Chapter 1 Handout: From the PowerPoint Presentation:
Chapter 1 Handout: From the PowerPoint Presentation:
Correlation does not imply Causation!~
Permissive Parenting and children’s self control are negatively correlated variables.
There are at least 3 types of reasons variables might be correlated:
1. Permissive parenting CAUSES children's self-control to decrease (Var 1 => Var 2)
2. Children with low self-control CAUSE permissive parenting (Var 2 => Var 1)
3. Some other variable causes the other 2 to be related (ex: genetics, poverty, mass media etc.) (Var 3=> Var 1 & Var 2)
-Vocabulary size is highly positively correlated with shoe size.
-The number of gallons of ice cream sold is highly correlated with the number of reported aggravated assaults on people
E. Experimental Research~
*In experimental research one or more variables are systematically manipulated (the independent variable) and the effect of that manipulation on other variables is measured (the dependent variable).
+: allows cause and effect conclusions
-: results may not generalize outside the lab/experiment, impossible or unethical to do this research on some variables
Why do experimental studies allow cause & effect conclusions?~
-Assume that because of random assignment all groups start out equal
-Groups are then exposed to different levels of the Independent Variable (IV) and measured on the Dependent Variable (DV).
-If our first assumption is true, then any differences in the D.V. must be BECAUSE of the differences in the IV
Developmental Methods
|Approach |Description |Advantages |Disadvantages |
|Cross-Sectional |Comparison of children of different |Requires less time; less costly than |Cannot study individual patterns of |
| |ages at the same point in time. |longitudinal study. |development or the stability of |
| | | |traits; subject to cohort effects |
|Longitudinal |Repeated testing of the same group of|Can examine the stability of |Requires a significant investment of |
| |children over an extended period of |characteristics. |time and resources; problems with |
| |time. | |participant attrition; can have |
| | | |age-history confound. |
| | | | |
|Cross-Sequential |Observation of children of different |Avoids cohort and age-history |Even longer and more expensive than |
| |ages over an extended period of time.|confound effects |longitudinal studies |
|A. Professional Knowledge and Skills:~ |B. Commitment and Motivation~ |
|1. Subject Matter Competence |-time |
|2. Instructional Strategies & Teaching Philosophies |-ability to recognize successes, big or small |
|3. Goal Setting & Planning Skills |-realize it will not be perfect the first time |
|4. Classroom management skills |-willingness to try it a different way |
|5. Motivational Ability |-know your students |
|6. Communication skills |-ask for advice! Look for a mentor |
|7. Diversity training |-keep up with the field |
|8. Technological Skills | |
Characteristics of Best and Worst Teachers
|Best Teachers: |Worst Teachers: |
|1. Have a Sense of Humor |1. Are dull/boring |
|2. Make the class interesting |2. Don’t explain things clearly |
|3. Know their subject |3. Show favoritism |
|4. Explain things clearly |4. Have a bad attitude |
|5. Spend time to help students |5. Expect too much |
|6. Are fair to students |6. Don’t relate to students |
|7. Treat students like adults |7. Give too much homework |
|8. Relate well to students |8. Are too strict |
|9. Are considerate of students’ feelings |9. Don’t give help/individual attention |
|10. Don’t show favoritism |10. Lack control |
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