What type of grouping is used within classroom? 10 How do you differentiate between the students within the gifted class? 11 What do you do to motivate the unmotivated gifted students? 12 What is the process for removing a kid from the gifted program? 13.
Summary-Critique of Professional Journal Article A Lesson Cycle for Teaching Expository Reading and Writing Jessica Harvie Southeastern University Research-Based Practices of Reading and Writing Instruction EDUC 5433 October 12, 2013 Dr. Janet Deck The two newly credentialed English teachers taught a five week long summer course educating 30 sixth graders and 31 seventh graders. The goal for these students was to be promoted to the next grade by the start of the next school year. The teachers taught study and English skills to these California middle school students who were required to attend class in order to be promoted. The participants were comprised of 20 sixth grade males and 10 females which included 21 Latinos and 9 white, non-Latino students. The seventh grade population consisted of 20 males and 11 females of which 19 students were Latino and 12 students were white or non-Latino.
After Graduating, he took his first post at Stanford University in 1953 where he has worked ever since. In 1963, along with his colleagues Dorothea Ross & Sheila Ross they set up an experiment to investigate whether aggressive behaviour would be imitated by children. This was done by observing them under different circumstances, recording the results and analysing them. (Investigating Psychology, Open University 2010 page 109) The Experiment The experiment consisted of 96 children with an equal split of boys & girls, ranging from the ages of 3-6 years and was conducted on an individual basis. The group was divided into 4 equal groups; * Group 1 – Observed a live model behaving aggressively towards a blow up doll * Group 2 – Observed a film of a live model behaving aggressively towards the doll * Group 3 – Observed a film of a cartoon model behaving aggressively towards the doll * Group 4 – Observed NO aggressive behaviour towards the doll The experiments were carried out in the same
The study also proved that reading problems in middle elementary students requires a multi step process. The research stated that no single measure effectively defines whether a student is at risk. References Speece,, D., Ritchey, K., Silverman, R., Schatschneider, C., Walker, C., & Andrusik, K. (2010, June 1). Identifying Children in Middle Childhood Who Are at Risk for Reading Problems. School Psychology Review, 39,
Critical Essay: The Children’s Story, by: James Clavell Is it possible to brainwash a large group of human beings in exactly twenty-five minutes? You probably think that this is impossible, but an author named James Clavell made it possible in his short story called, “The Children’s Story.” In Clavell’s short story The Children’s Story he has a new teacher that takes control of a class of elementary students. The new teacher persuaded them to follow all of her beliefs in exactly twenty-five minutes by telling them what they wanted to hear. Clavell convinces the audience that it is possible to brainwash humans within twenty-five minutes with a psychological point of view. Clavell used his psychological knowledge on children to convey that humans can be easily persuaded to do something.
The final stage is specific attachment between the ages of 7-11 months where a strong attachment is made to one individual and good attachments to others often follow. They supported this theory of attachment in 1964 in a longitudinal large-scale study. It followed 60 infants in the working class area of Glasgow over a period of 2 years. The study measured attachment in two ways; separation protest in seven everyday situations and stranger anxiety; where the researcher approached the infant and noted when the infant whimpered. The findings showed that half the children showed at first, specific attachment between 25 – 35 weeks.
Attention first came to the issue of teacher expectations in 1966, when Robert Rosenthal and Lenore Jacobson published the results of a powerful study later known as Pygmalion Effect. Rosenthal and Jacobson’s research, conducted at an elementary school, required teachers to administer to each student the Test of General Ability (TOGA), which is designed to measure a student’s IQ. After the students completed the test, some were chosen at random. To be labeled as academic bloomers, and their names were then given to their teachers. At the end of the academic year, when the students were re-tested, those students thought by teachers to be academic bloomers showed a more significant increase in TOGA scores that students not thought to be academic bloomers.
Over the past few months, the class has been discussing typical and atypical language development and the assessment and intervention of children with language delay or disorder. In line with this, the students were asked to observe children aged 0-12 years old with language problems for 2 hours. For this requirement, I went to a therapy center situated in Quezon City last November 16, from ten (10) A.M. to twelve (12) N.N. The center has multiple rooms that are used for speech therapy and occupational therapy. During my observation, two speech pathologists and two children with language disorder were sharing one speech therapy room.
Studies from 1980 to 1997 testing physical activity interventions in schools and community settings were identified by computerized search methods and reference lists of published reviews. Studies needed to have used a quantitative assessment of PA, used a comparison or control group, included participants who were preschool through college age, and be conducted in the United States or foreign school or community settings. Significance of effects was examined overall and for various types of interventions. Twenty-two school-based studies were reviewed, 14 completed and 8 in progress. Three studies were in countries other than the United States.
Short-Term Memory, Working Memory, and Executive Functioning in Preschoolers: Longitudinal Predictors of Mathematical Achievement at Age 7 Years – Article Critique Rebecca Bull is interested in areas of cognitive psychology, in particular the role of short-term memory, working memory and executive processes in the development of pre-school children’s mathematical and reading skills which prompted her to pursue this avenue for her PhD. Published in Developmental Neuropsychology in 2008, the cited article above explores whether measures of short-term memory, working memory, and executive functioning in preschool children predict later proficiency in academic achievement at 7 years of age. Article Summary Psychologists have been trying to understand the factors that establish success and failure in children in different educational fields for many years. Some main psychological functions that have been found to play important roles in educational achievement are short-term memory, working memory, and executive functioning. This article provides the reader with an up-to-date review of the research that identifies how short-term memory, working memory, and executive functioning relate to academic attainment in reading and mathematics.