Search
- Filter Results
- Location
- Classification
- Include attachments
- https://socialsci.libretexts.org/Bookshelves/Education_and_Professional_Development/Educational_Psychology_(Seifert_and_Sutton)/08%3A_The_Nature_of_Classroom_Communication/8.03%3A_Effective_Verbal_CommunicationIn Chapter 7 we described quite a few ways to communicate with students about these matters, though, in that chapter we did not refer to them as methods of communication, but as methods of classroom m...In Chapter 7 we described quite a few ways to communicate with students about these matters, though, in that chapter we did not refer to them as methods of communication, but as methods of classroom management, of creating a positive learning environment, and of resolving conflicts in the class.
- https://socialsci.libretexts.org/Bookshelves/Education_and_Professional_Development/Educational_Psychology_(Seifert_and_Sutton)/12%3A_Teacher-Made_Assessment_Strategies_(Part_2)/12.03%3A_Choosing_AssessmentsMeasurement experts caution that a danger of giving choices is that the assessment tasks are no longer equivalent and so the reliability of scoring is reduced so it is particularly important to use we...Measurement experts caution that a danger of giving choices is that the assessment tasks are no longer equivalent and so the reliability of scoring is reduced so it is particularly important to use well designed scoring rubrics. This is often hard for beginning teachers to do, who may give assessment tasks that are too easy or too hard, because they have to learn to match their assessment to the skills of their students.
- https://socialsci.libretexts.org/Bookshelves/Education_and_Professional_Development/Educational_Psychology_(Seifert_and_Sutton)/05%3A_Students_with_Special_Educational_Needs
- https://socialsci.libretexts.org/Bookshelves/Education_and_Professional_Development/Educational_Psychology_(Seifert_and_Sutton)/07%3A_Classroom_Management_and_the_Learning_Environment
- https://socialsci.libretexts.org/Bookshelves/Education_and_Professional_Development/Educational_Psychology_(Seifert_and_Sutton)/12%3A_Teacher-Made_Assessment_Strategies_(Part_2)
- https://socialsci.libretexts.org/Courses/Chabot_College/Exploring_Education_(Hale)/08%3A_Special_Education/8.03%3A_Growing_Support_for_People_with_Disabilities-_Legislation_and_Its_EffectsDue process: In case of disagreements between an individual with a disability and the schools or other professionals, there must be procedures for resolving the disagreements that are fair and accessi...Due process: In case of disagreements between an individual with a disability and the schools or other professionals, there must be procedures for resolving the disagreements that are fair and accessible to all parties— including the person himself or herself or the person's representative.
- https://socialsci.libretexts.org/Courses/Prince_Georges_Community_College/TED_2000%3A_Foundations_of_Education_(Dr._Ashanti_M_Bryant-Foster)/07%3A_Student_Centered_Models_of_Learning/7.02%3A_Critical_Thinking_and_Creative_ThinkingThe student then used this idea as the basis for a research essay on the topic of "racial profiling in retail stores". The oral discussion thus stimulated critical thinking in the student and the clas...The student then used this idea as the basis for a research essay on the topic of "racial profiling in retail stores". The oral discussion thus stimulated critical thinking in the student and the classmates, but it also relied on their prior critical thinking skills at the same time.
- https://socialsci.libretexts.org/Courses/Prince_Georges_Community_College/TED_2000%3A_Foundations_of_Education_(Dr._Ashanti_M_Bryant-Foster)/12%3A_Planning_for_InstructionAlmost by definition, education has purposes, goals, and objectives, and a central task of teaching is to know what these are and to transform the most general goals into specific objectives and tasks...Almost by definition, education has purposes, goals, and objectives, and a central task of teaching is to know what these are and to transform the most general goals into specific objectives and tasks for students. A lot of the clarification and specification of goals needs to happen before a cycle of instruction actually begins, but the benefits of planning happen throughout all phases of teaching.
- https://socialsci.libretexts.org/Courses/Prince_Georges_Community_College/TED_2000%3A_Foundations_of_Education_(Dr._Ashanti_M_Bryant-Foster)/07%3A_Student_Centered_Models_of_Learning/7.06%3A_Student-Centered_Models_of_LearningBut the opposite may also be true: the student may be learning a topic or skill that a teacher or an official school curriculum has directed the student to learn— a basic subject for which the student...But the opposite may also be true: the student may be learning a topic or skill that a teacher or an official school curriculum has directed the student to learn— a basic subject for which the student is missing a credit, for example.
- https://socialsci.libretexts.org/Bookshelves/Education_and_Professional_Development/Educational_Psychology_(Seifert_and_Sutton)This text is an introductory overview of conventional educational psychology for teacher education. The first half of the book focuses on broader questions and principles taken from psychology per se,...This text is an introductory overview of conventional educational psychology for teacher education. The first half of the book focuses on broader questions and principles taken from psychology per se, and the second half focuses on somewhat more practical issues of teaching. However, the division between “theory” and “practice” is only approximate; all parts of the book draw on research, theory, and practical wisdom wherever appropriate.
- https://socialsci.libretexts.org/Bookshelves/Education_and_Professional_Development/Educational_Psychology_(Seifert_and_Sutton)/13%3A__Standardized_and_other_Formal_Assessments/13.02%3A_Basic_ConceptsStudents may perform lower on the standardized assessment because their teachers have easy grading criteria, or there is poor alignment between the content they were taught and that on the standardize...Students may perform lower on the standardized assessment because their teachers have easy grading criteria, or there is poor alignment between the content they were taught and that on the standardized test, or they are unfamiliar with the type of items on the standardized tests, or they have test anxiety, or they were sick on the day of the test.
