EDUC 3302 MC

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EDUC 3302 MC
2011-12-13 14:38:17
Educ 3302

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  1. Define Gender Role
    • -Gender Role identity is the image
    • each individual has of himself or herself.

    • -Gender Role identities develop as
    • early as age 2 – due to physical differences, modeling, and biological
    • differences.

    • -play styleslead children to prefer
    • same-sex playmates by age 4 and develop gender schemas

    • -Parents are more likely to react
    • positively to assertive behavior in sons and emotional sensitivity in their
    • daughters.
  2. Explain Lowenstein's ideas about "gaps in knowledge"
    • Curiosity arises when attention is focused on a gap
    • in knowledge. “Such information
    • gaps produce the feeling of deprivation labeled curiosity. The curious person is motivated to
    • obtain the missing information to reduce or eliminate the feeling of
    • deprivation. Pg 386
  3. how do teacher responses affect the way students attribute their performance outcomes?
    • they
    • may attribute their successes and failures to ability, effort, mood, knowledge,
    • luck, help, interest, clarity of instructions, the interference of others,
    • unfair policies, etc.

    Encourage self-efficacy and self-worth.

    -emphasize students’ progress in a particular area

    • -Set learning goals for your students, and model a mastery orientation
    • for them.

    • -Make specific suggestions for improvement, and revise grades when
    • improvements are made.

    • -
    • Stress connections between past efforts and past accomplishments.
  4. Why don't teachers call on poor students?
    • Because
    • poor students may wear old clothes, speak in a dialect or be less familiar with
    • books, teacher may perceive these students as not bright. Teacher low expectations transmits to
    • student and student motivation.
  5. What is the motivation approach that deals with
    expectancy-value theory?
    • The
    • individual’s expectation of reaching a goal and the value of that goal to him
    • or her.
  6. Are girls or boys smarter?
    • No
    • difference in general intelligence.
    • Some tests show that girls score higher in reading and writing and boys
    • score higher on math.
  7. What was Brown vs. Board of Education about?
    • Separating black and white students because of race is
    • unconstitutional.
  8. What’s an “incremental” view of ability?
    • Ability is unstable and
    • controllable – an ever-expanding repertoire of skills and knowledge. By hard work, study, or practice,
    • knowledge can be increased and thus ability can be improved.
  9. What does “internal,” “Stable” and
    “Controllable” mean?
    • Attribution
    • theories –

    • a.
    • locus (location of the cause – internal or
    • external to the person)

    • b.
    • stability (whether the cause is likely to stay
    • the same in the near future)

    • c.
    • controllability (whether the person can control
    • the cause)
  10. What are some teacher guidelines for reducing
    anxiety in the classroom?
    • -
    • Use competition carefully.

    • -
    • Avoid situations in which highly anxious
    • students will have to perform in front of large groups.

    • -
    • Make sure all instructions are clear

    • -
    • Avoid unnecessary time pressures

    • -
    • Remove some of the pressures from major tests and
    • exams

    • -
    • Develop alternatives to written tests.

    • -
    • Teach students self-regulation strategies.