Slavin's new 6th Edition |
Chapter One:
"A Foundation
for Teaching" PowerPoint presentation by Dr. Lewis.
"Principles of Learning and
Teaching" by Mrs. Debbie Trimm, a study guide for the PRAXIS Series.
Chapter Two:
32 - Theories
of Development: Piaget, Vygotsky,
and Erikson are examined in this webpage by Monica Smith. Also included
are Vygotsky's opinions of Piaget and his work, Vygotsky's zone of proximal
development, and Erikson's theories on emotional development. (Chapter
2, pages 32-43, 46-51, 51-56)
33 - Jean
Piaget: Who Is He Really? Dawn
Stark examines the work and life of Jean Piaget. Greatly interested in
the origins of intelligence in children, he proposed four stages of cognitive
development. (Chapter 2, pages 34-41)
34 - Assimilation
is the process of understanding a new object or event in terms of an existing
scheme. Accommodation is the modifying of existing schemes to fit new situations.
This webpage by Charity Dragomire gives many insightful looks at the broad
uses of Piaget's assimilation and accommodation. (Chapter 2, page 33)
46 - Heather
Young provides information on Vygotsky's
Constructivist View of Learning through the use of other websites.
Her webpage also compares different theories of learning to the constructivist
view. (Chapter 2, pages 46-51; Chapter 8, pages 278-284)
51 - Psychosocial
Development: Chike Stevenson
has constructed a website to assist us in understanding Erik Erikson's
psychosocial development stages. His site discusses the role of athletics
in enhancing one's psychosocial development, the role of the caregiver
in being sensitive to the needs of the child, and the relationship between
early childhood care arrangements and college students' psychosocial development
and academic performance. (Chapter 2, pages 51-54)
58 - Lawrence
Kohlberg's Theory of Moral Development:
These sites located by Chesley Long give an overview of Kohlberg's work
at Harvard where he was a professor. They also have an outline and explanations
of his six stages of moral development, along with clear examples and illustrations.
(Chapter 2, pages 58-62)
58 - Carol
Gilligan followed Kohlberg's research
of moral reasoning by using girls in her research, according to Kim Booker
and Daphne Griffis. She believed that males and females use different
moral criteria. She argues that the males' moral reasoning is focused
on the persons' individual rights. (Chapter 2, page 57)
61 - This
webpage is devoted to looking at how
Character
Education is being implemented in the classroom. Michelle Harrington
also offers tools for use by the teacher. (Chapter 2, page 61)
Chapter Three:
72 - Developing
Gross Motor Skills in Early Childhood:
Gross motor skills involve large muscle movements. Fine motor skills involve
the small muscle movements of hands and fingers in coordination with eyes.
Preschoolers who are constantly on the move need fun and easy ways to help
them develop coordination, strength, and dexterity, according to Dana Parish.
(Chapter 3, pages 72-73)
72 - Pi Epsilon
--
Working and Living for a Healthier Tomorrow
is the physical education club on FHU's campus. This page designed by Barry
Kerr provides a great starting place for those involved in physical education,
leisure, fitness, health promotion, and education. The latest information
about contemporary, developmentally appropriate physical education for
children and youth is provided. (Chapter 3, pages 72-73, 87, 96-97)
73 - Sandy
Thompson's Language Acquisition in Young
Children webpage contains information about language development,
which involves both oral and written communication. Verbal abilities develop
very early, and by the end of preschool years, children can use and understand
an almost infinite number of sentences, can hold conversations, and know
about written language. (Chapter 3, pages 73-76)
79 - Day
Care Centers: Today there is
much controversy about Day Care services and care providers for children
that are not old enough to begin school, according to Aubrey Hickey and
Mindy Newbill. Mothers who have to work feel guilty and nervous about
leaving their little one in the care of strangers. There have been
horror stories about Day Cares, but if you have all the facts and make
an educated decision, you'll see that a Child Care Center can be a great
way to prepare your child for school. (Chapter 3, page 79)
79 - The
primary difference between Nursery
Schools and day care is that nursery school programs are
planned to foster social and cognitive development of young children. Nursery
schools are usually half-day programs with 2-3 adults supervising a class
of 15-20 children. A key concept of nursery schools is readiness training,
which is where the students/children will learn skills that will prepare
them for formal instruction later, according to Tori-Jayne Clapp. (Chapter
3, page 79)
82 - Tiftonia
Hart provides this is informational webpage on the lifetime accomplishments
of child psychologist Dr. David Elkind.
The importance of character education is emphasized, as well as the importance
of play during the adolescent years. Three book titles authored by Dr.
Elkind are also featured. (Chapter 3, pages 8-83)
86 - Self-Esteem
in Everyday Life: Self-esteem
is a big part of you. It is how you see yourself. It is your feeling of
your own self-worth. This site, by Justin Woods and David Foster, will
hopefully help you to not only evaluate your own self-esteem, but to also
improve it. (Chapter 3, pages 86-87)
87 - Kara
Sanders discusses Physical Development During
Middle Childhood. These developments include physical development,
muscular development, and skeletal development. During the various growth
spurts experienced by middle childhood children, most develop their fine
motor skills. (Chapter 3, pages 87)
89 - Diane
Baumrind's Parenting Styles:
Some of the best known studies of parenting styles have been done by Diane
Baumrind. Her research identified three main styles that varied according
to degree of parenting control. Heather Pierce discusses them in detail
-- permissive, authoritative, and authoritarian. (Chapter 3, pages 89)
99 - Adolescent
Psychology by Dr. Bruce Lewis. This
webpage was designed by the instructor as a sample for the class. It focuses
on the social and emotional growth and developmental needs of adolescents.
It is an electronic guide to information on adolescent issues. Educators,
counselors, parents, researchers, health practitioners, and teens can use
this page to find web resources on many topics. (Chapter 3, pages 99-103)
101 - Adolescence
and Self-Esteem shows the importance
of the teenage years on a person's self-esteem. The adolescent years
can be extremely hard on one's self-esteem and it is important for parents
(and others who are in close contact with teens) to be aware of those times
of difficulty. Parental understanding, according to author Tom Ducommun,
is the key to helping children with self-concepts. (Chapter 3, page 101)
102 - Social
Relationships and the Development of Identity:
Adolescence is the time to develop an initial identity status in many aspects
of life. Failure to achieve an identity results in personal confusion (or
diffusion) and a lack of direction. Stephanie Bell's webpage also gives
educators many steps in dealing with peer relationships and bullying in
their classrooms. (Chapter 3, pages 102-103)
103 - Problems
of Adolescence: Sexually transmitted
disease, alcohol and drug use, and other health and safety issues increasingly
impact school life for teenagers. Parents, teachers, and peers must be
aware of these issues during the adolescent years, according to Rachel
Openshaw. (Chapter 3, pages 103-105)
Chapter Four:
113 - Education
of Native Americans: The purpose
of Shiree Combs and Holly McDaniel's page is to provide information about
Native-Americans and how their assimilation into society affects education.
This page provides historical facts and documents concerning Native-American
education, as well as current issues Native-American students face. (Chapter
4, pages 113-114)
123 - Gender
Bias in the Classroom: From
birth, boys and girls are treated differently. Research has shown
that 12th grade girls score significantly lower than boys on the quantitative
part of the Scholastic Assessment Test (SAT). Is the reason for the
lower scores biological or due to the gender bias in the classroom?
(by Crystal Perez and Andreia Doyle) (Chapter 4, pages 123-128)
124 - Bilingual
Education and English as a Second Language,
by Ginger Morris, offers several informative web resources where one is
able to look up terms that refer to bilingual education and read related
articles taken from Education Week. There are also lesson plans available
that will aid those teaching in bilingual classrooms. (Chapter 4, pages
124-125)
125 - Bilingual
Education: A Focus on Current Research,
by Tara Dillard, discusses the research supporting bilingual education
and the importance of a person's first language. It states the criticisms
of bilingual education and compares bilingual education to an all-English
program. It presents the immersion argument and the effectiveness of immersion
programs for limited English proficient (LEP) students. Her site also defines
several key terms involved in bilingual education such as immersion, transitional
bilingual education, and maintenance bilingual education. (Chapter 4, pages
125-127)
132 - Howard
Gardner and Multiple Intelligences:
Written by Adam Bowles, this webpage provides some helpful links and information
about Gardner's theory of multiple intelligences. It takes you step by
step through the teachings and thoughts of Gardner himself about all seven
of the intelligences. You also will be able to see just how they are used
in classrooms to help students learn. (Chapter 4, pages 132-135)
139 - Minority
Student Education: Today's schools
and students vary in many different ways and minority education is prevalent
in today's society. Teachers need to realize that their classroom is going
to have a variety of students from other cultures. The following websites
provided by Meghann Cleary can aid a classroom teacher with the different
minority groups that may be represented in the classroom. (Chapter 4, pages
139-144)
139 - Definitions
of Multicultural Education vary,
according to Carla Jones. Some definitions rely on the cultural characteristics
of diverse groups, while others emphasize social problems (particularly
those associated with oppression), political power, and the reallocation
of economic resources. Some restrict their focus to people of color, while
others include all major groups that are different in any way from mainstream
Americans. (Chapter 4, pages 139-144)
Chapter Five:
150 - The
History and Development of Psychology:
Jason White provides a brief overview of how psychology came about and
developed into what it is today. The field of psychology has a long and
interesting past, contains many areas, and many different men have made
psychology their life. (Chapter 5, pages 152-155)
151 - Immediacy
of Consequences: One very important
principle of behavioral learning theories, according to Sarah Dutton and
Amy Hollingsworth, is that consequences that follow behaviors closely in
time affect behavior far more than delayed consequences do. A small
reinforcer that is given immediately generally has a much larger effect
than does a large reinforcer that is given later. (Chapter 5, pages
151-152)
152 - Ivan
Pavlov and Classical Conditioning:
These sites give information about Pavlov's theory of classical conditioning.
Bianca Montgomery also provides some references and recommended readings
for further information on classical conditioning. (Chapter 5, pages 152-153)
154 - Who
in the World is B. F. Skinner?
Operant conditioning and behaviorism are two terms associated with Burrhus
Frederic Skinner. Described as one of the foremost proponents of behaviorist
psychology, this page by Destin Wilson also contains information on the
Skinner Box. (Chapter 5, pages 154-155)
154 - What
About Skinner's Box? Here are
some links from Aaron Hutson that will help you in pursuing more information
about Skinner and his work. Some of the links tell about his findings with
the Skinner Box, while other links tell of his life and work. Another link
tells of his theory of selection by consequence, which deals with the Skinner
Box and operant conditioning. (Chapter 5, pages 154-155)
154 - Edward
L. Thorndike's Behavioral Learning Theory,
applied to animals and human beings, added the principle of effect (success,
pleasure, satisfaction) to Hermann Ebbinghaus's principle of exercise.
Thorndike rid his theories of the mentalism of earlier psychologists and
paved the way for the behaviorism of B. F. Skinner and John B. Watson,
according to Malaika Scudder. (Chapter 5, page 154)
166 - Meichenbaum's
Self - Regulated Theory deals
with procedures based on cognitive and behavioral principles. Self-regulated
instruction works by self-instructions and self-talk. Meichenbaum has five
basic steps to follow that are involved with the method of self-instruction.
(by Lynn Williams and Crystal Long) (Chapter 5, pages 166-167)
170 - Kim
Howard describes the life history and accomplishments of Albert
Bandura. The sites included feature a biography of his life and
give information about Albert Bandura's social theories and cognitive theories.
(Chapter 5, pages 170-172)
171 - This
webpage informs viewers about Albert Bandura's
Observational Learning Theory. Holly Melvin examines the four stages
of observational learning and the effect they have on personality development.
(Chapter 5, pages 171)
172 - Understanding
Self-Regulated Learning: These
sites deal with the effort to deepen and manipulate the associative network
in self-regulated learning. Written by Dustin Redden, these sites will
also help one deal with the issues of research and evaluations in self-regulated
learning. (Chapter 5, pages 172-176)
176 - Behaviorists
in Education, by Brittain West, is
intended to give an introduction into the role that behaviorists play in
education. This page looks specifically at Ivan Pavlov's Classical Conditioning
and B. F. Skinner's Operant Conditioning. (Chapter 5, pages 152-155, 176)
Chapter Six:
187 - Founded
by Max Wertheimer (1880-1943), Gestalt Psychology
surfaced as a theoretical school in Germany around the time of WW1. Gestalt
psychologists suggested that we perceive whole units rather than pieces
of sensation; that the whole of a sensation is more than its parts. Robby
Thompson discusses two principles of Gestalt psychology -- closure and
figure-ground relationship. (Chapter 6, pages 187)
188 - Retroactive
Inhibition is the "decreased
ability to recall previously learned information, caused by the learning
of new information," according to R. E. Slavin. When new material is similar
to the older, the tendency to forget previous knowledge increases. One
way to reduce retroactive inhibition is to refrain from teaching closely
related concepts in a short period of time. (by Becky Yurky and April Henson)
(Chapter 6, pages 188-189)
198 - Remembering
and Forgetting: Forgetting is
different from memory failure in that forgetting involves the inability
to remember something registered in long-term memory, while memory failure
usually involves the inability to register information in long-term memory
in the first place. This webpage was created by Shannon Logan. (Chapter
6, pages 198-201)
204 - Misti
Ellis discusses effective learning strategies for Remembering
What You Learn. She explains ways to improve your memory for items
in class, home, studying, or taking an exam. This site teaches how to remember
names, faces, and facts and how to organize your information when studying.
(Chapter 6, pages 204-209)
204 - Christa
Marie Sanders offers teachers and students help with
Memory
Strategies on her webpage. Her page will help you understand how
certain strategies, mnemonics, and learning styles work and their criticisms.
(Chapter 6, pages 204-208)
205 - Summarizing
is writing brief statements that represent the main idea of the information.
The effectiveness of this strategy depends on how it is used. One
effective way is to write sentences after each paragraph is read, according
to Penny LeeGrand and Stephanie Smith. (Chapter 6, page 205)
215 - Heather
Clayton's Study Skills page offers
a variety of ways to actually learn to study better. She offers ways to
study harder, accomplish more, and to help your child develop better study
habits. (Chapter 6, pages 215-217)
215 - Study
Strategies: This page by Patty
Gibson is a guide to better study skills. It offers excellent web resources
for learning better study skills, such as suggestions for improving listening
skills, taking notes, and time management. It also explains why better
study skills are important. (Chapter 6, pages 215-216; Chapter 11, pages
388-397)
Chapter Seven:
228 - Learning
Probes allow teachers to gauge
the effectiveness of their instruction. The term learning probe refers
to a variety of ways of asking for brief student responses to lesson content.
Levels of student understanding are measured by these probes. Learning
probes also allow students to practice their new knowledge and see if they
have it right. Some examples of learning probes are questions to the class,
pop quizzes, and brief written or physical demonstrations of understanding.
(by Allison Fenbert and Lori Williams) (Chapter 7, pages 228-232)
231 - Direct
Instruction is an approach to teaching
in which lessons are goal-oriented and structured by the teacher. Kelly
Hamilton describes this method of teaching as particularly appropriate
in teaching skills that all students must master. (Chapter 7, pages 231-232)
237 - Creating
Effective Lesson Plans: This
page was created by Carol Hudson so education majors and practicing teachers
could find information about lesson plans. She provides information on
writing effective lesson plans, provides examples, and has guidelines for
quality lesson plans. (Chapter 7, pages 237-248)
244 - Increase
Wait-time
in the Classroom: The information
on research finds that teachers who increase their wait-time obtain better
responses from their students. Details are provided as to what teachers
should do when students do not respond. A list of student changes that
took place after the teachers increased their wait-time and a list of the
changes in the teachers are provided by Clint Murley. (Chapter 7, pages
244-245)
245 - Independent
Practice: Seatwork & Homework:
Amanda Sowell provides some useful tips for teachers in getting students
to work independently. There are also some good tips for parents on how
to get children to do their homework. There are also a few statements that
explain the benefits of homework, such as a chance for parents to be involved
and concerned with their child's academic success. (Chapter 7, pages 245-248)
249 - This
site by Mandy Hester is an extensive Critique
of Direct Instruction. It contains information on DISTAR, an acronym
for Direct Instruction Strategies for Teaching Arithmetic and Reading.
A direct instruction model is provided, along with an explanation of when
to use direct instruction, what it is like, and what kind of handouts to
use. A comparison of direct and indirect instruction is included. (Chapter
7, pages 249-250)
249 - Much
of the Research on Direct Instruction
supports the use of this method of teaching. Sarah Chilcutt discusses the
research of twenty-four different approaches to teaching. She also discusses
some the criticisms of direct instruction. (Chapter 7, pages 249-250)
251 - Technology
in Schools is being used more and
more to aid in the teaching/learning process everyday. With the technology
that is available, more can be accomplished in the classroom. Zack Farris
shows some of the things that can be done with technology to plan an effective
lesson. (Chapter 7, pages 251-256)
258 - Whole
Class and Small Group Discussion:
This web page was designed by Jennifer Holloway to give teachers the opportunity
to visit web sites that deal with whole class and small group discussion.
These sites range from kindergarten to college level. (Chapter 7, pages
258-262)
Chapter Eight:
261 - Scaffolding,
also known as assisted learning, is a practice where teachers assist the
students in learning until they are able to do it themselves. This
practice is used in many classrooms. The teacher will help the student
build up their knowledge until they can stand on their own, just like the
scaffolding on a building (by Melissa Guzy and Janna Bates) (Chapter
8, pages 261-262)
273 - Discovery
Learning encourages students to learn
on their own through active involvement with concepts and principles. Mandy
Wigington shows how teachers can encourage students to have experiences
and conduct experiments that permit them to discover principles for themselves.
Direct instruction versus discovery learning is also discussed at one of
the sites. (Chapter 8, pages 273-275)
278 - Heather
Young provides information on Vygotsky's
Constructivist View of Learning through the use of other websites.
Her webpage also compares different theories of learning to the constructivist
view. (Chapter 2, pages 46-51; Chapter 8, pages 278-284)
284 - Cooperative
Learning is viewed by Kathy Barnes
as a successful teaching strategy in which students work together in small
groups to help each other learn. The groups are made up of students of
different levels of ability and use a variety of learning activities to
improve their understanding of a subject. (Chapter 8, pages 284-289)
Chapter Nine:
307 - Robert
Slavin's QAIT Model is a model for
effective classroom instruction. QAIT is an acronym standing for the four
basic elements he deemed vital to instructing students to their highest
learning potential, Quality of instruction, Appropriate levels
of instruction, Incentive, and Time. Holly Cochran defines
each of these four elements on her webpage. (Chapter 9, pages 307-308)
312 - Ability
Grouping: This web page by Janet
Baugh contains several websites where one can learn more about ability
grouping in the school systems today. There are sites containing the different
types of ability grouping, benefits of gifted programs, and alternatives
to tracking. There is also a site about how "untracking" can save America's
schools. (Chapter 9, pages 312-314)
317 - Mastery
Learning is defined as "to make sure
that all or most students have learned a particular skill to a preestablished
level of mastery before moving on to the next skill". Stephanie Hatch's
page has many sites for exploring mastery learning. (Chapter 9, pages 317-320)
321 - Cross-Age Peer
Tutoring
has become a popular method for helping students who are having academic
trouble. It is a tutoring program where the tutor is older than the student
receiving help, as contrasted with same-age peer tutoring. Tara King's
page provides helpful information for educators or students interested
in a cross-age peer tutoring program. (Chapter 9, pages 321-322)
321 - Adult
Tutoring -- Do you remember visits
with Grandma, talks with Dad, or time spent with that awesome college cousin
that you simply idolized? Teens and young children form a special
bond with those who are older and this type of relationship can also impact
education through adult tutoring, according to Melissa Chapple and Erin
Miller. (Chapter 9, pages 305-307)
331 - Recently,
increasing emphasis has been placed on prevention and Early
Intervention rather than remediation in serving children
placed at risk of school failure. Programs that emphasize infant
stimulation, parent training, and other services for children from birth
to age five have been found to have long term affects on at-risk students'
school success, according to Michelle Hopkins and Jennifer Meek.
(Chapter 9, pages 319-321)
333 - Students
At Risk are students who are subject
to school failure because of characteristics of the student or inadequate
responses to their needs by school, family, or community. Recently,
the term
at risk has often been replaced by the term placed at
risk which emphasizes the fact that it is often an inadequate response
to a child's needs by school, family, or community that places the child
at risk. (Ethanie Laux) (Chapter 9, pages 333-337)
Chapter Ten:
348 - Maslow's Hierarchy
of Needs: This page by Melissa
Carter has links to sites related to Maslow and his Hierarchy of Needs.
The links on this page focus on Maslow's life and the description of his
theory on personal growth. Maslow focused on human potential, believing
that humans strive to reach the highest levels of their capabilities. (Chapter
10, pages 348-349)
357 -
360 - Learned
Helplessness
and School Failure: Beth Greenway
has created a webpage that gives a detailed analysis of the psychological
concept of learned helplessness as it relates to school issues. She discusses
strategies to help children overcome self-defeating approaches to learning.
(Chapter 10, pages 360-363)
364 - Motivating
Students is a website created by Christie
Ritch that will help educators discover and use intrinsic and extrinsic
motivational techniques with their students. (Chapter 10, pages 364-365)
366 - Intrinsic
Motivation:
Motivating a child to learn can be a teacher's most difficult challenge,
according to Ryan Daniel. Too many times teachers focus on external rewards
and fail to motivate students internally by showing them the true value
of an education. By making the course fascinating and useful to students,
a teacher can unlock a child's unlimited potential and see rewards far
beyond anyone's expectations. (Chapter 10, pages 366-369)
366 - Extrinsic
Incentives are the things teachers
use to persuade their students to do their work (i.e. candy, poker chips,
etc.). This is a practice that has been used for years, according to Leslie
Steely and Amber Hill. However, there is still one question that hangs
in the balance. Are extrinsic incentives a good idea? Should they not do
the work for the simple desire to learn? (Chapter 10, pages
344-352)
369 - Rachelle
Myer offers ideas for Student Incentives
so children will become excited about learning. There are many great ideas
and techniques for helping students to do the best they can and to become
interested with what they are learning. (Chapter 10, pages 369-373)
Chapter Eleven:
388 - Study
Strategies: This page by Patty
Gibson is a guide to better study skills. It offers excellent web resources
for learning better study skills, such as suggestions for improving listening
skills, taking notes, and time management. It also explains why better
study skills are important. (Chapter 11, pages 388-397)
388 - Engaged
Learning (or time on-task) is the
time individual students actually spend doing assigned work. Allocated
time in learning activities and engaged time may be different for each
student, depending on a student's attentiveness and willingness to work,
according to Jana Barber. (Chapter 11, pages 388)
398 - Classroom
Management can be one of the most
challenging aspects of the teaching profession, especially for the
beginning teacher, according to Emily Smith. This web site was formed to
guide the beginning teacher on a journey to a better understanding of the
use of time in the classroom, discipline of children, and managing the
everyday problems that come up in the classroom. (Chapter 11, pages 398-407)
400 - Approaches
to Classroom Behavior was created
to show the various types of classroom misbehavior and their causes. Also
included in this site are many suggestions on how to shape a student's
behavior and ways to deal with those students who disrupt learning. Join
Richie Spann to learn how to maintain proper behavior in the classroom.
(Chapter 11, pages 400-407)
400 - Classroom
Rules and Consequences: To ensure
a more positive and controlled classroom, teachers must start the year
off right by making a set of classroom rules. But they must also
set known consequences for breaking those rules and rewards for following
the rules, according to Jodi Gallagher and Amanda Ketchum. (Chapter 11,
pages 376-386)
400 - Melissa Snider identifies lack of discipline as one of the most serious Classroom Management Problems facing the nation's educational system. However, American classrooms are frequently plagued by other, more minor kinds of misbehaviors which disrupt the flow of classroom activities and interfere with learning. (Chapter 11, pages 400-407)
400 - Prevention and Management of Misbehavior in the Classroom: Lynn Plunk provides helpful links in understanding why children misbehave, as well as many strategies to help prevent and manage such misbehavior. (Chapter 11, pages 400-407)
402 - This page by Melinda Johnston deals with the Principle of Least Intervention. This principle is a form of discipline. The Principle of Least Intervention, also referred to as the Least Restrictive Alternative, means that in the day-to-day provision of services, individual differences and developmental needs will be acknowledged and the positive maximization of individual potential will be sought. (Chapter 11, page 402)
410 - Mindy Rowe's Reinforcement in the Classroom deals with the variety of ways to help children obey classroom rules. Reinforcement helps children learn that what they are doing is right and encourages them to keep up the good work. Teachers should develop a specific set of reasonable expectations for classroom behavior. There is a range of acceptable behaviors and each one of us finds our place within it. (Chapter 11, pages 410-413)
Chapter Twelve:
440 - Speech
Disorders refer to difficulties producing
speech sounds or problems with voice quality. Kimberley Jordan's website
contains information about speech disorders including articulation, fluency,
voice, and language. Links are provided for speech therapy services for
children and adults exhibiting stuttering, autism, pervasive development
disorders and Aspergers' Syndrome. (Chapter 12, pages 440-441)
444 - Kara
Roberts explains How Autism Effects Educational
Performance. Autism is a developmental disability that typically
occurs during the first three years of life. The result of a neurological
disorder that affects functioning of the brain, autism interferes with
the normal development of the brain in the areas of reasoning, social interaction,
and communication skills. (Chapter 12, pages 444-445)
446 - Tim
Rosenbower put together this webpage on Epilepsy,
a chronic nervous disease characterized by recurring attacks of motor,
sensory or psychic malfunction, with or without unconsciousness or convulsive
movements. Several web resources are listed for those interested in learning
more about this disease. (Chapter 12, pages 99-103)
446 - Cerebral
Palsy is a disorder that affects gross
and fine motor skills to varying degrees within the person. Some
people have paralysis while others have an impairment that is imperceptible.
The degree to which one is affected by the disorder determines as to how
much he or she will have to adapt in the classroom. (by Jenny Foster
and Leslie Finch) (Chapter 12, page 426)
446 - Computers
for Learners with Exceptionalities:
Computers provide opportunities for individualized instruction for students
with disabilities. Computers can help children with exceptionalities
by method of delivery, type and frequency of reinforcement, rate of presentation,
and level of instruction. Computers also provide immediate corrective
feedback, and they can hold the attention of easily distracted children,
Last of all, according to Ashley Averitt and Rebecca Cline, computer instruction
is helpful for students with disabilities because it is motivating and
patient. (Chapter 12, pages 445-446)
447 - Identifying
the Gifted: Gifted children
have been denied, denounced, fantasized and feared. However, they have
yet to be accurately defined. This page written by Denita Clark gives you
access to links that are helpful not only in defining some of the tests
used in identifying the gifted, but she also gives you an idea of how to
recognize some of the characteristics of children who are considered gifted.
(Chapter 12, pages 447-448)
460 - Mainstreaming,
according to Skylyn Holzheimer, is the inclusion of students with various
intellectual, behavioral, learning or physical disabilities into classrooms
with those without disabilities. (Chapter 12, pages 460-464)
451 - Rachel
Durand has a keen interest in Special Olympics
Around the World. Her website includes the history of Special Olympics
and information about the founder of Special Olympics. This year's theme
for Special Olympics is "30 Years of Heroes" and everyone who finishes
the race or game is a winner. (Chapter 12, pages 451-455)
Chapter Thirteen:
484 - Benjamin
Bloom's Taxonomy, his studies on mastery
learning, and his model of talent development have made significant contributions
to the field of education. Research these links by Sally Weekley to find
out more about Benjamin Bloom's theories. (Chapter 13, pages 484-485)
495 - Constructing
Test Questions: Designing tests
is one of the most challenging tasks for teachers. Many have had little,
if any, preparation in writing tests. Amy Favre describes the steps of
test construction -- designing the test, writing the questions, and checking
for problems. Included are also pointers on constructing multiple-choice
tests, one of the most common forms of teacher constructed tests. (Chapter
13, pages 495-506)
505 - Students
and teachers view Multiple-Choice Tests
from different perspectives. If you are a student, take a look at these
links by Becky Brown and Marty Luna to help you prepare for Multiple-Choice
Tests. This page also has links to help teachers in preparing and evaluating
Multiple-Choice Tests. (Chapter 13, pages 476-478)
507 - Authentic
Assessments, by Dhawn Buchanan-Treadwell,
offers help in the development and scoring of rubrics. Examples of student-created
rubrics and details for assessing multimedia are provided. (Chapter 13,
pages 507-518)
508 - The
Use of Student Portfolios in Education,
by Emily Harrison, helps the individual understand exactly what portfolios
are and the many ways of using them. It also discusses ways of determining
whether a student has earned the right to progress to the next level. (Chapter
13, pages 508-512)
Chapter Fourteen:
531 - Alfred
Binet was a well-known psychologist
who was a pioneer in the field of intelligence testing of the normal mind.
He developed a formula for determining intelligence quotient. Binet's biggest
contributions to the measurement of intelligence are the Binet-Simon Intelligence
Test and the Stanford Binet Intelligence Scale, now in its fourth edition.
(Emily Piercey) (Chapter 14, pages 531-532)
532 - IQ
Tests on the WWW: This web page
offers the viewer an opportunity to take a variety of IQ tests online.
The test are on different levels of difficulty, with the number of questions
and the time limit labeled. Chancey Rich has also provided information
about the different types of IQ tests and how to keep the brain stimulated
with "food for the brain." (Chapter 14, pages 532-533)
534 - Accountability
has been a growing trend since 1979. It is described by Delaney Faneuf
as making teachers and school accountable for what students learn by using
standardized tests. (Chapter 14, pages 502-503)
to reflect more accurately Slavin's new 6th
Edition page numbers.)