Attribution Theory/Rotter’s Theory
Attribution Theory/Rotter’s Theory ORDER NOW FOR AN ORIGINAL PAPER!!!
FINAL EXAM STUDY GUIDE Please note – only the information covered in the first 4 weeks will be on the Midterm! Some of these concepts are covered early in the course; others are covered after the midterm. This serves as a guide to help you as you are preparing and studying for the midterm and final. Reviewing the text, notes, and powerpoints along with this list is also recommended.
Stages of Play
Attribution Theory/Rotter’s Theory (internal vs external)
Characteristics of Expert Teachers (content vs pedagogy)
Characteristics of Expert Students (self-efficacy, volition, effort)
Chomsky
Ainsworth’s attachment theory
Piaget Equilibration, assimilation, accommodation
Stages
Research support
Critical Thinking/Creativity
Vygotsky (ZPD, scaffolding and intervention)
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Maslow’s theory/Deficiency vs growth needs
Classical Conditioning/Pavlov UCS, CS, UCR, CR
Stimulus generalization
(Little Albert, Pavlov’s dogs)
Extinction
Operant Conditioning/Learning/Skinner Pos/Neg reinforcement and punishment
Reinforcement schedules (fixed ratio, fixed interval, etc.) Antecedent, Behavior, Consequence
Descriptive vs. experimental research
Social Learning Theory
Externalizing vs Internalizing behaviors
ELL/ESL language development/ acquisition
Kohlberg’s theory
Memory ST, LT, etc.
categories of long-term memory
Declarative/procedural, etc.
Memory strategies (e.g., chunking)
Sensory register, sensory integration
Reasoning Inductive, deductive (and syllogisms), prototypes, exemplars, heuristics (overconfidence, underconfidience, representativeness…)
Disabilities Giftedness, autism, OHI (Other Health Impaired), SLD (Specific Learning Disability), ADHD, Intellectual Disability, Oppositional Defiant Disorder, Emotional Disturbance
Intelligence Cattell and Horn (fluid, crystalized)
Gardner
Heritability, modifiability
Sternberg’s Triarchic theory
Gender Development (theories, behavioral, biological, social learning)
SES, Male vs. Female differences, Poverty
Constructivist approach to learning
Bloom’s
Parenting Styles
Classroom rules/behavior management
Risk factors and mental health (depression, suicide, symptoms…)
ADDITIONAL INSTRUCTIONS FOR THE CLASS
Discussion Questions (DQ)
Initial responses to the DQ should address all components of the questions asked, including a minimum of one scholarly source, and be at least 250 words.
Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source.
One or two-sentence responses, simple statements of agreement, or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words.
I encourage you to incorporate the readings from the week (as applicable) into your responses.
Weekly Participation
Your initial responses to the mandatory DQ do not count toward participation and are graded separately.
In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies.
Participation posts do not require a scholarly source/citation (unless you cite someone else’s work).
Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week.
APA Format and Writing Quality
Familiarize yourself with APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required).
Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation.
I highly recommend using the APA Publication Manual, 6th edition.
Use of Direct Quotes
I discourage overutilization of direct quotes in DQs and assignments at the Masters’s level and deduct points accordingly.
As Masters’s level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content.
It is best to paraphrase content and cite your source.
LopesWrite Policy
For assignments that need to be submitted to LopesWrite, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me.
Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes.
Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own?
Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for tips on improving your paper and SI score.
Late Policy
The university’s policy on late assignments is 10% penalty PER DAY LATE. This also applies to late DQ replies.
Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances.
If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect.
I do not accept assignments that are two or more weeks late unless we have worked out an extension.
As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.
Communication
Communication is so very important. There are multiple ways to communicate with me:
Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class.
Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.
