PRAXIS II: PLT
Terms in this set (279)
The process of placing students of similar abilities into groups and attempting to match instruction to the needs of these groups.
Responding to a new object or event by either modifying an existing scheme or forming a new one.
Mandated obligation of teachers and other school personnel to accept responsibility for students' performance on high-stakes assessments.
Standardized tests measuring how much students have learned in a given content area.
Research conducted by teachers and other school personnel to address issues and problems in their own schools or classrooms.
A technique in which the listener paraphrases the other person's message and directly mentions the feelings that underlie the message.
An introduction to a lesson that provides an overall organizational scheme for the lesson.
African American English
Dialect of some African American communities characterized by certain pronunciations, idioms, and grammatical constructions different from those of Standard English.
Test score indicating the age level of students to whom a test taker performed most similarly.
Americans with Disabilities Act of 1990, The (ADA)
Legislation in the United States that extends civil rights protection of persons with disabilities to private-sector employment, all public services, public accommodations, transportation, and telecommunication including physical accessibility and the removal of barriers to hotels, restaurants, grocery stores, and parks if that can be accomplished without great difficulty or expense.
Scoring a student's performance on an assessment by evaluating various aspects of it separately.
Narrative accounts of observed student behavior or performance.
Stimulus that increases the likelihood that a particular response will follow.
Stimuli that precede and induce behaviors.
Applied behavior analysis (ABA)
Systematic application of stimulus-response principles to address a chronic behavior problem.
Mentorship in which a learner works intensively with an experienced adult to learn how to perform complex new skills.
Standardized tests designed to predict the potential for future learning and measure general abilities developed over long periods of time.
An approach to classroom management that promotes a clear and firm response style with students.
Process of observing a sample of a student's behavior and drawing inferences about the student's knowledge and abilities.
Responding to and possibly interpreting a new event in a way that is consistent with an existing scheme.
Focusing of mental processes on particular stimuli.
Attention-deficit hyperactivity disorder (ADHD)
Disorder marked by inattention, inability to inhibit inappropriate thoughts and behaviors, or both.
Personally constructed causal explanations for a success or failure.
Theoretical perspective focusing on people's explanations (attributions) concerning the causes of events that befall them, as well as on the behaviors that result from such explanations.
An approach to instruction similar to one students might encounter in the outside world.
Assessment of students' knowledge and skills in a "real-life" context.
Autism spectrum disorders
Disorders marked by impaired social cognition, social skills, and social interaction, presumably due to a brain abnormality; extreme forms often associated with significant cognitive and linguistic delays and highly unusual behaviors.
Basic need to control the course of one's own life.
An approach to instructional planning in which a teacher first determines the desired end result (i.e., what knowledge and skills students should acquire) and then identifies appropriate assessments and instructional strategies.
Theoretical perspective in which learning and behavior are described and explained in terms of stimulus-response relationships, and motivation is often the result of deficit-based drives. Adherents to this perspective are called behaviorists.
General sense that one is an important and valued member of the classroom.
A taxonomy of six cognitive processes, varying in complexity, that lessons might be designed to foster.
Typical score for a group of scores.
Assessment tool with which a teacher evaluates student performance by indicating whether specific behaviors or qualities are present or absent.
Form of learning in which a new, involuntary response is acquired as a result of two stimuli being presented at the same time.
Overall psychological atmosphere of the classroom.
Establishment and maintenance of a classroom environment conducive to learning and achievement.
In co-teaching arrangements, two or more teachers teach together in the same classroom where students benefit from each teacher's specialty (e.g., a regular and a special education teacher working with regular students and students with a specific disability such as hearing impairments).
Code of ethics
Set of professional standards for behavior of members of a profession.
Mentorship in which a teacher and a student work together on a challenging task and the teacher gives guidance about how to think about the task.
Feeling of mental discomfort caused by new information that conflicts with current knowledge or beliefs.
Demonstrating how to think about as well as how to do a task.
Characteristic way in which a learner tends to think about a task and process new information; typically comes into play automatically rather than by choice.
Joint communication and decision making among educational professionals to create an optimal learning environment for students and especially for students with disabilities. A philosophy about how to relate to others—how to learn and work.
Shared belief of members of a group that they can be successful when they work together on a task.
Community of learners
Class in which teacher and students actively and collaboratively work to create a body of knowledge and help one another learn.
Basic need to be effective in dealing with the environment.
Process of checking oneself to be sure one understands and remembers newly acquired information.
Computer-based instruction (CBI)
Instruction provided via computer technology.
Diagram of concepts and their interrelationships; used to enhance learning and memory of a topic.
Revision of one's understanding of a topic in response to new information.
Concrete operations stage
Piaget's third stage of cognitive development, in which adult-like logic appears but is limited to concrete reality.
Conditioned response (CR)
Response that begins to be elicited by a particular (conditioned) stimulus through classical conditioning.
Conditioned stimuli (CS)
Stimulus that begins to elicit a particular response through classical conditioning.
Face-to-face interactions with teachers and students or teachers and parents to communicate strengths in student learning or areas that need improvement.
Events (stimuli) that occur following a behavior and that influences the probability of the behaviors recurring.
Realization that if nothing is added or taken away, amount stays the same regardless of alterations in shape or arrangement.
Theoretical perspective proposing that learners construct (rather than absorb) a body of knowledge from their experiences—knowledge that may or may not be an accurate representation of external reality. Adherents to this perspective are called constructivists.
Extent to which an assessment includes a representative sample of tasks within the domain being assessed.
Situation in which one event (e.g., reinforcement) happens only after another event (e.g., a specific response) has already occurred (one event is contingent on the other's occurrence).
Formal agreement between teacher and student that identifies behaviors the student will exhibit and the reinforcers that will follow.
Questions that have a single correct answer.
The process of pulling several pieces of information together to draw a conclusion or solve a problem.
Approach to instruction in which students work with a small group of peers to achieve a common goal and help one another learn.
New and original behavior that yields a productive and culturally appropriate result.
Creativity (creative thinking)
New and original behavior that yields a productive and culturally appropriate result.
Assessment score that specifically indicates what a student knows or can do.
The process of evaluating the accuracy and worth of information and lines of reasoning.
Knowledge and skills accumulated from prior experience, schooling, and culture.
Use of simple signals to indicate that a certain behavior is desired or that a certain behavior should stop.
Extent to which assessment tasks either offend or unfairly penalize some students because of their ethnicity, gender, or socioeconomic status.
Situation in which a child's home culture and the school culture hold conflicting expectations for the child's behavior.
Behaviors and belief systems that members of a long-standing social group share and pass along to successive generations.
Sense of confusion when a student encounters a culture with behavioral expectations very different from those previously learned.
Visual representation of organized content and useful for instructional planning as it identifies how concepts are connected.
Knowledge related to "what is"—that is, to the nature of how things are, were, or will be.
Process of drawing a logical inference about something that must be true, given other information that has already been presented as true.
Appearance of a new, developmentally more advanced behavior.
Highly specialized, comprehensive and detailed procedures used to uncover persistent or recurring learning difficulties that require specially prepared diagnostic tests as well as various observational techniques.
Form of a language that has certain unique pronunciations, idioms, and grammatical structures and is characteristic of a particular region or ethnic group.
Practice of individualizing instructional methods, and possibly also individualizing specific content and instructional goals, to align with each student's existing knowledge, skills, and needs.
Approach to instruction that uses a variety of techniques (e.g., explanations, questions, guided and independent practice) in a fairly structured manner to promote learning of basic skills.
Approach to instruction in which students develop an understanding of a topic through firsthand interaction with the environment.
Inability to explain new events with existing schemes; tends to be accompanied by a sense of discomfort.
Idea that people act more "intelligently" when they have physical, symbolic, or social assistance.
Questions that have no single correct answer.
The process of mentally moving in a variety of directions from a single idea.
The principle that government must respect all legal rights that are owed to a person.
Systematic examination of how easily a student can acquire new knowledge or skills, perhaps with an adult's assistance.
Cognitive process in which learners embellish on new information based on what they already know.
Emotional and behavioral disorders
Emotional states and behaviors that consistently and significantly disrupt academic learning and performance.
Changing the format of information being stored in memory in order to remember it more easily.
Entity view of intelligence
Belief that intelligence is a "thing" that is relatively permanent and unchangeable.
State of being able to explain new events with existing schemes.
An assessment format that requires students to make extended written responses to questions or problems.
People who have common historical roots, values, beliefs, and behaviors and who share a sense of interdependence.
Awareness of one's membership in a particular ethnic or cultural group, and willingness to adopt behaviors characteristic of the group.
Standard score with a mean of 500 and a standard deviation of 100.
Theoretical perspective proposing that human motivation is a function of two beliefs: that one can succeed in an activity (expectancy) and that there are direct or indirect benefits in performing the activity (value).
Approach to instruction in which information is presented in more or less the same form in which students are expected to learn it.
Motivation resulting from factors external to the individual and unrelated to the task being performed.
Reinforcer that comes from the outside environment, rather than from within the learner.
Fair and nondiscriminatory evaluation
Nonbiased, multifactored methods of evaluation to determine if child has disability and needs special education; nondiscriminatory evaluation with regard to race, culture, or native language, with placement decisions made on basis of multiple test scores and observations.
Ability to acquire knowledge quickly and adapt effectively to new situations.
Preplanned, systematic attempt to ascertain what students have learned.
Formal operations stage
Piaget's fourth and final stage of cognitive development, in which logical reasoning processes are applied to abstract ideas as well as to concrete objects, and more sophisticated scientific and mathematical reasoning processes emerge.
Evaluation conducted before or during instruction to facilitate instructional planning and enhance students' learning.
Free and appropriate public education (FAPE)
Special education and related services that (a) have been provided at public expense, under public supervision and direction and without charge; (b) meet the standards of the state educational agency; (c) include an appropriate preschool, elementary, or secondary school education in the state involved; and (d) are provided in conformity with the individualized education program.
Examination of inappropriate behavior and its antecedents and consequences to determine one or more purposes (functions) that the behavior might serve for the learner.
Theoretical general factor in intelligence that influences one's ability to learn in a wide variety of contexts.
Unusually high ability in one or more areas, to the point where students require special educational services to help them meet their full potential.
Theoretical perspective that portrays human motivation as being directed toward particular goals; the nature of these goals determines the specific ways in which people think and behave.
Test score indicating the grade level of students to whom a test taker performed most similarly.
Consistently observed differences (on average) among diverse groups of students (e.g., students of different genders or ethnic backgrounds).
A child's performance, with guidance and support, of an activity in the adult world.
Heterogeneous ability grouping
A strategy that groups students of varied ability instead of by grade/age level.
Practice of using students' performance on a single assessment instrument to make major decisions about students or school personnel.
Higher-level cognitive process
A cognitive process that involves going well beyond information specifically learned (e.g., by analyzing, applying, or evaluating it).
Question that requires students to do something new with something they've learned (i.e., to elaborate on it in some way).
Summarizing a student's performance on an assessment with a single score.
Philosophical perspective in which people are seen as having tremendous potential for psychological growth and as continually striving to fulfill that potential. Adherents to this perspective are called humanists.
Collection of multimedia, computer-based instructional materials (e.g., text, pictures, sound, animations) that students can examine in a sequence of their own choosing.
A form of communication in which a person directly states what another person is doing, its effect, and how he or she feels about it (e.g., "When you all call out, I can't concentrate on each answer, and I'm frustrated").
The practice of educating all students, including those with severe and multiple disabilities, in neighborhood schools and general education classrooms.
Incremental view of intelligence
Belief that intelligence can improve with effort and practice.
Theoretical perspective that focuses on how people, as individuals, construct meaning from the events around them.
Variability in abilities and characteristics (intelligence, personality, etc.) among students at a particular age and within any group.
Individuals with Disabilities Education Act (IDEA)
U.S. legislation granting educational rights to people with cognitive, emotional, or physical disabilities from birth until age 21; initially passed in 1975, it has been amended and reauthorized in 1997 and again in 2004. IDEA operates under six basic principles: zero reject, nondiscriminatory identification and evaluation, free and appropriate public education, least restrictive environment, due process, and parent and student participation in shared decision making with regard to educational planning.
Individualized education program (IEP)
Written document required by the Individuals with Disabilities Education Act (P.L. 94-142) for every child with a disability; includes statements of present performance, annual goals, instructional objectives, specific educational services needed, extent of participation in the general education program, evaluation procedures, and relevant dates, and must be signed by parents as well as educational personnel.
Collecting data to draw a conclusion that may or may not be true.
Assessment that results from a teacher's spontaneous, day-to-day observations of how students behave and perform in class.
Information processing theory
Theoretical perspective that focuses on how learners mentally think about (process) new information and events and how such processes change with development.
A desired long-term outcome of instruction.
Desired outcome of a lesson or unit.
Ability to modify and adjust behaviors to accomplish new tasks successfully; involves many different mental processes and may vary in nature depending on one's culture.
General measure of current cognitive functioning, used primarily to predict academic achievement over the short run.
Adoption of others' priorities and values as one's own.
Motivation resulting from personal characteristics or inherent in the task being performed.
Reinforcer provided by oneself or inherent in a task being performed.
Score on an intelligence test, determined by comparing a student's performance on the test with the performance of others in the same age group. For most tests, it is a standard score with a mean of 100 and a standard deviation of 15.
Adult-child interaction marked by adult initiation (e.g., a question), child response, and adult evaluation.
Least restrictive environment
Educational setting for special needs child that most closely resembles a regular school program and also meets child's special educational needs.
General, fairly pervasive belief that one is incapable of accomplishing tasks and has little or no control over the environment.
Approach to teaching in which instructional strategies are chosen largely on the basis of students' existing abilities, predispositions, and needs.
Approach to instruction in which students have considerable say in the issues they address and how to address them.
Long-term change in mental representations or associations due to experience.
New and experienced teachers working together to pose problems, identify discrepancies between theories and practices, challenge common routines, draw on the work of others for generative frameworks, and attempt to make visible much of that which is taken for granted about learning and teaching.
Deficiency in one or more specific cognitive processes despite relatively normal cognitive functioning in other areas.
Deficiency in one or more specific cognitive processes despite relatively normal cognitive functioning in other areas.
Intentional use of one or more cognitive processes for a particular learning task.
Instructional planning that requires writing a predetermined guide for a lesson that identifies learning goals or objectives, necessary materials, instructional strategies, and one or more assessment methods.
A form of study group in which teachers collectively design a lesson, watch each other teach that lesson, and then share in discussion of it.
Locus of causality
The location—internal or external—of the cause of behavior.
Unpleasant consequence that follows naturally or logically from a student's misbehavior.
Component of memory that holds knowledge and skills for a relatively long time.
Question that requires students to express what they've learned in essentially the same form as they learned it.
Desire to acquire additional knowledge or master new skills.
General, fairly pervasive belief that one is capable of accomplishing challenging tasks.
Unfolding of genetically controlled changes as a child develops.
Mathematical average of a set of scores.
Cognitive process in which learners relate new information to things they already know.
Middle score in a group of scores.
Disability characterized by significantly below-average general intelligence and deficits in practical and social skills.
Formal and informal relationships between a beginning teacher and an experienced teacher that are sources of information and support for the beginning teacher.
Knowledge and beliefs about one's own cognitive processes, as well as conscious attempts to engage in behaviors and thought processes that increase learning and memory.
Memory aid or trick designed to help students learn and remember a specific piece of information.
Most frequently occurring score.
Person who demonstrates a behavior for someone else.
Demonstrating a behavior for another; also, observing and imitating another's behavior.
Inner state that energizes, directs, and sustains behavior.
Instructional concepts that integrate perspectives and experiences of numerous diverse groups and representing various cultures, ethnicities, ages, gender, and religions.
Multiple Intelligences, Theory of
A theory that claims people are "intelligent" in many different areas, including cognitive, emotional, and social domains.
Need for autonomy
Basic need for independence.
Need for arousal
Ongoing need for either physical or cognitive stimulation.
Need for competence
Basic need to believe that one can deal effectively with the overall environment.
Need for relatedness
Basic need to feel socially connected to others and to secure others' love and respect.
Need for self-determination
Basic need to believe that one has some autonomy and control regarding the course of one's life.
Phenomenon in which a response increases as a result of the removal (rather than presentation) of a stimulus.
Normal distribution (normal curve)
Theoretical pattern of educational and psychological characteristics in which most individuals lie somewhere in the middle range and only a few lie at either extreme.
Assessment score that indicates how a student's performance on an assessment compares with the average performance of others.
In assessment, data regarding the typical performance of various groups of students on a standardized test or other norm-referenced measure of a particular characteristic or ability.
Multiple-choice, matching, true/false, short-answer, and fill-in tests; scoring answers does not require interpretation.
Form of learning in which a response increases in frequency as a result of its being followed by reinforcement.
Overly broad view of the objects or events that a concept includes.
Assessment in which students provide written responses to written items.
Also known as a paraprofessional educator, a person who is trained to serve as an instructional assistant or teacher aide and is responsible for specialized assistance to classroom teachers or students.
Trained (training may vary from state to state) classroom aides who assist teachers; may include parents.
Pedagogical content knowledge
Knowledge about effective methods of teaching a specific content area.
Knowledge about effective methods of teaching.
Approach to instruction in which one student provides instruction to help another student master a classroom topic.
Test score indicating the percentage of people in the norm group getting a raw score less than or equal to a particular student's raw score.
Desire to look good and receive favorable judgments from others.
Assessment in which students demonstrate their knowledge and skills in a nonwritten fashion.
Desire not to look bad or receive unfavorable judgments from others.
Collection of a student's work systematically compiled over a lengthy time period.
Positive behavioral support (PBS)
Systematic intervention that addresses chronic misbehaviors by (a) identifying the purposes those behaviors might serve for a student and (b) providing more appropriate ways for a student to achieve the same ends.
Theoretical perspective that portrays people as having many unique qualities that propel them to engage in productive, worthwhile activities; it shares early humanists' belief that people strive to fulfill their potential but also shares contemporary psychologists' belief that theories of motivation must be research-based.
Phenomenon in which a response increases as a result of the presentation (rather than removal) of a stimulus.
Extent to which an assessment instrument or procedure is inexpensive and easy to use and takes only a small amount of time to administer and score.
Piaget's second stage of cognitive development, in which children can think about objects beyond their immediate view but do not yet reason in logical, adult-like ways.
Punishment involving presentation of a new stimulus, presumably one a learner finds unpleasant.
Consequence that satisfies a biologically built-in need.
Prior knowledge activation
Process of reminding learners of things they have already learned relative to a new topic.
Classroom activity in which students acquire new knowledge and skills while working on a complex problem similar to those in the outside world.
Going beyond the simple application of previously learned rules to formulate new answers and achieve a goal.
Knowledge concerning how to do something (e.g., a skill).
Classroom activity in which students acquire new knowledge and skills while working on a complex, multifaceted project that yields a concrete end product.
Questions that help students change a wrong provisional answer into the right final answer.
A concrete goal that can be accomplished within a short time period; it may be a stepping stone toward a longer-term goal.
Consequence that decreases the frequency of the response it follows.
Assessment tool with which a teacher evaluates student performance by rating aspects of the performance on one or more continua.
Assessment score based solely on the number or point value of correctly answered items.
Mutual cause-and-effect relationships among environment, behavior, and personal variables as these three factors influence learning and development.
Approach to teaching reading and listening comprehension in which students take turns asking teacher-like questions of classmates.
Students' own evaluations and descriptions of their work and their feelings about their achievements
A form of communication in which the listener paraphrases what the speaker has said, to check for understanding of content and emotional tone.
The process of teachers' thinking about and analyzing their work to assess its effectiveness.
Cognitive process in which information is repeated over and over as a possible way of learning and remembering it.
Act of following a response with a reinforcer.
Consequence of a response that leads to increased frequency of the response.
Extent to which an assessment instrument yields consistent information about the knowledge, skills, or characteristics being assessed.
Punishment involving removal of an existing stimulus, presumably one a learner finds desirable and doesn't want to lose.
Process of "finding" information previously stored in memory.
Learning information in a relatively uninterpreted form, without making sense of it or attaching much meaning to it.
List of components that a student's performance on an assessment task should ideally include.
Narrative records of a child's activities during a single period of time.
Activity that promotes learning and development through participation in a meaningful community service project.
Support mechanism that helps a learner successfully perform a task within his or her zone of proximal development.
General understanding of what an object or event is typically like.
In Piaget's theory, organized group of similar actions or thoughts that are used repeatedly in response to the environment.
The breadth and depth of content to be covered in a curriculum over a certain period of time, e.g. week, grading period, year, or K-12.
Consequence that becomes reinforcing over time through its association with another reinforcer.
Section 504 of the Vocational Rehabilitation Act of 1973
A federal law that prohibits the denial of participation in, benefits of, or discrimination in any program or activity receiving federal financial assistance because of a documented disability, history of a disability, or the appearance of having a disability.
The order in which content is delivered to learners over time.
Theoretical perspective proposing that human beings have a basic need for autonomy (self-determination) about the courses that their lives take; it further proposes that humans also have basic needs to feel competent and to have close, affectionate relationships with others. Also see need for self-determination.
Belief that one is capable of executing certain behaviors or reaching certain goals.
Behavior that undermines one's success as a way of protecting self-worth during difficult tasks.
Knowledge of the meanings of words and word combinations.
Genetically determined age range during which a certain aspect of a child's development is especially susceptible to environmental conditions.
Piaget's first stage of cognitive development, in which schemes are based largely on behaviors and perceptions.
Component of memory that holds incoming information in an unanalyzed form for a very brief time (perhaps one to two seconds).
Situated learning and cognition
Knowledge, behaviors, and thinking skills acquired and used primarily within certain contexts, with limited if any use in other contexts.
Motivation that emerges at least partly from conditions in a learner's immediate environment.
Interest evoked temporarily by something in the environment.
Bruner's design for teaching that introduces the fundamental structure of all subjects early in the school years, then revisits the subjects in more and more complex forms over time.
Standard deviation (SD)
Statistic that reflects how close together or far apart a set of scores is and thereby indicates the variability of the scores.
Form of English generally considered acceptable at school, as reflected in textbooks and grammar instruction.
Test score indicating how far a student's performance is from the mean with respect to standard deviation units.
Extent to which assessments involve similar content and format and are administered and scored similarly for everyone.
Test developed by test-construction experts and published for use in many different schools and classrooms.
Standard score with a mean of 5 and a standard deviation of 2; it is always reported as a whole number.
Student at risk
Student who has a high probability of failing to acquire the minimum academic skills necessary for success in the adult world.
Student with special needs
Student who is different enough from peers that he or she requires specially adapted instructional materials and practices.
Social learning theory
Theoretical perspective in which learning by observing others is the focus of study. Initially, this perspective focused largely on stimulus-response relationships. More recently, it has come to incorporate cognitive processes as well, hence its alternative name social cognitive theory.
Theoretical perspective that focuses on people's collective efforts to impose meaning on the world.
Aspect of learning process that relies on collaboration with others to co-construct meaning while respecting different perspectives.
Theory that depicts development as a series of relatively discrete periods (stages).
Group that resists the ways of the dominant culture and adopts its own norms for behavior.
Evaluation conducted after instruction to assess students' final achievement.
The process of identifying specific knowledge, behaviors, or cognitive processes necessary to master a particular subject area or skill.
Approach to instruction in which the teacher is largely in control of the content and course of the lesson.
Teachers share the responsibility for two or more classes, dividing up the subject areas between them.
Genetic predisposition to respond in particular ways to one's physical and social environments.
Phenomenon in which something a person has learned at one time affects how the person learns or performs in a later situation.
Triarchic theory of intelligence
View of intelligence; proponents argue that that intelligent behavior arises from a balance between analytical, creative, and practical abilities.
Unconditioned response (UCR)
Response that is elicited by a particular (unconditioned) stimulus without prior learning.
Unconditioned stimulus (UCS)
Stimulus that elicits a particular response without prior learning.
Overly narrow view of the objects or events that a concept includes.
A long-range plan covering one topic through multiple lessons and integrating the learning of skills and concepts for various subject areas including reading, writing, mathematics, science, social studies and the arts.
Extent to which an assessment instrument actually measures what it is intended to measure and allows appropriate inferences about the characteristic or ability in question.
Variability or variance
Degree of difference or deviation from mean.
Phenomenon in which a response decreases in frequency when another person is observed being punished for that response.
Phenomenon in which a response increases in frequency when another person is observed being reinforced for that response.
Process of forming mental pictures of objects or ideas.
Ability to imagine and mentally manipulate two-and three-dimensional figures.
Length of time a teacher pauses, after either asking a question or hearing a student's comment, before saying something.
Component of memory that holds and actively thinks about and processes a limited amount of information.
Standard score with a mean of 0 and a standard deviation of 1.
Zone of proximal development (ZPD)
Range of tasks that a child can perform with the help and guidance of others but cannot yet perform independently.