Annotated Glossary

AnnotatedAnnotated
GlossaryGlossary
Being an explanation of the key terms ofBeing an explanation of the key terms of
Educational Psychology as outlined inEducational Psychology as outlined in
John F. Durkin’s book,John F. Durkin’s book, Cases inCases in
Educational PsychologyEducational Psychology
Compiled by Gordon LambieCompiled by Gordon Lambie
February 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, BrainChapter 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 aand competency in any given field and/or a
general term for the knowledge, skill, andgeneral term for the knowledge, skill, and
competency one has gainedcompetency one has gained
 Psychology:Psychology: The study of the psyche, mind or soulThe study of the psyche, mind or soul
 Pragmatism:Pragmatism: A School of thought whichA School of thought which
revolves around the notion that the worth ofrevolves around the notion that the worth of
ideas lies in their observable consequencesideas lies in their observable consequences
 Models:Models: Generalized mental conceptions ofGeneralized mental conceptions of
broader more complex ideasbroader more complex ideas

ChapterChapter
One:One:
ContinuedContinued
 Classical Teaching:Classical Teaching: An approach to education whichAn approach to education which
emphasizes development inemphasizes development in
academics, arts, leadership, andacademics, arts, leadership, and
sporting activities with the intent ofsporting activities with the intent of creating wellcreating well
rounded individuals.rounded individuals.
 Curriculum-based teaching:Curriculum-based teaching: A more utilitarian approach toA more utilitarian approach to
education which emphasizes a standardized curriculumeducation which emphasizes a standardized curriculum
developed by a school district or higher government with thedeveloped by a school district or higher government with the goalgoal
of ensuring that all students meet the minimumof ensuring that all students meet the minimum establishedestablished
criteria (at least).criteria (at least).
 Student Centered Teaching:Student Centered Teaching: Teaching approach which focusesTeaching approach which focuses
on the needs and interests of the students allowing them toon the needs and interests of the students allowing them to
determine their own curriculadetermine their own curricula

Chapter Two:Chapter Two:
The Nature of EvidenceThe Nature of Evidence
 Belief:Belief: A trust or confidence in, and acceptance of a theology orA 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 feelingsThe summative view of a series of thoughts and feelings
on a particular issue or question. Anyone can have anon a particular issue or question. Anyone can have an
opinion, but Informed opinions are generally taken to beopinion, but Informed opinions are generally taken to be
more credible.more 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 numerousgenerally something which has been proven numerous
times.times.
 Correlation:Correlation: A measure of the relation between two or moreA measure of the relation between two or more
elements. For example, there is a correlation between a dropelements. For example, there is a correlation between a drop inin
temperature and the tendency to wear snowsuitstemperature and the tendency to wear snowsuits
 Causation:Causation: The term for the process of something causingThe term for the process of something causing
another. Cold temperatures cause us to wear snowsuits. Theanother. Cold temperatures cause us to wear snowsuits. The
Chicken-Egg Paradox is a causality paradox.Chicken-Egg Paradox is a causality paradox.

Chapter 2Chapter 2
ContinuedContinued
 True Experiment:True Experiment: An experimental form developed to helpAn experimental form developed to help
determine causality relationships by looking at two or moredetermine causality relationships by looking at two or more
different sets of characteristics/criteria in an unchangingdifferent sets of characteristics/criteria in an unchanging
group and a group in which elements are alteredgroup and a group in which elements are altered
 Control Group:Control Group: The experimental group which is left “as is” so asThe 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/ isThe group which undergoes treatment/ is
experimented on.experimented on.
 Double Blind Study:Double Blind Study: A study in which neither the experimenterA study in which neither the experimenter
nor subjects are aware of who is a member of the controlnor 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 anyA mimic of the treatment which does not have any
physical effect so as to ensure that no one knows who’sphysical effect so as to ensure that no one knows who’s
getting treatment and who isn’t.getting treatment and who isn’t.
 Field Observation:Field Observation: A consistent, long term observation of aA consistent, long term observation of a
groupgroup or phenomenon to learn its characteristicsor phenomenon to learn its characteristics

 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 geneticallydifferent from one to the next, but passed down 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 andin certain combinations, determine elements and
characteristics of the being in question. In most casescharacteristics of the being in question. In most cases
humans have 46 arranged in 23 pairshumans have 46 arranged in 23 pairs
 DNA:DNA: Deoxyribonucleic Acid, contained within each chromosomeDeoxyribonucleic 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 moreDamage or change to one or more
ChromosomalChromosomal sites, resulting in potential disabilitysites, resulting in potential disability
 MutationMutation:: A more positive term for genetic defect, taken upA more positive term for genetic defect, taken up
because sometimes “defects” can have beneficial diesbecause sometimes “defects” can have beneficial dies
effectseffects
Chapter Three:Chapter Three:
Genetics, Evolutionary Psychology and theGenetics, Evolutionary Psychology and the
EnvironmentEnvironment

Chapter 3Chapter 3
ContinuedContinued
 Chromosomal Abnormalities:Chromosomal Abnormalities: A difference in theA difference in the
number or shape of chromosomes resulting innumber or shape of chromosomes resulting in
genetic differences.genetic differences.
 Temperament:Temperament: A person’s characteristic way ofA 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 explainAn attempt to explain
human behaviour as a product of conscious orhuman behaviour as a product of conscious or
unconscious drives to ensure the survival andunconscious drives to ensure the survival and
proliferation of each person’s genetic material.proliferation of each person’s genetic material.

Chapter 3Chapter 3
ContinuedContinued
 Goodness of fit:Goodness of fit: The level to which any given geneticThe level to which any given genetic
mix is supported more by one environment thanmix 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 inThe idea the struggle early in
life “hardens” us for life later on, making us morelife “hardens” us for life later on, making us more
successful adultssuccessful adults
 Heritability:Heritability: The proportion of a particular biological orThe proportion of a particular biological or
psychological characteristic that is inheritedpsychological characteristic that is inherited
 Genotype:Genotype: A person’s genetic material or codeA person’s genetic material or code
 Phenotype:Phenotype: A person’s observable characteristicsA person’s observable characteristics

Chapter 3Chapter 3
ContinuedContinued
 Reaction Range:Reaction Range: The change in a person’sThe change in a person’s
phenotype as determined by thephenotype as determined by the
environmental conditions of any givenenvironmental conditions of any given
genotypegenotype
 Genetic Determinism:Genetic Determinism: The belief that geneticsThe belief that genetics
decides all the major factors of a person’sdecides all the major factors of a person’s
lifelife
 Environmental Determinism:Environmental Determinism: The belief thatThe belief that
factors in the environment decide all thefactors in the environment decide all the
major factors of a person’s lifemajor factors of a person’s life

Chapter Four:Chapter Four:
Brain and Biological DevelopmentBrain and Biological Development
 Central Nervous System:Central Nervous System: The Brain, Spinal Cord andThe Brain, Spinal Cord and
the cranial nervesthe cranial nerves
 Peripheral Nervous System:Peripheral Nervous System: All nerves in other partsAll nerves in other parts
ofof the bodythe body
 Somatic Nervous System:Somatic Nervous System: A subdivision of theA subdivision of the
Peripheral nervous system; carries information toPeripheral nervous system; carries information to andand
from the sense organs and muscles.from the sense organs and muscles.
 Autonomic Nervous System:Autonomic Nervous System: A subdivision of theA subdivision of the
Peripheral nervous system; Carries information toPeripheral 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 theA subdivision of the
Autonomic nervous system; adjusts bodyAutonomic nervous system; adjusts body
temperature and heart rate. Also responsible fortemperature and heart rate. Also responsible for thethe
“fight or flight” instinct.“fight or flight” instinct.

ChapterChapter
Four:Four:
ContinuedContinued
 Parasympathetic Nervous System:Parasympathetic Nervous System: A subdivision ofA subdivision of
the Peripheral nervous system. Responsible forthe Peripheral nervous system. Responsible for
bodily maintenance (organs), counteracts thebodily maintenance (organs), counteracts the
effects of the Sympathetic nervous system.effects of the Sympathetic nervous system.
 Afferent Nerves:Afferent Nerves: Carry informationCarry information toto the nervousthe nervous
systemssystems
 Efferent Nerves:Efferent Nerves: Carry informationCarry information away fromaway from thethe
nervous systemsnervous systems
 Voluntary Nervous System:Voluntary Nervous System: The parts of the nervousThe parts of the nervous
system which can be consciously controlledsystem which can be consciously controlled
 Involuntary Nervous System:Involuntary Nervous System: The parts of theThe parts of the
nervous system which cannot be consciouslynervous system which cannot be consciously
controlledcontrolled

ContinuedContinued
 Hindbrain:Hindbrain: Evolutionarily speaking, the oldest part ofEvolutionarily 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 brainpredictably in the middle, relays communications from brain toto
body.body.
 Forebrain:Forebrain: Forming 80% of total brain volume, the brain sectionForming 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 aboutAn 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 throughThe space between one neuron and the next through
which neurotransmitters must pass to relay informationwhich neurotransmitters must pass to relay information

ContinuedContinued
 Neurotransmitter:Neurotransmitter: Chemical molecules that cross the synapticChemical 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, thisThe first stage of Neural Development, this
basically consists of many neurons being formed verybasically consists of many neurons being formed very
quickly. This process has ended by birth.quickly. This process has ended by birth.
 Migration:Migration: The second stage of Neural Development, brainThe second stage of Neural Development, brain
neurons migrate to other parts of the body. This can occurneurons migrate to other parts of the body. This can occur laterlater
in life.in life.
 Cell Growth:Cell Growth: The third stage of Neural Development, as they areThe third stage of Neural Development, as they are
used, cells grow and develop. The larger the cell the moreused, cells grow and develop. The larger the cell the more
efficient, generally.efficient, generally.
 Myelination:Myelination: The Fourth stage of Neural Development, in whichThe Fourth stage of Neural Development, in which
cells are coated with a protective layer of fat which acts as ancells are coated with a protective layer of fat which acts as an
electrical insulatorelectrical insulator

ContinuedContinued
 Differentiation:Differentiation: The Fifth stage of NeuralThe Fifth stage of Neural
Development, in which simple neurons developDevelopment, in which simple neurons develop
more specific purposesmore specific purposes
 Neural Plasticity:Neural Plasticity: Based on outside stimulation, theBased on outside stimulation, the
brain forms its own unique pathways, meaning thatbrain forms its own unique pathways, meaning that
people in different environments andpeople in different environments and
circumstances literally think about things incircumstances literally think about things in differentdifferent
ways.ways.
 Bonding:Bonding: The psychological attachment of Parent toThe psychological attachment of Parent to
childchild
 Attachment:Attachment: The psychological attachment of child toThe psychological attachment of child to
parentparent

ContinuedContinued
 Rhythmic Motor Skills:Rhythmic Motor Skills: A person’s sense ofA person’s sense of
basic rhythms in movement.basic rhythms in movement.
 Gross Motor Skills:Gross Motor Skills: Broad movement andBroad movement and
coordination skillscoordination skills
 Fine Motor Skills:Fine Motor Skills: More refined, complexMore refined, complex
movement and coordination abilitiesmovement and coordination abilities
 GenderGender: Psychological characteristics which: Psychological characteristics which
socially define the difference between malesocially define the difference between male
and female personas. Not to be confusedand female personas. Not to be confused
with “Sex” which defines the physicalwith “Sex” which defines the physical
differences between male and female.differences between male and female.

Chapter Five:Chapter Five:
Cognitive and Language DevelopmentCognitive and Language Development
 Cognition:Cognition: Our Process of percieving ourselves in theOur Process of percieving ourselves in the
worldworld
 Schemata:Schemata: Frameworks developed in the mind toFrameworks developed in the mind to
organize informationorganize information
 Adaptation:Adaptation: Process by which schemata are changedProcess 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 newProcess of adaptation by which new
information is incorporated into existing Schematainformation is incorporated into existing Schemata
 Accommodation:Accommodation: Process of adaptation by which newProcess of adaptation by which new
information causes a re-structuring of theinformation causes a re-structuring of the
schemataschemata

Chapter 5Chapter 5
ContinuedContinued
 Piaget’s Stages:Piaget’s Stages: Four levels of cognitive development as laid outFour levels of cognitive development as laid out
by Piaget. Sensory-motor, pre-operational, Concreteby 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 inThe degree to which individuals are centered in
theirtheir view of themselvesview of themselves
 Private Speech:Private Speech: Talking to ourselves, seen as important toTalking to ourselves, seen as important to
personal developmentpersonal development
 Zone of Proximal Development:Zone of Proximal Development: The notion that an idea can beThe notion that an idea can be
expressed to anyone of any age if broken down andexpressed to anyone of any age if broken down and
structured in the proper manner. Individuals can only go sostructured in the proper manner. Individuals can only go so farfar
beyond their current understanding without becomingbeyond their current understanding without becoming
frustrated, but by approaching the issue properly, one canfrustrated, but by approaching the issue properly, one can
transform that frustration into growth.transform that frustration into growth.

Chapter 5Chapter 5
ContinuedContinued
 Scaffolding:Scaffolding: The breakdown mentioned above, theThe breakdown mentioned above, the
cues and tools we use to deconstruct complexcues and tools we use to deconstruct complex
ideas in order to build understandingideas in order to build understanding
 Adult Mediated Learning:Adult Mediated Learning: The idea that learningThe idea that learning
works best in an environment mediated byworks best in an environment mediated by
knowledgeable, organized members of theknowledgeable, organized members of the
communitycommunity
 Metacognition:Metacognition: Essentially, thinking about thinking.Essentially, thinking about thinking.
The process of reviewing and considering one’sThe process of reviewing and considering one’s
own thoughts and actions.own thoughts and actions.
 Displacement:Displacement: The ability of language to describeThe ability of language to describe
situations which are not currently happeningsituations which are not currently happening

Chapter Six:Chapter Six:
Social, Emotional, and Moral DevelopmentSocial, Emotional, and Moral Development
 Microsystem:Microsystem: The context in which anThe context in which an
individual spends most of his/her timeindividual spends most of his/her time
 Mesosystem:Mesosystem: The interactions betweenThe interactions between
MicrosystemsMicrosystems
 Exosystem:Exosystem: Factors which indirectly influenceFactors which indirectly influence
a person’s Microsystema person’s Microsystem
 Macrosystem:Macrosystem: The Broader culture in whichThe Broader culture in which
the individual is situated.the individual is situated.
 Chronosystem:Chronosystem: The socio-cultural history ofThe socio-cultural history of
the individualthe individual

ContinuedContinued
 Freudian psychoanalysis:Freudian psychoanalysis: The life’s work of SigmundThe life’s work of Sigmund
Freud; in very brief summary, every person is aFreud; in very brief summary, every person is a
battleground between our animalistic subconsciousbattleground between our animalistic subconscious
desires and our socially constructed conscience. Ifdesires and our socially constructed conscience. If
our lives are unbalanced between these two, weour lives are unbalanced between these two, we
become emotionally unbalanced and troubled.become emotionally unbalanced and troubled.
 Libido:Libido: Freud’s term for positive energies (colloquiallyFreud’s term for positive energies (colloquially
referring to sexual energies)referring to sexual energies)
 Thanatos:Thanatos: Freud’s Term for Negative energiesFreud’s Term for Negative energies
 Psychosocial Theory:Psychosocial Theory: Theory suggesting that everyTheory suggesting that every
person has the same psychological needs, but thatperson has the same psychological needs, but that
we go about fulfilling them differently depending onwe go about fulfilling them differently depending on
our social context.our social context.

ContinuedContinued
 Self-concept:Self-concept: What individuals know orWhat individuals know or
believe about themselvesbelieve about themselves
 Self-esteem:Self-esteem: How people feel aboutHow people feel about
themselves and the value they place onthemselves and the value they place on
themselves as a personthemselves as a person
 Shame:Shame: Being publicly exposed in a negativeBeing publicly exposed in a negative
wayway
 Attribution Theory:Attribution Theory: the suggestion that selfthe suggestion that self
perception is strongly influenced by theperception is strongly influenced by the
manner by which an individual justifiesmanner by which an individual justifies
his/her decisionshis/her decisions

ContinuedContinued
 Locus of Control:Locus of Control: The degree to whichThe degree to which
individuals feel in control of their livesindividuals feel in control of their lives
 Self Efficacy:Self Efficacy: Personal expectations ofPersonal expectations of
performance ability in every day lifeperformance ability in every day life
 Internal Critic:Internal Critic: The “voice” by which weThe “voice” by which we
judge our actions and the actions ofjudge our actions and the actions of
othersothers

Chapter Seven:Chapter Seven:
Peers and Social RelationsPeers and Social Relations
 Frames:Frames: The social contexts which allow us toThe social contexts which allow us to
consciously decide the meaning of anyconsciously decide the meaning of any
given actiongiven action
 Ambiguous intent:Ambiguous intent: The fact that the meaningThe fact that the meaning
of actions varies depending on the socialof actions varies depending on the social
contextcontext
 Double Bind:Double Bind: The somewhat confusing notionThe somewhat confusing notion
that we must focus on the needs of othersthat we must focus on the needs of others
in order to serve our own needsin order to serve our own needs

Chapter Eight:Chapter Eight:
Variations in LearningVariations in Learning
 Intelligence:Intelligence: A general term for the sum of the varied mentalA 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 everyoneArising from the notion that everyone
has a “mental age” which may or may not match up with theirhas a “mental age” which may or may not match up with their
chronological age, the IQ is meant to be a measure of achronological age, the IQ is meant to be a measure of a
person’s intelligence, taken by dividing mental age byperson’s intelligence, taken by dividing mental age by
chronological age and multiplying the result by 100. A verychronological 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 selfa term with many definitions summarized as self
confidence and control of internal censor, resulting in acts ofconfidence and control of internal censor, resulting in acts of
creation.creation.
 Internal Censor:Internal Censor: Every person’s internal critic, the lens throughEvery person’s internal critic, the lens through
which he/she judges his/her own actions.which he/she judges his/her own actions.

Chapter 8:Chapter 8:
ContinuedContinued
 Temperament:Temperament: A person’s characteristicA person’s characteristic
personality attributes and modes ofpersonality attributes and modes of
response.response.
 Personality:Personality: The qualities of our decisionThe qualities of our decision
making and mental tendencies that makemaking and mental tendencies that make usus
psychologically different from onepsychologically different from one another.another.
 Disability:Disability: some limitation of a person tosome limitation of a person to
function. May be beneficial.function. May be beneficial.
 Handicap:Handicap: an actual detriment to the quality ofan actual detriment to the quality of
life caused by a disability.life caused by a disability.

ContinuedContinued
 Labeling:Labeling: Identifying a person based solely on oneIdentifying a person based solely on one
characteristic of their existence. Ex. The Blondecharacteristic 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 studentsSeparation in the school of students
with special needs from the “regular” students intowith special needs from the “regular” students into
two different programs.two different programs.
 Inclusion:Inclusion: The opposite of mainstreaming, the notionThe opposite of mainstreaming, the notion
that it is more beneficial to have one adaptablethat it is more beneficial to have one adaptable
program for all.program for all.
 Individual Education Plan:Individual Education Plan: A specialized educationA specialized education
plan developed specifically for an individual withplan developed specifically for an individual with
special needsspecial needs

Chapter Nine:Chapter Nine:
Cultural and Ethnic IssuesCultural and Ethnic Issues
 Culture:Culture: The practices and core beliefs of aThe practices and core beliefs of a givengiven
people or nation at a given time.people or nation at a given time.
 Ethnic:Ethnic: Of, or having to do with, variousOf, or having to do with, various
cultural groups of people, and thecultural groups of people, and the characteristics,characteristics,
language and customs of each.language and customs of each.
 Ethnocentric:Ethnocentric: A view regarding one’s own race orA view regarding one’s own race or
culture as the most important.culture as the most important.
 Memes:Memes: Individual elements of culture which proliferateIndividual elements of culture which proliferate
and spread.and spread.
 Memetics:Memetics: The study of the replication, spread andThe study of the replication, spread and
evolution of Memes.evolution of Memes.

ContinuedContinued
 Race:Race: Term for groups of humans who share distinct physiologicalTerm for groups of humans who share distinct physiological
characteristics that differentiate them from other races. Ex.characteristics that differentiate them from other races. 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 culturesThe concept of not having other cultures
conform to a uniform national identity, but instead to allowconform to a uniform national identity, but instead to allow
them to maintain their own traditions so long as they do itthem 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 wereAn umbrella term for the groups of people who were
indigenous to North America before the arrival of Europeansindigenous to North America before the arrival of Europeans
and their decendants.and their decendants.

Chapter Ten:Chapter Ten:
Behavioural Learning TheoriesBehavioural Learning Theories
 Classical Conditioning:Classical Conditioning: A training system focused on the idea ofA training system focused on the idea of
predicted response. If a bell is rung every time that a dog ispredicted response. If a bell is rung every time that a dog is
to be fed, soon one can ring a bell and the dog will salivateto be fed, soon one can ring a bell and the dog will salivate
without there having to be any food at all. Can be applied towithout there having to be any food at all. Can be applied to
many pairings of stimuli.many pairings of stimuli.
 Generalization:Generalization: The extent to which similar circumstances to theThe 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 differentThe ability to differentiate between different
stimuli and responsesstimuli and responses
 Extinction:Extinction: The process of deconstructing the associationThe process of deconstructing the association
between stimulus and response.between stimulus and response.
 Operant Conditioning:Operant Conditioning: Similar to the notion of classicalSimilar to the notion of classical
conditioning except that stimulus follows the action in theconditioning except that stimulus follows the action in the formform
of reward or punishment.of reward or punishment.

Chapter 10Chapter 10
ContinuedContinued
 Reinforcement:Reinforcement: Positive enforcement of a behaviourPositive 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 thenegative reaction to a behaviour with the
intent of decreasing said behaviourintent of decreasing said behaviour
 Shaped Behaviour:Shaped Behaviour: The sculpting of behaviour byThe 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 tendenciesreinforcement must occur regularly so that tendencies
develop.develop.
 Premack’s Principle:Premack’s Principle: The connection of moreThe connection of more
desirable activities to the completion of less desirabledesirable activities to the completion of less desirable
activities.activities.

ContinuedContinued
 Extinction Burst:Extinction Burst: The temporary burst in a behaviourThe temporary burst in a behaviour
just before extinction occursjust before extinction occurs
 Reward:Reward: A positive reaction to a behaviour in order toA positive reaction to a behaviour in order to
encourage itencourage it
 Punishment:Punishment: A negative reaction to a behaviour inA negative reaction to a behaviour in
order to discourage it, not as effective as reward inorder to discourage it, not as effective as reward in
terms of teaching.terms of teaching.
 Logical Consequence:Logical Consequence: A consequence which isA consequence which is
logically connected to the behaviour in questionlogically connected to the behaviour in question
 Natural consequence:Natural consequence: The consequences whichThe consequences which
naturally flow out of an action without any outsidenaturally flow out of an action without any outside
interferenceinterference

ContinuedContinued
 Satiation:Satiation: Forced repetition of an unwanted behaviourForced 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 inNot engaging in the negative behaviour in
a context where one usually woulda context where one usually would
 Learned Helplessness:Learned Helplessness: The feeling whichThe feeling which
accompanies repetitive severe punishment, aaccompanies repetitive severe punishment, a
notion that nothing can be done to preventnotion that nothing can be done to prevent
punishment, that this helplessness is just a part ofpunishment, that this helplessness is just a part of life.life.
 Social Learning:Social Learning: The idea that we can perform actionsThe idea that we can perform actions
we’ve never done before simply by means ofwe’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 theAn approach to learning which focuses on the
way individuals construct their own learning and conceptionsway individuals construct their own learning and conceptions
of the world.of the world.
 Speed:Speed: Generally, the measure of something’s movement withGenerally, the measure of something’s movement with
regard to time; with regard to information processing, aregard to time; with regard to information processing, a
measure of how quickly a mental process can be completed.measure of how quickly a mental process can be completed.
 Capacity:Capacity: The amount of information which can be held inThe 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 beThe 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

ContinuedContinued
 ADHD:ADHD: Attention Deficit Hyperactivity Disorder, aAttention Deficit Hyperactivity Disorder, a
disorder with broadly diagnosable symptoms,disorder with broadly diagnosable symptoms,
largely visible in the form of intense hyperactivitylargely visible in the form of intense hyperactivity andand
a great difficulty in maintaining focusa great difficulty in maintaining focus
 Sensation:Sensation: Raw sensory dataRaw sensory data
 Perception:Perception: How the brain interprets sensory dataHow the brain interprets sensory data
 Premature closing:Premature closing: The brain’s decision that it alreadyThe 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 storeA person’s mental capacity to store
informationinformation

ContinuedContinued
 Inhibition:Inhibition: When one piece of mental information make retrievalWhen 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 previouslyWhen 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 learnedWhen information currently being learned
makes retrieval difficultmakes retrieval difficult
 Facilitation:Facilitation: When knowing one piece of information helps us toWhen knowing one piece of information helps us to
retrieve othersretrieve others
 Proactive Facilitation:Proactive Facilitation: When something we have learned helpsWhen something we have learned helps
us to learn something newus to learn something new
 Retroactive Facilitation:Retroactive Facilitation: When something we are learning nowWhen 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 ConstructivistMastery, Direct, and Constructivist
ApproachesApproaches
 Transfer of Learning:Transfer of Learning: Taking knowledge and skills from one context andTaking 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 orThe planned result of a lesson. A goal or
ExpectationExpectation
 Mastery approach:Mastery approach: An approach to teaching in which concepts areAn approach to teaching in which concepts are
broken down into component parts which must be masteredbroken down into component parts which must be mastered
individually before the student can move on to the next. Mastery inindividually before the student can move on to the next. Mastery in thisthis
case is defined as an 80% mark or highercase is defined as an 80% mark or higher
 Direct instruction approach:Direct instruction approach: An approach to teaching wherein an expertAn approach to teaching wherein an expert
teacher lectures to a class on a subject, directly instructing them inteacher lectures to a class on a subject, directly instructing them in
the ins and outs of whatever they happen to be studying. Verythe ins and outs of whatever they happen to be studying. Very
effective for some, less so for students with attention difficulties oreffective for some, less so for students with attention difficulties or whowho
have not been taught proper recording strategies.have not been taught proper recording strategies.
 Constructivist approach:Constructivist approach: An Approach to teaching which suggests thatAn Approach to teaching which suggests that
the knowledge most valuable to students is that which they canthe knowledge most valuable to students is that which they can
construct and examine themselves. It places a high value on criticalconstruct and examine themselves. It places a high value on critical
thinking skills and teachers as guides rather than all knowingthinking skills and teachers as guides rather than all knowing
expertsexperts

Chapter Thirteen:Chapter Thirteen:
Differentiated Instruction,Differentiated Instruction,
Group/Cooperative Learning and Brain-Group/Cooperative Learning and Brain-
Based ApproachesBased Approaches
 Differentiated instruction:Differentiated instruction: A teaching strategy which attempts toA teaching strategy which attempts to
account for the high levels of diversity in the typicalaccount for the high levels of diversity in the typical
classroom by focusing on the interests and needs ofclassroom by focusing on the interests and needs of individualindividual
students without resorting to individualizedstudents without resorting to individualized instruction.instruction.
 Group Learning:Group Learning: Learning activities which involve theLearning 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 orA practice used to sort students of particular ability or
interests into specific schools in order to specialize learning.interests into specific schools in order to specialize learning.
Risky in that it can cause unintentional segregation.Risky in that it can cause unintentional segregation.
 Evaluation:Evaluation: The process of qualifying or quantifying the workThe 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 whichApproaches to education which
revolve around notions derived from research done on therevolve 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 orBiological responses to a perceived internal or
externalexternal environment, influenced by genetics and byenvironment, influenced by genetics and by
environmentalenvironmental stimuli.stimuli.
 Steam Engine model:Steam Engine model: The idea that emotional effects build upThe idea that emotional effects build up
like pressure in a steam engine. If the pressure is notlike pressure in a steam engine. If the pressure is not
released it will explode. This theory has very little validity.released it will explode. This theory has very little validity.
 Authentic Emotions:Authentic Emotions: Emotional responses to genuine day-to-dayEmotional responses to genuine day-to-day
experiences.experiences.
 Inauthentic emotions:Inauthentic emotions: Emotional responses caused byEmotional 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 thatSimilar to the concept of IQ, the idea that
people have a measurable emotional intelligence as well aspeople 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.

continuedcontinued
 Glasser’s Choice Theory:Glasser’s Choice Theory: A theory which sees all emotions asA theory which sees all emotions as
behaviours meant to satisfy genetic needs. Since they arebehaviours meant to satisfy genetic needs. Since they are behaviours,behaviours,
they can be changed simply by means ofthey can be changed simply by means of changing thechanging the way we thinkway we think
and act.and act.
 Stress:Stress: The body’s psychological response to demanding stimuli, oftenThe body’s psychological response to demanding stimuli, often
manifesting in the form of physiological symptoms. Seen by somemanifesting 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 theA 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 offorces of a person’s ability to achieve the task and the difficulty of
said task. When these forces are in balance, flow is achieved andsaid task. When these forces are in balance, flow is achieved 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 orMotivation rooted in external rewards or
punishmentspunishments

continuedcontinued
 Intrinsic Motivation:Intrinsic Motivation: Motivation based onMotivation based on
internal drive to achieve the desiredinternal 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’sA person’s
objectives with regard to the developmentobjectives with regard to the development ofof
competencycompetency
 Performance Goals:Performance Goals: The desire for particularThe desire for particular
outcomes which can be favourably judgedoutcomes which can be favourably judged
by othersby others

Chapter Fifteen:Chapter Fifteen:
Learning Environments and LearnedLearning Environments and Learned
DifficultiesDifficulties
 Learning environments:Learning environments: The physical and psychological space createdThe 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 everythingTerm for the teacher’s ability to keep track of everything
that is going on in her/his classroom and deal with what is going onthat 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 havingOne type of indicator of a student having
behavioural problems; actions done with the intent of controllingbehavioural 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 havingOne 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, morethose 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 havingOne 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 Fifteen
ContinuedContinued
 Maslow’s Hierarchy:Maslow’s Hierarchy: Theory established by AbrahamTheory established by Abraham
Maslow which states that people prioritize theirMaslow which states that people prioritize their
needs from most basic to most complex, and thatneeds from most basic to most complex, and that
those whose basic needs are not being met will notthose 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 fedTherefore, a student who is not being properly fed
or housed, for example, will never prioritizeor housed, for example, will never prioritize
algebra, because he/she has more significantalgebra, because he/she has more significant
things to worry about.things to worry about.
 Education:Education: Teaching of knowledge which has realTeaching 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 hasThe teaching of imposed data which has
no real significance for the student personally, or inno 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 environmentThe importance of establishing a classroom environment
which reflects real-world values and has realistic behaviour goalswhich reflects real-world values and has realistic behaviour goals
and consequences. An environment with logical consequences andand consequences. An environment with logical consequences and
the understanding that no one is going to be perfectly behaved at allthe understanding that no one is going to be perfectly behaved at all
times.times.
 Empathy:Empathy: The ability of one person to sympathize and personallyThe 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 whichThe theory of classroom management which
suggests that being a good teacher is genetically determined andsuggests that being a good teacher is genetically determined 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 classroomThe 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 situationThe 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 clearA management style which blends clear
behavioural limitations with a caring and discursive attitude. Seen asbehavioural limitations with a caring and discursive attitude. Seen as oneone
of the best approaches to teaching.of the best approaches to teaching.

Chapter SixteenChapter Sixteen
ContinuedContinued
 Authoritarian teaching:Authoritarian teaching: A management style which depends upon the teacher asA management style which depends upon the teacher as
Dictator of the classroom. Useful in situations of danger, where there is noDictator of the classroom. Useful in situations of danger, where there is no
time for discussion, but otherwise tends to breed discontent amongsttime for discussion, but otherwise tends to breed discontent amongst
students.students.
 Permissive:Permissive: A Laissez-Faire approach to classroom management in which theA Laissez-Faire approach to classroom management in which the
teacher simply permits anything to happen in the classroom, maybeteacher simply permits anything to happen in the classroom, maybe
occasionally offering a verbal chastisement or an empty threat. Not really aoccasionally 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 beingSteps taken to prevent major intervention from being
necessary such as standing near a talkative group of students to let themnecessary such as standing near a talkative group of students to let them knowknow
you are paying attention and that they should be doing their work.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 byTheory postulated by Alfred Adler, then developed by
Dinkmeyer and McKay which states that there are four main goals ofDinkmeyer 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) TheThe
need for revenge. And 4) Assumed helplessness or inadequacy.need for revenge. And 4) Assumed helplessness or inadequacy.
 Behaviour Modification Plan:Behaviour Modification Plan: A contract between teacher and student with theA contract between teacher and student with the
intent of modifying a undesirable behaviour which both parties areintent of modifying a undesirable behaviour which both parties are
committed to changing. Meant to be a sort of self-help guide for students,committed to changing. Meant to be a sort of self-help guide for students, not anot a
way for teachers to manipulate students.way for teachers to manipulate students.

Chapter Seventeen:Chapter Seventeen:
Assessment and EvaluationAssessment and Evaluation
 Measurement:Measurement: The process of acquiring quantitativeThe process of acquiring quantitative
data about a person’s performance.data about a person’s performance.
 Assessment:Assessment: The appraisal of a person’s performanceThe 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 basedDecisions and plans of actions based
upon measurements and assessments.upon measurements and assessments.
 Static Assessment:Static Assessment: A situation in which there is noA situation in which there is no
interaction between the assessed and theinteraction between the assessed and the
assessor or any other person. Ex. An examassessor or any other person. Ex. An exam situation.situation.
 Dynamic Assessment:Dynamic Assessment: A situation in whichA situation in which
interactions between the assessed and theinteractions between the assessed and the assessorassessor
(as well as other people) can occur.(as well as other people) can occur.

ContinuedContinued
 Contextualized Assessment:Contextualized Assessment: A situation in which theA situation in which the
assessment criteria and conditions are clear to the personassessment criteria and conditions are clear to the person
being assessed and are consistent with the context in whichbeing 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 isA situation in which work is
being assessed without regard to the context in which it wasbeing assessed without regard to the context in which it was
produced.produced.
 Authentic Assessment:Authentic Assessment: Assessment which places importanceAssessment which places importance
onon tasks that duplicate real life situations.tasks that duplicate real life situations.
 Reliability:Reliability: The measure of consistency from one assessment toThe measure of consistency from one assessment to
the next.the next.
 Validity:Validity: The extent to which assessments are appropriate andThe extent to which assessments are appropriate and
meaningful for making evaluation decisions.meaningful for making evaluation decisions.

ContinuedContinued
 Objective evaluation:Objective evaluation: An evaluation in which there is noAn evaluation in which there is no
possibility of bias or other emotional factors influencing thepossibility of bias or other emotional factors influencing the
evaluator’s decision.evaluator’s decision.
 Subjective evaluation:Subjective evaluation: An evaluation which is open to personalAn evaluation which is open to personal
bias.bias.
 Formative evaluation:Formative evaluation: Evaluation with the purpose of helping toEvaluation with the purpose of helping to
develop learning and competency without effecting the finaldevelop learning and competency without effecting the final
grade. Evaluationgrade. Evaluation forfor LearningLearning
 Summative evaluation:Summative evaluation: The final evaluation, decisions madeThe 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.
AssessmentAssessment ofof LearningLearning
 Prior learning assessment:Prior learning assessment: An assessment of what studentsAn assessment of what students
know going into the learning situation so that lessons can beknow going into the learning situation so that lessons can be
structured in such a way as to be less redundant and morestructured in such a way as to be less redundant and more
effective.effective.

ContinuedContinued
 Standardized assessments:Standardized assessments: Mass produced tools designed for use overMass produced tools designed for use over
wide areas intended to give an impression of average skills overwide areas intended to give an impression of average skills over
that area. Not specialized to the needs/contexts of minority studentsthat area. Not specialized to the needs/contexts of minority students
 Criterion referenced assessments:Criterion referenced assessments: Assessments where the student isAssessments 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 isAssessments 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 numberthe 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- TheThe
most frequently occurring score.most frequently occurring score.
 Statistical Range:Statistical Range: The highest score minus the lowest score, a sense ofThe highest score minus the lowest score, a sense of
the distribution of scores in a given assessment. Easily skewed bythe distribution of scores in a given assessment. Easily skewed by
extremes. For example, if, in a class of 15, 13 people score betweenextremes. For example, if, in a class of 15, 13 people score between
81-85%, but one student gets 12% and another gets 100%, then the81-85%, but one student gets 12% and another gets 100%, then the
range is 88, whereas, ignoring those numbers, the range would berange is 88, whereas, ignoring those numbers, the range would be
4.4.

ContinuedContinued
 Standard Deviation:Standard Deviation: A calculated measure ofA calculated measure of
the distribution of scores which more fairlythe distribution of scores which more fairly
shows the spread and frequency of marks.shows the spread and frequency of marks.
 Diagnostic assessment:Diagnostic assessment: An assessment of aAn assessment of a
student’s ability to understand a conceptualstudent’s ability to understand a conceptual
problem.problem.
 Rubric:Rubric: A scoring guide useful in qualifyingA 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 overA means by which parents are given more direct control over
how money goes into the school system. By means of a voucher,how money goes into the school system. By means of a voucher,
parents could put more money into programs they see as beingparents could put more money into programs they see 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 orSpecialization within schools around particular motivations or
subject areas.subject areas.
 Destreaming:Destreaming: The Stopping of streaming practicesThe Stopping of streaming practices
 Mainstreaming:Mainstreaming: The involvement of special needs students in the regularThe involvement of special needs students in the regular
school environment in such a way as to be least restrictive toschool 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 personThe notion that, as gender is socially constructed, a person
should be free to choose what gender they identify themselves with,should be free to choose what gender they identify themselves 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 andAlternative schools and
OrganizationsOrganizations
 Charter Schools:Charter Schools: Public schools which operate underPublic schools which operate under
a specific, approved mandate or charter whicha 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 aA choice made by many for a
variety of reasons to teach children in the homevariety of reasons to teach children in the home
rather than send them to traditional schools. Arather than send them to traditional schools. A
Legal option so long as an approved curriculum isLegal option so long as an approved curriculum is
being followed.being followed.
 Specialized Schools:Specialized Schools: Schools which emphasizeSchools which emphasize
particular programs or activities as their primaryparticular programs or activities as their primary
focus.focus.

Chapter NineteenChapter Nineteen
ContinuedContinued
 The Montessori Method:The Montessori Method: A concept pioneered by Maria MontessoriA concept pioneered by Maria Montessori
which suggests that children learn best when they are self-taughtwhich suggests that children learn best when they are self-taught
and away from the pressures which adults put upon them. Theand away from the pressures which adults put upon them. The
method also emphasizes beauty, orderliness and simplicity.method also emphasizes beauty, orderliness and simplicity.
 Waldorf Schools:Waldorf Schools: A concept Pioneered by Rudolf Steiner centeringA concept Pioneered by Rudolf Steiner centering
around the notion of developing all aspects of a child’s life andaround the notion of developing all aspects of a child’s life and
having him/her develop his/her own meanings about the worldhaving him/her develop his/her own meanings about the world
rather than imposing meaning upon them. Strong emphasis onrather than imposing meaning upon them. Strong emphasis on
Creativity and imagination.Creativity and imagination.
 Kumon Math and Reading Centres:Kumon Math and Reading Centres: A franchise business designed toA franchise business designed to
increase math and reading comprehension by means of diagnosticincrease math and reading comprehension by means of diagnostic
testing, specialized materials and a specialized pace. Based on thetesting, 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 aFranchise 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 curriculaA general term for educational curricula
followed outside of the classroom, either from a distance byfollowed 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 digitalGenerally speaking, the use of digital
technology to enhance learning. This occurs in a vasttechnology to enhance learning. This occurs in a vast
number of ways.number of ways.
 Computer assisted instruction:Computer assisted instruction: Instruction which utilizesInstruction which utilizes
computers as a means of giving enhanced support tocomputers as a means of giving enhanced support to students,students,
either as a writing tool or as a means of carryingeither as a writing tool or as a means of carrying outout
exercises which would be impossible without computerexercises which would be impossible without computer
assistance.assistance.
 The electronic classroom:The electronic classroom: The extension of the classroom intoThe extension of the classroom into
the digital realm to incorporate such tools as blogs, internetthe digital realm to incorporate such tools as blogs, internet
media, online bulletin boards etc. A move which opens upmedia, online bulletin boards etc. A move which opens up
thethe 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 ofThe issue of access relates to the problem of
taking credit for distance education. In order to legitimize thetaking credit for distance education. In order to legitimize the
process students must register. Open access informationprocess 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, butbut
not registered in the course in question.not registered in the course in question.
 Restricted Access:Restricted Access: Restricted access information is informationRestricted access information is information
specifically for those who have registered in the course andspecifically for those who have registered in the course and
are therefore entitled to access it.are therefore entitled to access it.
 Virtual Reality:Virtual Reality: Computer generated sensory learning, mostlyComputer 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 auseful for emulating dangerous situations (such as flying a
passenger plane in a thunderstorm) without having topassenger plane in a thunderstorm) without having to
immerse trainees in the real thing.immerse trainees in the real thing.

Annotated Glossary

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