jeanne ormrod eighth edition © 2014, 2011, 2008, 2006, 2003 pearson education, inc. all rights...
TRANSCRIPT
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Jeanne Ormrod
Eighth Edition
© 2014, 2011, 2008, 2006, 2003Pearson Education, Inc. All rights reserved.
Educational PsychologyDeveloping Learners
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4-2OrmrodEducational Psychology: Developing Learners, 8e © 2014 Pearson Education, Inc. All rights reserved.
Chapter 4Group Differences
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4-3OrmrodEducational Psychology: Developing Learners, 8e © 2014 Pearson Education, Inc. All rights reserved.
Group Differences
Consistently observed differences (averages) among diverse groups of students ethnicity or cultural background gender socioeconomic status
Considerable variability within groups Considerable overlap between groups
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4-4OrmrodEducational Psychology: Developing Learners, 8e © 2014 Pearson Education, Inc. All rights reserved.
Cultural and Ethnic Differences
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4-5OrmrodEducational Psychology: Developing Learners, 8e © 2014 Pearson Education, Inc. All rights reserved.
Culture and Ethnicity Culture
behaviors and belief systems of a social group
Ethnic group individuals who have common historical
roots, values, beliefs, and behaviors members share a sense of
interdependence
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4-6OrmrodEducational Psychology: Developing Learners, 8e © 2014 Pearson Education, Inc. All rights reserved.
Navigating Different Cultures
Cultural mismatch different cultural norms at home and
school
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4-7OrmrodEducational Psychology: Developing Learners, 8e © 2014 Pearson Education, Inc. All rights reserved.
Examples of Diversity Language and
dialect When to talk,
when to be quiet Verbal
assertiveness Emotional
expressiveness Eye contact Personal space Responding to
questions
Waiting vs. interrupting
Private vs. public performance
Views about teasing Cooperation vs.
competition Family relationships
& expectations Conceptions of time Worldviews
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4-8OrmrodEducational Psychology: Developing Learners, 8e © 2014 Pearson Education, Inc. All rights reserved.
Culturally Inclusive Classrooms Identify your cultural lens and biases. Learn about students’ backgrounds. Be sensitive to “culture shock” of recent
immigrants. Incorporate perspectives & traditions of many
cultures into the curriculum. Adapt instructional strategies to students’
preferred ways of learning & behaving. Work to break down stereotypes of particular
ethnic groups. Bring cultural diversity to culturally homogeneous
classrooms. Foster democratic ideals, & empower students to
bring about meaningful change.
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4-9OrmrodEducational Psychology: Developing Learners, 8e © 2014 Pearson Education, Inc. All rights reserved.
Gender Differences
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4-10OrmrodEducational Psychology: Developing Learners, 8e © 2014 Pearson Education, Inc. All rights reserved.
Physical Activity & Motor Skills
Girls less well developed overall better fine motor skills before
puberty Boys
predisposed to be more active biological advantage in height and
strength
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4-11OrmrodEducational Psychology: Developing Learners, 8e © 2014 Pearson Education, Inc. All rights reserved.
Cognitive & Academic Abilities Differences are small; gap is decreasing Similar on tests of general intelligence Girls
better at some verbal tasks reading, writing, vocabulary
higher grades in school Boys
better at visual-spatial tasks & mathematical problem solving
spend more leisure time with technology greater variability overall
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4-12OrmrodEducational Psychology: Developing Learners, 8e © 2014 Pearson Education, Inc. All rights reserved.
Motivation in Academic Activities
Girls more engaged more motivated to do well in school
& go to college Boys
more willing to take academic challenges and risks
less concerned about failure
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4-13OrmrodEducational Psychology: Developing Learners, 8e © 2014 Pearson Education, Inc. All rights reserved.
Sense of Self
Self-worth similar until puberty consistent with stereotypes boys overestimate abilities; girls
underestimate
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4-14OrmrodEducational Psychology: Developing Learners, 8e © 2014 Pearson Education, Inc. All rights reserved.
Interpersonal Behaviors Girls
more likely to engage in relational aggression more intimate friendships more cooperative, affiliative closer attention to emotions, nonverbal cues
Boys more physically aggressive larger playgroups more competitive
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4-15OrmrodEducational Psychology: Developing Learners, 8e © 2014 Pearson Education, Inc. All rights reserved.
Classroom Behavior
Boys more likely to misbehave more participatory
Girls less likely to volunteer answers more likely to lead in same-sex groups
than in mixed groups
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4-16OrmrodEducational Psychology: Developing Learners, 8e © 2014 Pearson Education, Inc. All rights reserved.
Career Aspirations
Boys historically more ambitious but girls today are also ambitious
Both boys & girls tend toward stereotypical goals
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4-17OrmrodEducational Psychology: Developing Learners, 8e © 2014 Pearson Education, Inc. All rights reserved.
Origins of Gender Differences Biology
hormones brain differences
Parenting expectations &
encouragement toys & other
resources
Peers prefer stereotypical
behavior Popular media
stereotypical models
Self-socialization gender schema
theory—children construct their own beliefs
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4-18OrmrodEducational Psychology: Developing Learners, 8e © 2014 Pearson Education, Inc. All rights reserved.
Socioeconomic Differences
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4-19OrmrodEducational Psychology: Developing Learners, 8e © 2014 Pearson Education, Inc. All rights reserved.
Socioeconomic Differences Socioeconomic status (SES)
general social & economic standing in society
family SES includes income, parents’ occupations, parents’ education levels
Academic achievement is correlated with SES lower SES students are at greater risk
for dropping out of school
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4-20OrmrodEducational Psychology: Developing Learners, 8e © 2014 Pearson Education, Inc. All rights reserved.
Challenges of Poverty Poor nutrition & health Inadequate housing & frequent
moves Exposure to toxins Unhealthy social environments Emotional stress Gaps in knowledge Lower quality schools
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4-21OrmrodEducational Psychology: Developing Learners, 8e © 2014 Pearson Education, Inc. All rights reserved.
Fostering Resilience
Be a dependable source of academic and emotional support.
Build on students’ strengths. Identify and provide missing
resources and experiences important for successful learning.
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4-22OrmrodEducational Psychology: Developing Learners, 8e © 2014 Pearson Education, Inc. All rights reserved.
Students at Risk
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4-23OrmrodEducational Psychology: Developing Learners, 8e © 2014 Pearson Education, Inc. All rights reserved.
Defining “At-Risk”
At-risk student: High probability of failing to acquire minimal academic skills necessary for success.
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4-24OrmrodEducational Psychology: Developing Learners, 8e © 2014 Pearson Education, Inc. All rights reserved.
Characteristics of Students At Risk
History of academic failure Emotional and behavioral
problems Lack of psychological
attachment to school Increasing disinvolvement with
school
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4-25OrmrodEducational Psychology: Developing Learners, 8e © 2014 Pearson Education, Inc. All rights reserved.
Why Students Drop Out Little family or peer
encouragement Extenuating life circumstances Dissatisfaction with school Pessimism about ability Lack of teacher support
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4-26OrmrodEducational Psychology: Developing Learners, 8e © 2014 Pearson Education, Inc. All rights reserved.
Supporting Students at Risk
Identify at-risk students as early as possible
Create a warm, supportive atmosphere
Make long-term, systematic efforts to engage students in the academic curriculum
Encourage and facilitate identification with school
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4-27OrmrodEducational Psychology: Developing Learners, 8e © 2014 Pearson Education, Inc. All rights reserved.
The Big Picture
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4-28OrmrodEducational Psychology: Developing Learners, 8e © 2014 Pearson Education, Inc. All rights reserved.
The Big Picture All people’s cultural backgrounds
influence their interpretations of events.
All students have strengths and talents on which they can build.
All students have considerable potential to develop new skills and abilities.
Variability exists within any group. Overlap exists between any two groups.