plans Discipline:Discipline: The teacher’s need to intervene in a loss-of-control situation The teacher’s need to intervene in a loss-of-control situation

brought about by a failure of management.brought about by a failure of management. Authoritative teaching:Authoritative teaching: A management style which blends clear A management style which blends clear

behavioural limitations with a caring and discursive attitude. Seen as behavioural limitations with a caring and discursive attitude. Seen as one of the best approaches to teaching.one of the best approaches to teaching.


Chapter SixteenChapter SixteenContinuedContinued

Authoritarian teaching:Authoritarian teaching: A management style which depends upon the teacher as A management style which depends upon the teacher as Dictator of the classroom. Useful in situations of danger, where there is Dictator of the classroom. Useful in situations of danger, where there is

no no time for discussion, but otherwise tends to breed discontent amongst time for discussion, but otherwise tends to breed discontent amongst students.students.

Permissive:Permissive: A Laissez-Faire approach to classroom management in which the A Laissez-Faire approach to classroom management in which the teacher simply permits anything to happen in the classroom, maybe teacher simply permits anything to happen in the classroom, maybe occasionally offering a verbal chastisement or an empty threat. Not really a occasionally offering a verbal chastisement or an empty threat. Not really a useful approach for any situation.useful approach for any situation.

Minor interventions:Minor interventions: Steps taken to prevent major intervention from being Steps taken to prevent major intervention from being necessary such as standing near a talkative group of students to let them necessary such as standing near a talkative group of students to let them know you are paying attention and that they should be doing their work.know you are paying attention and that they should be doing their work.

Goals of misbehaviour:Goals of misbehaviour: Theory postulated by Alfred Adler, then developed by Theory postulated by Alfred Adler, then developed by Dinkmeyer and McKay which states that there are four main goals of Dinkmeyer and McKay which states that there are four main goals of misbehaviour. 1) The need for attention. 2) The need for power or control. 3) misbehaviour. 1) The need for attention. 2) The need for power or control. 3) The need for revenge. And 4) Assumed helplessness or inadequacy. The need for revenge. And 4) Assumed helplessness or inadequacy.

Behaviour Modification Plan:Behaviour Modification Plan: A contract between teacher and student with the A contract between teacher and student with the intent of modifying a undesirable behaviour which both parties are intent of modifying a undesirable behaviour which both parties are committed committed to changing. Meant to be a sort of self-help guide for students, to changing. Meant to be a sort of self-help guide for students, not a way not a way for teachers to manipulate students.for teachers to manipulate students.


Chapter Seventeen:Chapter Seventeen:Assessment and EvaluationAssessment and Evaluation

Measurement:Measurement: The process of acquiring quantitative The process of acquiring quantitative data about a person’s performance.data about a person’s performance.

Assessment:Assessment: The appraisal of a person’s performance The appraisal of a person’s performance from a variety of qualitative and quantitative data.from a variety of qualitative and quantitative data.

Evaluation:Evaluation: Decisions and plans of actions based Decisions and plans of actions based upon measurements and assessments.upon measurements and assessments.

Static Assessment:Static Assessment: A situation in which there is no A situation in which there is no interaction between the assessed and the interaction between the assessed and the assessor assessor or any other person. Ex. An exam or any other person. Ex. An exam situation.situation.

Dynamic Assessment:Dynamic Assessment: A situation in which A situation in which interactions between the assessed and the interactions between the assessed and the assessor assessor (as well as other people) can occur.(as well as other people) can occur.


Chapter Seventeen:Chapter Seventeen:ContinuedContinued

Contextualized Assessment:Contextualized Assessment: A situation in which the A situation in which the assessment criteria and conditions are clear to the person assessment criteria and conditions are clear to the person being assessed and are consistent with the context in which being assessed and are consistent with the context in which learning has taking place. learning has taking place.

Decontextualized Assessment:Decontextualized Assessment: A situation in which work is A situation in which work is being assessed without regard to the context in which it was being assessed without regard to the context in which it was produced.produced.

Authentic Assessment:Authentic Assessment: Assessment which places importance Assessment which places importance on on tasks that duplicate real life situations.tasks that duplicate real life situations.

Reliability:Reliability: The measure of consistency from one assessment to The measure of consistency from one assessment to the next.the next.

Validity:Validity: The extent to which assessments are appropriate and The extent to which assessments are appropriate and meaningful for making evaluation decisions.meaningful for making evaluation decisions.



Objective evaluation:Objective evaluation: An evaluation in which there is no An evaluation in which there is no possibility of bias or other emotional factors influencing the possibility of bias or other emotional factors influencing the evaluator’s decision.evaluator’s decision.

Subjective evaluation:Subjective evaluation: An evaluation which is open to personal An evaluation which is open to personal bias.bias.

Formative evaluation:Formative evaluation: Evaluation with the purpose of helping to Evaluation with the purpose of helping to develop learning and competency without effecting the develop learning and competency without effecting the

final final grade. Evaluation grade. Evaluation forfor Learning Learning Summative evaluation:Summative evaluation: The final evaluation, decisions made The final evaluation, decisions made

when there will be no further time to learn the material. when there will be no further time to learn the material. Assessment Assessment ofof Learning Learning

Prior learning assessment:Prior learning assessment: An assessment of what students An assessment of what students know going into the learning situation so that lessons can be know going into the learning situation so that lessons can be structured in such a way as to be less redundant and more structured in such a way as to be less redundant and more effective.effective.



Standardized assessments:Standardized assessments: Mass produced tools designed for use over Mass produced tools designed for use over wide areas intended to give an impression of average skills over wide areas intended to give an impression of average skills over that area. Not specialized to the needs/contexts of minority that area. Not specialized to the needs/contexts of minority

studentsstudents Criterion referenced assessments:Criterion referenced assessments: Assessments where the student is Assessments where the student is

measured against a set of pre-determined criteria.measured against a set of pre-determined criteria. Norm referenced assessments:Norm referenced assessments: Assessments where the student is Assessments where the student is

measured against the performance of others in a peer group. Ex. measured against the performance of others in a peer group. Ex. Class AverageClass Average

Statistical Averages:Statistical Averages: Mean-Mean- the sum of all scores divided by the number the sum of all scores divided by the number of scores. of scores. Median-Median- The midpoint of the range of scores. The midpoint of the range of scores. Mode-Mode-

The The most frequently occurring score.most frequently occurring score. Statistical Range:Statistical Range: The highest score minus the lowest score, a sense of The highest score minus the lowest score, a sense of

the distribution of scores in a given assessment. Easily skewed the distribution of scores in a given assessment. Easily skewed by by extremes. For example, if, in a class of 15, 13 people score extremes. For example, if, in a class of 15, 13 people score between between 81-85%, but one student gets 12% and another gets 81-85%, but one student gets 12% and another gets 100%, then the 100%, then the range is 88, whereas, ignoring those numbers, the range is 88, whereas, ignoring those numbers, the range would be range would be 4.4.



Standard Deviation:Standard Deviation: A calculated measure of A calculated measure of the distribution of scores which more the distribution of scores which more

fairly fairly shows the spread and frequency of shows the spread and frequency of marks.marks.

Diagnostic assessment:Diagnostic assessment: An assessment of a An assessment of a student’s ability to understand a student’s ability to understand a

conceptual conceptual problem.problem. Rubric:Rubric: A scoring guide useful in qualifying A scoring guide useful in qualifying

assessment criteria.assessment criteria.


Chapter Eighteen:Chapter Eighteen:ControversiesControversies

Vouchers:Vouchers: A means by which parents are given more direct control over A means by which parents are given more direct control over how money goes into the school system. By means of a how money goes into the school system. By means of a

voucher, voucher, parents could put more money into programs they see parents could put more money into programs they see as being as being more important for their child.more important for their child.

Zero tolerance:Zero tolerance: An absolute refusal to accept a particular behaviour, An absolute refusal to accept a particular behaviour, regardless of the extent or circumstances of that behaviour.regardless of the extent or circumstances of that behaviour.

Streaming:Streaming: Specialization within schools around particular motivations or Specialization within schools around particular motivations or subject areas.subject areas.

Destreaming:Destreaming: The Stopping of streaming practices The Stopping of streaming practices Mainstreaming:Mainstreaming: The involvement of special needs students in the regular The involvement of special needs students in the regular

school environment in such a way as to be least restrictive to school environment in such a way as to be least restrictive to educational and social needs.educational and social needs.

Androgyny:Androgyny: The notion that, as gender is socially constructed, a person The notion that, as gender is socially constructed, a person should be free to choose what gender they identify themselves should be free to choose what gender they identify themselves

with, with, should they choose to identify with one at all.should they choose to identify with one at all.


Chapter Nineteen:Chapter Nineteen:Alternative schools and OrganizationsAlternative schools and Organizations

Charter Schools:Charter Schools: Public schools which operate under Public schools which operate under a specific, approved mandate or charter which a specific, approved mandate or charter which

governs their school philosophies and practices.governs their school philosophies and practices. Home-Schooling:Home-Schooling: A choice made by many for a A choice made by many for a

variety of reasons to teach children in the home variety of reasons to teach children in the home rather than send them to traditional schools. A rather than send them to traditional schools. A Legal Legal option so long as an approved curriculum is option so long as an approved curriculum is being being followed.followed.

Specialized Schools:Specialized Schools: Schools which emphasize Schools which emphasize particular programs or activities as their primary particular programs or activities as their primary focus.focus.


Chapter NineteenChapter NineteenContinuedContinued

The Montessori Method:The Montessori Method: A concept pioneered by Maria Montessori A concept pioneered by Maria Montessori which suggests that children learn best when they are self-taught which suggests that children learn best when they are self-taught and away from the pressures which adults put upon them. The and away from the pressures which adults put upon them. The method method also emphasizes beauty, orderliness and simplicity.also emphasizes beauty, orderliness and simplicity.

Waldorf Schools:Waldorf Schools: A concept Pioneered by Rudolf Steiner centering A concept Pioneered by Rudolf Steiner centering around the notion of developing all aspects of a child’s life and around the notion of developing all aspects of a child’s life and having having him/her develop his/her own meanings about the world him/her develop his/her own meanings about the world rather rather than imposing meaning upon them. Strong emphasis on than imposing meaning upon them. Strong emphasis on Creativity Creativity and imagination.and imagination.

Kumon Math and Reading Centres:Kumon Math and Reading Centres: A franchise business designed to A franchise business designed to increase math and reading comprehension by means of diagnostic increase math and reading comprehension by means of diagnostic testing, specialized materials and a specialized pace. Based on the testing, specialized materials and a specialized pace. Based on the notion of gradual mastery.notion of gradual mastery.

Sylvan Learning Centres:Sylvan Learning Centres: Franchise business which has grown out of a Franchise business which has grown out of a tutoring service. Focuses on assessment, personalized curricula, tutoring service. Focuses on assessment, personalized curricula, positive reinforcement and mastery.positive reinforcement and mastery.


Chapter Twenty:Chapter Twenty:Distance and Digital EducationDistance and Digital Education

Distance Education:Distance Education: A general term for educational curricula A general term for educational curricula followed outside of the classroom, either from a distance by followed outside of the classroom, either from a distance by mail or through some sort of alternate programming.mail or through some sort of alternate programming.

Digital education:Digital education: Generally speaking, the use of digital Generally speaking, the use of digital technology to enhance learning. This occurs in a vast technology to enhance learning. This occurs in a vast number number of ways.of ways.

Computer assisted instruction:Computer assisted instruction: Instruction which utilizes Instruction which utilizes computers as a means of giving enhanced support to computers as a means of giving enhanced support to students, students, either as a writing tool or as a means of carrying either as a writing tool or as a means of carrying out out exercises which would be impossible without computer exercises which would be impossible without computer assistance.assistance.

The electronic classroom:The electronic classroom: The extension of the classroom into The extension of the classroom into the digital realm to incorporate such tools as blogs, internet the digital realm to incorporate such tools as blogs, internet media, online bulletin boards etc. A move which opens up the media, online bulletin boards etc. A move which opens up the classroom to interface with the rest of the world.classroom to interface with the rest of the world.


Chapter Twenty:Chapter Twenty:ContinuedContinued

Open Access:Open Access: The issue of access relates to the problem of The issue of access relates to the problem of taking credit for distance education. In order to legitimize the taking credit for distance education. In order to legitimize the process students must register. Open access information process students must register. Open access information refers to the information available to those who are curious, refers to the information available to those who are curious, but not registered in the course in question.but not registered in the course in question.

Restricted Access:Restricted Access: Restricted access information is information Restricted access information is information specifically for those who have registered in the course specifically for those who have registered in the course

and and are therefore entitled to access it.are therefore entitled to access it. Virtual Reality:Virtual Reality: Computer generated sensory learning, mostly Computer generated sensory learning, mostly

existing in the form of visual simulations at this point in time, existing in the form of visual simulations at this point in time, useful for emulating dangerous situations (such as flying a useful for emulating dangerous situations (such as flying a passenger plane in a thunderstorm) without having to passenger plane in a thunderstorm) without having to immerse immerse trainees in the real thing.trainees in the real thing.



Annotated Glossary

Education

psychology chapter

learning chapter

environment chapter

controversies chapter

organizations chapter

difficulties chapter

evaluation chapter

motivation chapter