ducational Psychology Abstract: Teaching Left Behind
The article "Teaching Left Behind" by dward J. Mclroy, President of the American Federation of Teachers, comes from the 'Teacher to Teacher' section of the www.TeachingK-8.com Website for May of 2005. The main subject of the article is the Federal No Child Left Behind Act. While originally intended to help many children succeed, the implication may be that the Act is also hurting teachers with some of the provisions that it has. The intentions of the Act are good, as it was originally designed to raise standards and to especially help children that were disadvantaged in some way to catch up with their peers and remain there. Some of the ways that the Act intended to do this was to ensure that all classrooms had good quality teachers, and that both students and schools received help to turn around problems that they were facing. However,…...

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Educational Psychology Abstract: Teaching Left Behind

The article "Teaching Left Behind" by Edward J. McElroy, President of the American Federation of Teachers, comes from the 'Teacher to Teacher' section of the www.TeachingK-8.com Website for May of 2005. The main subject of the article is the Federal No Child Left Behind Act. While originally intended to help many children succeed, the implication may be that the Act is also hurting teachers with some of the provisions that it has. The intentions of the Act are good, as it was originally designed to raise standards and to especially help children that were disadvantaged in some way to catch up with their peers and remain there. Some of the ways that the Act intended to do this was to ensure that all classrooms had good quality teachers, and that both students and schools received help to turn around problems that they were facing. However, there have been upsetting consequences of this Act, such as assessment problems for students, and putting too much emphasis on one particular test over the other work that the student has done that school year. Schools also have to make 'Adequate Yearly Progress,' but if this is not met, the school fails -- regardless of the progress that it might have made. There is no reward for progress, in other words, unless it satisfies certain conditions set forth by the act. Students in schools that are failing can go to Supplemental Service Providers such as tutors, or they can get vouchers to attend charter schools. However, neither one of these options is held to the same standards as public schools, so there is certainly no guarantee that these children will learn more or fare better with these alternate arrangements. While it is easy to see why there should be accountability in schools, this article shows that there are many different ways of looking at the issue, and that there are problems that are being seen based on the Act. While it was only designed to help, it may be doing more harm than good and should not be abandoned but should be amended and adjusted until every student receives the promised benefits.

Educational Psychology: An Overview
The topic of educational psychology, or psychology as it is practiced within a school system, has become increasingly important in recent years as the number of special education demands on school systems and especially public school systems has increased. While educational psychologists tend to work in universities and other research settings rather than in the school system per se, they are continually affected by what is happening in schools as they seek to respond to the changing needs of student bodies. Thus the needs of school psychologists tend to be reflected at least in some measure in the research of educational psychologists, who in turn affect the practice of school psychologists. Thus one area of research that is becoming increasingly important to educational psychologists is one that is among the most pressing demands made on the school psychologist today. This topic is how to help autistic students…...

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References

Alberto, P., & Troutman, A. (2003). Applied behavior analysis for teachers (6th ed.). Columbus, OH, USA: Prentice-Hall-Merrill.

Cameron, J., Pierce, W.D., Banko, K.M., & Gear, A. (2005). Achievement-based rewards and intrinsic motivation: A test of cognitive mediators. Journal of Educational Psychology 97, 641 -- 655.

Furth, H.G., & Wachs, H. (1975). Thinking goes to school: Piaget's theory in practice. Oxford: Oxford University Press.

Koegel, R.L. & Schreibman, L. (n.d.) Pivotal Response Training. Retrieved from http://autismlab.ucsd.edu/about/pivotal-response-training.shtml

The results showed that 37% of those responding have had "some type of frequent involvement in bullying"; the data showed that 17.5% of those thirty-seven percent of the student population were victims, 11.7% were bullies, and 8.4% were both bullies and victims (bully/victim). Interestingly, and going back to the Handbook of Educational Psychology's view of bullying as acting out ethnocentrism, "minority youth were significantly more likely to be categorized as bully/victims and bullies, but significantly less likely to be categorized as victims than hite youth" (Bradshaw, p. 12).

Moreover, minority youth in the survey had "increased odds" of reporting that "rumors or lies had been spread about them," and that they had been "bullied with sexual comments or gestures" (Bradshaw, p. 12). No surprisingly, youth in the groups that were connected to bullying or being victims reported feeling "less safe and less connected to their school" than youth in the low…...

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Works Cited

Berliner, David C., & Calfee, Robert C. (1996). Handbook of Educational Psychology.

New York: MacMillan Library Reference / Simon & Schuster MacMillan.

Bradshaw, Catherine P., O'Brennan, Lindsey M., & Sawyer, Anne L. (2008). Examining

Variation in Attitudes Toward Aggressive Retaliation and Perceptions of Safety

Or finally, students may have insufficient motivation to put into practice what they have learned, such as fears of making a serious mistake. (Zimmerman & Schunk, 2003, p. 444)
In the case of Jean she frequently failed because the motivation to achieve was undefined, and her inability to understand the connection between academic knowledge and achievement, through the modeling of her historical culture plagues her throughout her education.

People in the lower-lower class are largely unskilled laborers and the chronically unemployed. Life for them is a continual struggle for survival, a struggle that many of them feel they cannot win without outside help. Hollingshead says that they "give the impression of being resigned to a life of frustration and defeat in a community that despises them for their disregard of morals, lack of 'success' goals, and dire poverty" (25). (Lindgren, 1962, p. 102)

The value of her culture did much to address…...

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References

Lindgren, H.C. (1962). Educational Psychology in the Classroom (2nd ed.). New York: John Wiley & Sons.

Shafer, M.S., & Rangasamy, R. (1995). Transition and Native American Youth: A Follow-Up Study of School Leavers on the Fort Apache Indian Reservation. The Journal of Rehabilitation, 61(1), 60.

Bredo, E. (2003). 4 the Development of Dewey's Psychology. In Educational Psychology: A Century of Contributions, Zimmerman, B.J. & Schunk, DH (Eds.) (pp. 81-107). Mahwah, NJ: Lawrence Erlbaum Associates.

Zimmerman, B.J. & Schunk, DH (Eds.). (2003). Educational Psychology: A Century of Contributions. Mahwah, NJ: Lawrence Erlbaum Associates.

(Smitherman, 2000, p. 287) (Case Study 176) Motivation in education is a crucial aspect of success but it is often incongruent with social attitudes and with the actual educational environment one is exposed to. "Poor educational attainment and delinquency are often described as part of an 'oppositional youth culture' (Ogbu 1978)." (Sanders, 2002, p. 237) the oppositional youth culture that Betts experienced in St. Louis clearly demonstrates the extremes of cultural disenfranchisement. "Self-identity may be fluid, but the extent to which ethnic identity is optional varies by race." (Sanders, 2002, p. 237) Additionally the rigid manner in which Betts' mother and grandmother enforce broken English as reflective of his culture, is also evidence to the extreme disjointed nature of cultural diversity and disconnect. (Case Study 165) the reflection of the value of linguistic enforcement and the manner in which Betts must acclimatize his language to a given situation is…...

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References

Harry, B., Klingner, J.K., & Hart, J. (2005). African-American Families under Fire: Ethnographic Views of Family Strengths. Remedial and Special Education, 26(2), 101.

Myers-Scotton, C. (1993). Duelling Languages: Grammatical Structure in Codeswitching. Oxford: Clarendon Press.

Sanders, J.M. (2002). Ethnic Boundaries and Identity in Plural Societies. 327.

Smitherman, G. (2000). Talkin That Talk: Language, Culture, and Education in African America. New York: Routledge.

Talisha was welcomed as a daughter by Barbara, even when the relationship was informal. Barbara intones while discussing the positive nature of Talisha and Nile's relationship as close and non-confrontational siblings that Talisha slept in Nile's crib before he did and that their bond is essential to Talisha feeling a part of the family. Talisha herself reiterates this when she discusses the manner in which herself and Nile partner in conflict resolution outside the home. (Case Study p. 3-5)
Barbara Williams, Talisha's "mom" has exemplified the role of mother caregiver and protector since the beginning of her relationship with Talisha, beginning with her recognition that Talisha's grandmother was overwhelmed by responsabilties and may have neglected Talisha if she, Barbara had not chosen to take on the responsibility to care for her. Barbara has also been paramount in Talisha's ability to recover from the grief of the loss of her mother…...

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References

Brainerd, C.J. (2003). 11 Jean Piaget, Learning Research, and American Education. In Educational Psychology: A Century of Contributions, Zimmerman, B.J. & Schunk, DH (Eds.) (pp. 251-284). Mahwah, NJ: Lawrence Erlbaum Associates.

Howe, D., Brandon, M., Hinings, D., & Schofield, G. (1999). Attachment Theory, Child Maltreatment, and Family Support: A Practice and Assessment Model. Mahwah, NJ: Lawrence Erlbaum Associates.

A www.questia.com/PM.qst?a=o&d=91066109

Sacks, P. (2000). Standardized Minds: The High Price of America's Testing Culture and What We Can Do to Change it. Cambridge, MA: Perseus Publishing.

Additionally, Frank may be deliberately acting out and acting lazy as a result of his resentment that he was not given the opportunities that his two high achieving siblings were given by living in a stimulating urban environment, as long as they did. Though Frank does not specifically intone resentment he is clear that he does not like the place they now live and that the people around him do not share his interests or intelligence. Addressing all these problems with Frank, by actually directly asking him if this is how he feels, and making sure to give him plenty of time to think about it would likely greatly help his predicament, as it would facilitate recognition for him of his uniqueness (something he desires) and would allow him to possibly overcome the hurdles of his current situation. The teachers in his school would also do better directly with…...

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Works Cited

Bergman, Roger. "2 Identity as Motivation: Toward a Theory of the Moral Self." Moral Development, Self, and Identity. Ed. Daniel K. Lapsley and Darcia Narvaez. Mahwah, NJ: Lawrence Erlbaum Associates, 2004. 21-43.

Bronfenbrenner, Urie. "Thoughts on Teaching." Human Ecology 33.3 (2005): 26.

Evans, Richard I., and Erik Erikson. Dialogue with Erik Erikson. 1st ed. New York: Harper & Row, 1967.

Kaplan, Jeffrey S., ed. Using Literature to Help Troubled Teenagers Cope with Identity Issues. Westport, CT: Greenwood Press, 1999.

Ethnicity may also affect how students perceive history, literature, and other aspects of the curriculum that are taken for granted. The perspective of a child who has lived abroad, or whose parents are first-generation immigrants can provide valuable context to a classroom discussion that would otherwise be one-sided.
It is incumbent upon the teacher as well to assume that a lesson plan does not make assumptions about the child's knowledge base. Certain contextual references particular to American culture may not be shared by all children; even celebrating highly Americanized holidays in class such as Thanksgiving and Halloween must be done so in a manner so that it is not assumed that every child observes these holidays as a regular part of his or her routine. Vocabulary and cultural reference should be defined if there is any uncertainty some children may not know them.

All children can benefit from multicultural learning, of…...

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References

Burnett, Gary. (1994). Varieties of multicultural education. Eric Digest. 98 (1).

Retrieved May 5, 2011 at  http://www.ericdigests.org/1995-1/multicultural.htm 

Multicultural Education. (2011). North Central Regional Educational Laboratory. (NCREL).

Retrieved May 5, 2011 at http://www.ncrel.org/sdrs/areas/issues/educatrs/presrvce/pe3lk1.htm

Groups must be carefully balanced in terms of high achievers and low achievers, and also according to different student's innate abilities. A group project that is supposed to result in a multimedia presentation should be balanced between students with strong artistic abilities vs. students with strong verbal abilities. Laboratories should not group all of the most scientifically adept students together, but instead should have less apt students mentor others, unless stronger pairs of students are given more challenging 'extra credit' work.
The purpose of the assignment should reflect the nature of the group composition. Students should learn to work with students of different abilities and temperaments, but the teacher must be mindful if the assignment is supposed to produce a final outcome for which the student's performance in the entire class will be judged, versus an assignment which is designed to build skills and can benefit from student mentorship. Extended…...

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References

Davis, Barbara Gross. (2001). Collaborative learning. Tools for Teaching.

Retrieved May 5, 2011 at  http://teaching.berkeley.edu/bgd/collaborative.html

There were also more subtle apparent connections between Steven's relative inability, (especially in light of his intelligence in other areas), to recognize moral issues provided they do not involve lying, physically overpowering, or overtly stealing from others. As a child, Steven used to trick his peers about the relative quantity of ice cream or candy in packages to trick them into unfair (but voluntary) trades. As an adolescent, Steven became very skilled at using his superior communications skills and his persuasiveness to split hairs and exploit contrived ambiguities in agreements to get what he wanted without "breaking" a rule or a promise in the strictest technical sense. In Steven's mind, his parents prohibited him from buying a custom skateboard; they said he could use his allowance to buy a bike and they never said anything about his not being allowed to trade his new bike for the skateboard. Steven expressed…...

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References

Dennet, D. (1991). Consciousness Explained. New York: Little Brown & Co.

Gardner, H. (2006). Frames of Mind: The Theory of Multiple Intelligences. New York:

Basic Books.

Gerrig, R, Zimbardo, P. (2008). Psychology and Life. 17th Edition. New York: Allyn & Bacon.

psychologists, especially Freudians, considered experiences undergone at the tender, early childhood age to be crucial to social, psychological and mental growth. Newer studies reveal that even late-childhood experiences are influential, capable of altering a child's developmental course. A majority of contemporary psychologists discuss sensitive, rather than critical, phases, which are phases when an individual is found to be particularly reactive towards or equipped to handle particular experiences. Hence, while childhood is deemed to be the ideal age to independently learn any second language (i.e., without direct teaching on others' part), adults also can and have effectively learnt second languages (Woolfolk & Margetts, 2012).
Different Individuals' Development Occurs at Different Paces

Within classroom settings, one can witness several examples demonstrating varied developmental rates of pupils. While some pupils will be better, faster, organized or more responsible and conscientious with regard to their social relationships and attitudes, others may be relatively slower to develop…...

A behavior resulting from injury or disease behavior resulting from experience behavior resulting from disease or drugs biologically determined behavior

Evidence that learning has occurred is seen in published research studies changes in thinking changes in behavior emotional stability

Change in performance is preceded by bad reviews scientific research the behavior of others change in disposition

If-then statements may also be referred to as principles generalization hypothesis laws

Statements which summarize relationships are restricted to the physical sciences known as hypothesis known as generalization never used in the social sciences

Rules which govern the gathering of information are known as rigid and dogmatic scientific method being flexible

APA rules for research studies

Informed consent is given by the researcher judicial review the American Psychological Association the research subject

Laws are to beliefs as truth is to untruth accuracy is to inaccuracy convictions are to facts are to convictions

Trace conditioning involves

CS beginning and ending before U.S.

US beginning and ending…...

The subject promises to approach issues of theology, sociology, ethicality and behavior with
necessary interdependency.

sychology: rofessional Ethics and Legal Issues (523), though an elective,
seems to be an absolutely indispensable channeling of study time. The
examination of issues of ethical and legal centrality to the research or
practice of psychology should arm future professionals with the underlying
information and philosophical orientation needed to approach this complex
field with sensitivity, objectivity and integrity.

Teaching Introduction to sychology (GIDS 524) is an elective which should
serve to further the knowledge and information obtained in Advanced
Educational sychology (GIDS 521), continuing to refine the ideas and
theories instructed through my larger course of study into a set of tools
for the demonstration of this knowledge. Here, I anticipate sharpening the
skills which I already possess to serve in the instructional capacity on
the interdisciplinary relevance of psychology.

hase 1:
This first phase of my degree program is devoted to gaining the knowledge
and theoretical grounding for the extrapolation of…...

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Psychology: Professional Ethics and Legal Issues (523)

Spring 2010:

Advanced Educational Psychology (521)

Teaching Introduction to Psychology (GIDS 524)

Otherwise, there is probably considerable flexibility with respect to the manner in which specific group collaboration scenarios can be used to promote cooperation.
In one configuration, the group can be required to devise a detailed methodological approach to solving a problem by surveying the respective members of the group and then establishing a problem-solving strategy based on specific elements contributed by all of the different social constructs of individual group members.

In other configurations, the group collaboration process can also be used to promote effective learning. pecifically, both learning groups and working groups can often increase the ability of individuals to learn by expanding the range of the intellectual tools and perspectives in their skill sets (Myers & pencer, 2004). Exposure and structured practical application of problem-solving strategies using approaches other than those upon which individuals usually rely can improve learning in both educational and vocational contexts (Myers & pencer, 2004).

Group…...

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Sources Cited

Aronson E., Wilson T., and Akert R. (2003). Social Psychology. New York: Longman.

Gerrig R. And Zimbardo P. (2009). Psychology and Life. New York: Allyn & Bacon.

Pinker S. (2002). The Blank Slate: The Modern Denial of Human Nature. New York:

Penguin.

They will in turn pass on that legacy to their own children. Since that is the general rule and principle, why does it affect persons of color more fiercely?
Persons of color are disproportionately represented in the low strata of the SE ladder. Amongst the poor persons of color have higher percentages and are more likely to exist in extreme poverty. Since SES determines where you live to a large extent, and where you live will determine the schools to which your children can attend. Then SES becomes a limiting factor because person whose household income is low will live in government housing and may be on some government support program. These persons will also have their children attend schools within these communities' schools where there is high teacher absenteeism, poor results on standardized testing and generally poor conditions (Lee, 2002). Again, in this regard persons of color are over…...

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References

Achievement gap (2002) National conference for community and justice. Retrieved from http://www.kccjky.org/summaries/full_achieve.htm

Anderson M.L. & Taylor H.F. (2010) Sociology the essentials. NY, New York: Wadsworth

Cengage Learning.

Brunner, B., & Haney, E. (2007). Civil Rights Timeline Milestones in the modern civil rights movement. Retrieved from  http://www.infoplease.com/spot/civilrightstimeline1.html#axzz0wJNCuRjZ

Factors Influencing Teachers' Perceptions of Work-Life Balance
Teachers face unique challenges in maintaining a healthy work-life balance due to the demanding nature of their profession. Several factors contribute to their perceptions of this balance, including:
1. Workload and Time Demands:
The heavy workload of teachers, including lesson planning, grading, and meetings, can significantly impact their work-life balance.
Long working hours and weekend work are often required, leaving less time for personal and family responsibilities.
2. Emotional Investment and Job Stress:
Teachers are emotionally invested in their students' well-being, which can lead to stress and burnout.
Dealing with challenging students, parents, and administrative responsibilities....

Anxiety among high school students is a prevalent issue that can have negative impacts on their academic performance, social relationships, and overall well-being. According to a study conducted by the National Institute of Mental Health (NIMH), approximately 31.9% of adolescents aged 13-18 experience some form of anxiety disorder (NIMH, 2021). This statistic highlights the significant number of high school students who are struggling with anxiety issues.
One of the contributing factors to anxiety among high school students is the pressure to excel academically and succeed in a competitive environment. Research has shown that the expectations placed on students to perform well....

IQ vs. EQ in Leadership Roles
In the realm of leadership, assessing both intellectual and emotional abilities is crucial for identifying effective leaders. IQ (Intelligence Quotient) and EQ (Emotional Quotient) represent distinct but complementary aspects of human cognition and behavior that significantly influence leadership outcomes.
IQ: Cognitive Abilities for Problem-Solving and Analysis
IQ measures cognitive abilities, including:
Fluid intelligence: Ability to adapt to novel situations and solve problems creatively.
Crystallized intelligence: Knowledge and skills acquired through experience and education.
Working memory: Capacity to temporarily hold and manipulate information.
Leaders with high IQs excel in analytical thinking, strategic planning, and complex decision-making. They can identify....

Strategies to Enhance Motivation in Children with Learning Disabilities
Educators play a pivotal role in fostering motivation and fostering a positive learning environment for children with learning disabilities (LD). By implementing specific strategies, they can empower these students to overcome challenges, engage in school, and achieve their full potential.
1. Establish a Positive and Supportive Classroom Climate:
Create a classroom that fosters respect, acceptance, and collaboration.
Establish clear expectations and routines to provide structure and predictability.
Celebrate successes, both big and small, to build confidence and encourage effort.
2. Adapt Instruction to Individual Learning Styles:
Identify students' strengths and areas for growth through....