Study Guide Final Exam Fall 2024 PDF

1 STUDY GUIDE FINAL EXAM FALL 2024 Chapter 1: Teaching in a Challenging World 1)​ Information age (p. 5) a.​ The period in which information and it’s management are critical to education and society 2)​ Expectations that...

1 STUDY GUIDE FINAL EXAM FALL 2024 Chapter 1: Teaching in a Challenging World 1)​ Information age (p. 5) a.​ The period in which information and it’s management are critical to education and society 2)​ Expectations that society has for teachers (p. 5) a.​ Students academic achievement, social and physical development, citizenship, values for a just as caring society, work in teams, learn knowledges and skills for the Information Age 3)​ What type of “business” is education according to Reg Weaver, NEA (National Education Association)? (p. 4). a.​ Hope business 4)​ Factors that influence the number of teachers that school district needs (p. 8) a.​ School budget, number of students in schools, ratio of teachers to students in classrooms, immigration patterns, migration from one school district to another 5)​ Dispositions (Beliefs, attitudes, and values) that successful teachers exhibit? (p. 13) a.​ Enthusiasm for the discipline, ability to see its connection to everyday life, commitment to continuous learning and engagement in professional discourse about subject matter knowledge and children’s learning of the disciplines 6)​ What are the professional skills that a teacher should develop mentioned in the text (p. 14) a.​ Teachers must understand the influence of culture, language, and socioeconomic conditions on learning. They must know how to manage classrooms, motivate students, work with parents and colleagues, assess learning, and develop lesson plans. Teachers must make multiple decisions through the day as they respond to student needs. 7)​ What are ten standards of the Interstate New Teacher Assessment and Support Consortium (InTASC) that have been adopted or adapted for teacher licensure by many states? a.​ What are the 3 standards for Learner and Learning? i.​ Learner development, learning differences, learning environment b.​ What are the 2 standards for content? i.​ Content knowledge, application of content c.​ What are the 3 standards for Instructional Practice? i.​ Assessment, planning for instruction, instructional strategies d.​ Which are the 2 standards for Professional Responsibility? (p. 17) i.​ Learning and ethical practice, leadership and collaboration 8)​ The NBPTS National Board Certification for Professional Teaching Standards outline what teachers should know and be able to do as accomplished teachers. Please mention its 5 standards. (p.18) a.​ Sincerely committed to students and to their learning b.​ Thoroughly know their subject matter and their students c.​ Able to manage and monitor student learning d.​ Think systematically about their teaching and learn from their experiences e.​ Should be members of learning communities Chapter 2: The Early History of Education in a Changing World 1)​ The most important 3 philosophers of Athens, Greece (p.31) a.​ Socrates, Plato, Aristotle 2)​ Socratic method (p.31) a.​ Teacher asks questions that leads students to certain conclusions 3)​ Most important writing of Thomas Aquinas (p. 33)  2 a.​ Summa Theologica- became doctrine authority of Roman Catholic Church 4)​ Subjects included for the Seven Liberal Arts, (curriculum taught in schools on (735-804)) (p.33) a.​ Trivium (Grammar, rhetoric, logic) and quadrivium (Arithmetic, geometry, music, and astronomy) 5)​ Definition of Age of Reason (p. 36) a.​ A revolt of the intellectuals against superstition and ignorance that dominated people’s lives at the time influenced education in this early modern period 6)​ Key concepts in the Pestalozzian method (p. 38) a.​ Expression of love, understanding, and patience for children; compassion for the poor; and the use of objects and sense perception as the basis for acquiring knowledge 7)​ Content of the Hornbook in Colonial Schools (p. 42) a.​ A single page typically containing the alphabet, syllables, a prayer, or other simple words 8)​ Educational method of Maria Montessori (p. 49) a.​ Her methods utilized child-sized school furniture and specially designed learning materials. She emphasized independent work by children under the guidance of a trained teacher Chapter 3: Historical Perspectives of Education 1)​ GI Bill (p.61) a.​ The GI Bill of 1944 helped to provide education of veterans of World War II, and later similar bills assisted veterans of the Korean, Vietnam, and other conflicts 2)​ National Science Foundation (p. 61) a.​ to “promote the progress of science; to advance the national health, prosperity, and welfare; to secure the national defense; and for other purposes 3)​ Two federal government’s recent major efforts to improve education and to help children learn (p. 62) a.​ No Child Left Behind (NCLB) and it’s more recent replacement, the Every Student Succeeds Act (ESSA) 4)​ Facets of education touched from professionalization movement (p. 62) a.​ teacher training and certification have been characterized by a “refinement” or “professionalization” movement. 5)​ Main purpose of education in colonial America (p. 63) a.​ Religion 6)​ Motivations for home schooling according to the course text a.​ varies, but often it stems from a concern that children in the public schools may be exposed to problems such as drugs, alcohol, smoking, or gangs. 7)​ Theory created by Jean Piaget (p.73) a.​ theory of mental or cognitive development. Chapter 4: Philosophy: Reflections on the Essence of Education 1.​ Metaphysics (p. 83) Metaphysics: (reality or being): is a branch of philosophy concerned with questions about the nature of reality and the world in which we live. Metaphysics is a search for order and wholeness- a search applied not to particular items or experiences but to all reality and to all existence. (Means= “Beyond the physical”) What is reality What is existence? What is essence? 2.​ Epistemology: Truth a.​ A branch of philosophy that examines questions about how and what we know. Deals with the essence of knowledge, they are central to education. Teachers must be able to assess what is  3 knowledge to determine whether a particular piece of info should be included in the curriculum. 3.​ What is Axiology? p. 83 a.​ Axiology (virtue) deals with the nature of values. Deals with such questions as “What is good?” “What is beautiful?” Questions about what should be or what values we hold are highlighted in axiology. Divided into ethics (morals, values, and conducts) & aesthetics (values in the realm of beauty and art) 4.​ What is Idealism? p. 89 a.​ Idealism: Ideas and concepts are essence that is worth knowing. (Rational mind has the ability to reason its way to support the physical world) 5.​ What is Realism? p. 91 a.​ Realism: reality, knowledge, and value exist outside the mind. (Physical entities are the true reality) 6.​ What is Pragmatism? p.94 a.​ Pragmatism: stresses evolving and change rather than being. (Universe is dynamic and ever-changing) 7.​ What is Existentialism? p. 96 a.​ Existentialism: reality is found in lived experiences, final reality resides within each individual. A school of philosophy that focuses on the importance of the individual rather than on external standards. Chapter 5: Building an Educational Philosophy in a Changing World 1)​ Three educational philosophies Teacher Centered (p. 110) a.​ Essentialism, Behaviorism, Positivism 2)​ Three educational philosophies Student Centered (p. 110) a.​ Progressivism, Humanism, Constructivism 3)​ Three basic principles of Essentialism (p. 111) a.​ Core of information b.​ Hard work and mental discipline c.​ Teacher centered instruction 4)​ Behaviorism (p. 113) a.​ Behaviorism is a psychological theory and educational philosophy that holds that one’s behavior is determined by environment, not heredity. 5)​ Positivism (p. 114) a.​ Positivism limits knowledge to statements of observable fact based on sense perception and the investigation of objective reality. 6)​ Humanism (p. 120) a.​ Humanism is an educational philosophy that is concerned with enhancing the innate goodness of the individual. It rejects a group oriented educational system and seeks ways to enhance the individual development of the student 7)​ Constructivism classroom organization (Characteristics) (p. 125) a.​ students are placed in spaces where they can easily share ideas, diverse learning activities and material are available, student work is displayed everywhere. 8)​ Five steps to help leaders to put their visions into action according to Linda Sheive and Marian Schoenheit (1987) (p. 140) a.​ 1. Value your vision b.​ 2. Be reflective and plan a course of action  4 c.​ 3. Articulate the vision to colleagues d.​ 4. Develop a planning stage and an action stage e.​ 5.Have students become partners in the vision Chapter 6: The Place of Schools in Society 1)​ Social mobility (p. 146) a.​ The movement of an individual or family up or down in social class such as moving from the lower class to middle class as one finishes college and earns a higher income 2)​ Skills that are most important to employers (p.148) a.​ Work ethics a.​ Teamwork a.​ Decision making a.​ Critical thinking a.​ Computer literacy a.​ Basic reading and mathematics 3)​ Definition of culture (p. 150) a.​ Socially transmitted ways of thinking, believing, feeling and acting within a group of people that are passed from one generation to the next 4)​ Ways of learning enculturation (p. 151) a.​ Occurs when parents, grandparents, religious leaders, teachers, television shows, and our neighbors teach us the culture and its acceptable norms of behavior 5)​ Virtual schools (p. 155) a.​ Education programs offered without the teacher and student being in the same room or location for instruction. Most programs are offered online via web-based technologies 6)​ Magnet Schools (p. 156) a.​ Public schools with a focused curriculum such as the arts or mathematics and science. These schools are designed to attract a diverse student population from across a school district 7)​ Cultural capital (p. 168) a.​ The knowledge and ideas required to maintain or gain status and power in society Chapter 7: Diversity in Society and Schools 1)​ Multicultural Education (p. 174) a.​ An educational construct that values diversity, promotes social justice, and provides equality to all students 2)​ Achievement gap (p. 178) a.​ The differences in academic achievement, especially as measured on standardized tests among groups of students based on their race, ethnicity, SES, native language, sex, & exceptionalities 3)​ ESL English as Second Language (p. 183) a.​ An educational program for teaching English to speakers of other languages without the use of their native language for instruction 4)​ Bilingual education (p. 184) a.​ An educational program that uses English and the native language of students in classroom instruction 5)​ Equal Educational Opportunity (p. 188) a.​ Access to quality education for all students regardless of their gender, cultural background, or family circumstances  5 6)​ Inclusion (p. 190) a.​ Integration of all students regardless of their background or abilities in the education process 7)​ Social Justice (p. 196) a.​ A value system in which justice for all people, equality, and fairness are valued and promoted 8)​ Culturally Responsive Teaching (p. 197) a.​ A pedagogy that recognizes, values, and incorporates the cultures of students in the learning and teaching process Chapter 8: Students and their Families 1)​ Free or Reduced-Price Lunch (p. 210-211). a.​ annual income of 185% of federal poverty level 2)​ Program Title I (p. 210) a.​ 1965 federal program provides financial assistance to schools with a large number of low income students to help students meet state standards 3)​ Prejudice (p. 220). a.​ integrally tied to identifying otherness, which involves assigning characteristics and behaviors to members of other groups to distinguish oneself from them. 4)​ Discrimination (p. 220-221). a.​ the process that prevents members of a specific group from participating equally in society. These include legislation, policies, and practices that treat persons differently in the judicial, educational, and social systems based on their group memberships 5)​ Zero Tolerance policies (p. 220-221). a.​ strict enforcement of rules to even minor infringements without any exceptions 6)​ Types of parent involvement with schools according to MetLife (2012). (p. 227) parents want to be contacted if their child is having academic, health, or social problems. a.​ They also want teachers and the school to be responsive to their requests for information. b.​ They want to know homework policies and school procedures, and they want guidance on how c.​ to help their children be successful in school. Parents, especially in urban areas, would like teachers to be flexible about times to meet to d.​ discuss their child’s progress. 7)​ Chemical dependency (p. 217) a.​ the habitual use, for either psychological or physical needs, of a substance such as drugs, alcohol or tobacco 8)​ Cyber-bullying (p. 215). a.​ harassment from a distance rather than face to face through the use of technologies such as texting, social networking, and email to share embarrassing photos, spread rumors and attack victims Chapter 9: Organizing and Paying for Education 1)​ Local education agency (p. 233) a.​ The local formal organization for a set of schools, most commonly a school district  6 2)​ Superintendent (p. 233) a.​ The administrator with overall responsibility for school district operations 3)​ Mandatory (p. 234) a.​ Duties and responsibilities that must be accomplished 4)​ Discretionary (p. 234) a.​ Duties and responsibilities that may be done by a designated body or delegated to another 5)​ School Improvement Process (p. 238) a.​ The process by which a school staff develops a plan and implements action steps to improve student test scores 6)​ Resource Teacher (p. 239) a.​ Teachers who are credentialed to teach students with special needs and to work with regular teachers in providing special education 7)​ Equity of funding (p. 245) a.​ Provision of the same amount of funding to all schools or students 8)​ State funding (p. 247) a.​ The money that a state provides for the fiscal resources of local schools Chapter 10: Legal Perspectives on Education 1)​ Enabling laws (p. 269) a.​ Laws that make it possible for educators to do certain things 2)​ Administrative law (p. 269) a.​ rules and regulations that the executive branch of government create based in statute 3)​ Segregation (p. 276) a.​ legal and/or social separation of people on the basis of their race 4)​ Integration (p. 276) a.​ the process of mixing students of different races in school 5)​ Affirmative Action (p. 280) a.​ policies and procedures designed to compensate against women and members of minority groups (example assertive admission and recruiting practices) 6)​ Reverse Discrimination (p. 280) a.​ a situation in which a majority or an individual of a majority is denied certain rights because of preferential treatment provided to a minority or an individual of a minority 7)​ Teacher certification and licensure (p. 283) a.​ the process whereby each state determines the requirements for certification and for obtaining a license to teach 8)​ FERPA (p. 288) a.​ (Family Educational Rights and Privacy Act) - act that requires schools and teachers to maintain confidentiality of student records and enables parents to be able to view and challenge records for their children Chapter 11: Standards, Assessment and Accountability 1)​ Standards (p. 306).  7 a.​ A statement of a desired outcome, which in education is usually a description of student learning 2)​ Learning-centered (p. 308) a.​ Planning and instructing with the primary focus being on student learning 3)​ Formative assessment (p. 316) a.​ Using data about student learning to make adjustments and determine the next step with instruction 4)​ Summative Assessment a.​ Data about student performance that are used to make a concluding judgement about a grade, promotion to the next grade, graduation, college entrance, and so on 5)​ Validity (p. 327) a.​ An indication of whether assessment items measure what they are intended to measure 6)​ Reliability (p. 327) a.​ An indication that the information about student learning is consistent across repeated use of each assessment item or task 7)​ Growth model (p. 330) a.​ A statistical model that measures students' academic achievement over time at the school level 8)​ Value-added model (p. 330) a.​ A statistical model that measures student growth over a period of time by comparing student performance on the previous examination with the performance on the current examination Chapter 12: Curriculum and Instruction 1)​ Basic steps on the Curriculum Development Process (p. 350) a.​ Determine what needs to be learned and why b.​ Describe the desired learning outcome c.​ Select the specific content d.​ Organize the content e.​ Select learning activities f.​ Sequence the learning activities into a whole g.​ Evaluate the effectiveness of the materials, instruction, and student learning 2)​ Varied Curriculum Designs and Implications for Teachers and Students (p. 354) a.​ Subject centered i.​ Selected subjects are identified. Organization of content is tight and narrow and sequence is specified ii.​ Teacher lectures – focus on specific content according to prescribed materials iii.​ Student learn more content in less time due to narrow focus b.​ Theme or big idea centered i.​ A number of subjects are integrated into a theme; themes are examined for big ideas drawn from each subject area and three big ideas are emphasized ii.​ Teachers lecture – focus on broad generalizations iii.​ Students expected to develop broad understanding across a number of content areas, may not understand broad themes but simply memorize them c.​ Spiral i.​ Curriculum Is taught across the continuum, in an early grade then more in depth at a later grade  8 ii.​ Teachers use variety of teaching strategies and must have sufficient depth of knowledge- make an effort to add depth to student understanding iii.​ Students expected to learn at depth taught – risk of not retaining knowledge and understanding developed in previous cycle d.​ Common core i.​ Focus on key concepts and skills ii.​ Teachers – core content taught in relation to daily life, teachers teach as interdisciplinary teams iii.​ Students – learn through daily life examples and study of interdisciplinary topics, learning ideas related to subjects e.​ Mastery i.​ Levels of learning that all students reach are identified and students are given as much time as they need and a variety of activities to reach their mastery ii.​ Teachers – provide variety of activities, must be skilled at assessing what students do and do not know iii.​ Students – once students meet learning objective they move in to the next learning target f.​ Problem based i.​ Students work in groups to solve a problem that requires they learn new content ii.​ Teacher – is a guide and coach and only presents content when the need arises iii.​ Student – students expected to work cooperatively, be self-starters and motivated to study the problem g.​ Standards based i.​ Standards of learning become the content ii.​ Teachers use variety of instructional and assessment strategies aimed at assisting students in constructing their own understanding iii.​ Students – students know the standard and benchmarks they are studying and self-assess in relation to them 3)​ Hidden Curriculum (p. 354) a.​ Experienced through messages that are sent to students about expectations and about what is important to succeed with each teacher and across the school 4)​ Behavioral objectives (p. 359) a.​ Expectations for student learning that are stated in terms of observable behavior 5)​ The Six Levels of Bloom’s Revised Taxonomy of the Cognitive Domain (p. 360) a.​ Remember b.​ Understand c.​ Apply d.​ Analyze e.​ Evaluate f.​ Create 6)​ Affective Domain (p. 361) a.​ A system for classifying learning outcomes in the area of human actions and responses 7)​ Cooperative learning (p. 366) a.​ A strategy for student grouping that provides specific roles and responsibilities for each member 8)​ Appropriate strategies that relate to the needs of students with learning disabilities (p. 375)  9 a.​ Provide frequent progress checks and offer positive feedback concerning their progress toward an individual or class goal b.​ Give immediate feedback c.​ Provide oral instruction – allow students to take written tests orally d.​ Make activities concise and short when possible e.​ Provide concrete examples and hands-on learning when possible f.​ Repeat instructions or offer information in both written and oral formats g.​ Encourage collaborative learning Chapter 13: Becoming and Effective Teacher in a Challenging World 1)​ Characteristics of High-Quality Schools (p. 388-389) a.​ Shared vision and goals b.​ Concern about teaching and learning c.​ Purposeful teaching d.​ High expectations e.​ Home-school partnerships 2)​ PLC Professional Learning Community (p. 391) a.​ A school organization culture that emphasizes collaboration and all members continuing to learn 3)​ Colegial Learning (p. 391) a.​ Teachers learning from other teachers 4)​ Three general types of knowledge of High-Quality Teachers (p. 395) a.​ Content knowledge b.​ Pedagogical knowledge c.​ Pedagogical content knowledge 5)​ What makes a great teacher? By Erin Young (p. 406) a.​ Flexible, self-motivated, progressive, and innovative b.​ Ability to build relationships with students and teachers and have a passion for teaching c.​ Excites passion for learning in students through skillful facilitation using 21st century tools d.​ Goes beyond the classroom as a collaborator with colleagues e.​ Knows the curriculum and works well as part of a team f.​ Wants to improve him/herself by learning good instructional skills g.​ Builds relationships and facilitates lifelong learning h.​ Collaborates with families, peers, and the community i.​ Shows appreciation and enthusiasm for cultural differences j.​ Inspires others to achieve their potential k.​ Understands the complexities of the teaching and learning environment l.​ Has consistently high expectations for all students m.​ Recognizes and adapts when he/she isn’t getting through to students n.​ Addresses the needs of the whole child o.​ Uses assessment to inform instructional decision making p.​ Gives back through mentoring 6)​ Teacher Unions (P. 404) a.​ Organization responsible for negotiating contracts and setting working conditions b.​ National Education Association (NEA) and American Federation of Teachers (AFT) are the two major unions in the US 7)​ Professional Associations (p. 405)  10 a.​ deal directly with issues such as the development of student and teacher standards, the design of curriculum, creating innovations in teaching, and improving instructional processes. They provide teachers with the opportunity to collaborate with other teachers who have like concerns and interests; they also enable teachers to participate in various professional leadership activities. 8)​ Induction (p. 403) a.​ The first 1-3 years of teaching Character Education Power Point 1)​ Character education definition. a.​ An umbrella term about efforts to promote ethical value, education, moral and performance traits, civic virtues, and social emotional learning for youth fostering moral development 2)​ Benefits of character education in schools: “When it is implemented in schools, you can see higher academic performance, improved attendance, reduced violence, and fewer disciplinary issues (Vimal, 2016). a.​ Higher academic performance, improved attendance, reduced violence, and fewer disciplinary issues 3)​ Dr. Esper findings on character education about factors for effectiveness: a.​ Emphasis, Frequency, and Intentionality of the application of strategies to educate in ethical values across the subjects. +House Bill 1026 (Handout) ​ The bill requiring public schools to integrate positive character traits into the TEKS for K-12 +Social Emotional Learning Model (www.casel.org) (5 components) 1.​ Self-awareness 2.​ Self-management 3.​ Responsible decision making 4.​ Social awareness 5.​ Relationship skills +To identify 11 Principles for Character Education (www.character.org) 1.​ A set of core values are selected, defined, embedded, and modeled throughout the school culture 2.​ The school develops and implements an intentional, proactive, and comprehensive approach that embeds character into all aspects of school life 3.​ Every student understands, cares about, and practices core values embedded into the school community 4.​ The school creates a caring community where everyone feels they belong 5.​ The school provides students with opportunities to practice and reflect on the character strengths that are shaping and forming their moral compass 6.​ The school offers meaningful and challenging academic curriculum that encourages all students to develop their character strengths 7.​ The school fosters development by encouraging students to “do the right thing” for intrinsic rather than extrinsic reasons 8.​ The school embraces shared leadership as a critical path to developing its character initiative 9.​ All staff share responsibility to implement and reinforce the schools character initiative  11 10.​Families and the community are integral partners in the school's character initiative 11.​The school annually assesses the progress of its comprehensive character initiative and makes changes based on the information collected