Educational psychology is the branch of psychology concerned with the scientific study of human learning. The study of learning processes, from both cognitive and behavioral perspectives, allows researchers to understand individual differences in intelligence, cognitive development, affect, motivation, self-regulation, and self-concept, as well as their role in learning. The field of educational psychology relies heavily on quantitative methods, including testing and measurement, to enhance educational activities related to instructional design, classroom management, and assessment, which serve to facilitate learning processes in various educational settings across the lifespan.
Phonics is a method for teaching people how to read and write an alphabetic language. It is done by demonstrating the relationship between the sounds of the spoken language (phonemes), and the letters or groups of letters (graphemes) or syllables of the written language. In English, this is also known as the Alphabetic principle or the Alphabetic code.
A tutorial, in education, is a method of transferring knowledge and may be used as a part of a learning process. More interactive and specific than a book or a lecture, a tutorial seeks to teach by example and supply the information to complete a certain task.
In the United States education system, social studies is the integrated study of multiple fields of social science and the humanities, including history, geography, and political science. The term was first coined by American educators around the turn of the twentieth century as a catch-all for these subjects, as well as others which did not fit into the traditional models of lower education in the United States, such as philosophy and psychology. One of the purposes of social studies, particularly at the level of higher education, is to integrate several disciplines, with their unique methodologies and special focuses of concentration, into a coherent field of subject areas that communicate with each other by sharing different academic "tools" and perspectives for deeper analysis of social problems and issues. The social studies aims to train students for informed, responsible participation in a diverse democratic society. The content of social studies provides the necessary background knowledge in order to develop values and reasoned opinions, and the objective of the field is civic competence.
In education, a curriculum is broadly defined as the totality of student experiences that occur in the educational process. The term often refers specifically to a planned sequence of instruction, or to a view of the student's experiences in terms of the educator's or school's instructional goals. A curriculum may incorporate the planned interaction of pupils with instructional content, materials, resources, and processes for evaluating the attainment of educational objectives. Curricula are split into several categories: the explicit, the implicit, the excluded, and the extracurricular.
A didactic method is a teaching method that follows a consistent scientific approach or educational style to present information to students. The didactic method of instruction is often contrasted with dialectics and the Socratic method; the term can also be used to refer to a specific didactic method, as for instance constructivist didactics.
Synthetic phonics, also known as blended phonics or inductive phonics, is a method of teaching English reading which first teaches the letter sounds and then builds up to blending these sounds together to achieve full pronunciation of whole words.
Agricultural Education is the teaching of agriculture, natural resources, and land management. At higher levels, agricultural education is primarily undertaken to prepare students for employment in the agricultural sector. Classes taught in an agricultural education curriculum may include horticulture, land management, turf grass management, agricultural science, small animal care, machine and shop classes, health and nutrition, livestock management, and biology.
The ProgramByDesign project is an outreach effort of the PLT research group. The goal is to train college faculty, high school teachers, and possibly even middle school teachers, in programming and computing.
United States Army Reconnaissance and Surveillance Leaders Course (RSLC) is a 29-day school designed on mastering reconnaissance fundamentals of officers and non-commissioned officers eligible for assignments to those units whose primary mission is to conduct reconnaissance and surveillance, target acquisition, and combat assessment operations. RSLC is taught by the 4th Ranger Training Battalion, Airborne and Ranger Training Brigade. The school is open to Soldiers, Marines, Sailors and Airmen to train them to expert levels in reconnaissance, surveillance, target acquisition, battle damage assessment, communications, planning, foreign vehicle identification, and other skills. The school was originally created to serve leaders from Long Range Surveillance Units (LRSU's), but now provides the specific reconnaissance training needed to ensure the effectiveness of small unit reconnaissance elements for the U.S. Army and joint force. Given the training focus and difficulty of the RSLC, the school is still commonly attended by operators from U.S. Army Special Forces, the 75th Ranger Regiment's Regimental Reconnaissance Company, U.S. Army Civil Affairs, Navy SEALs, and Marine reconnaissance units; today's students also come from more conventional infantry, Stryker and armored Brigade Combat Teams (BCT). Following the US Army decision to disband US Army LRS companies, the reconnaissance fundamentals taught in the course also provides U.S. military commanders the ability to preserve key LRS skills and abilities within the conventional force.
Ralph W. Tyler (1902–1994) was an American educator who worked in the field of assessment and evaluation. He served on or advised a number of bodies that set guidelines for the expenditure of federal funds and influenced the underlying policy of the Elementary and Secondary Education Act of 1965. Tyler chaired the committee that developed the National Assessment of Educational Progress (NAEP). He has been called by some as "the father of educational evaluation and assessment".
Composition studies is the professional field of writing, research, and instruction, focusing especially on writing at the college level in the United States. The flagship national organization for this field is the Conference on College Composition and Communication.
The College of Education at the University of Illinois Urbana-Champaign was founded in 1905. The college offers undergraduate, graduate, and online programs in areas including elementary education, early childhood education, special education, and Educational Organization and Leadership. It began with six departments; three of them merged and formed the largest department in the college. All departments offer masters and doctoral degrees. However, only two departments offer undergraduate degree programs: Special Education and Curriculum & Instruction. The college also offers 16 online programs. Students seeking an undergraduate degree in the college must meet the minimum graduation requirement set forth by the university. To obtain a certification, students must also meet the requirements of the Council on Teacher Education, a professional educational administration at the University of Illinois. The total enrollment is 1,361 students as of 2015.
Saint Francis School is a K-12, independent, not for profit, college preparatory school with no religious affiliation that has been serving students of the Metro Atlanta area since 1976. Saint Francis School is accredited by the Georgia Accrediting Commission (GAC), the Southern Association of Independent Schools (SAIS), and the Southern Association of Colleges and Schools (SACS). It is a member of Georgia Independent School Association (GISA) and the Atlanta Area Association of Independent Schools (AAAIS).
First-year composition is an introductory core curriculum writing course in US colleges and universities. This course focuses on improving students' abilities to write in a university setting and introduces students to writing practices in the disciplines and professions. These courses are traditionally required of incoming students, thus the previous name, "Freshman Composition." Scholars working within the field of composition studies often have teaching first-year composition (FYC) courses as the practical focus of their scholarly work.
Alice Miel was an American educator and writer of The Shortchanged Children of Suburbia, a study that has been characterized as a “groundbreaking” study in its publicized stress on what suburban schools failed to teach about human differences and cultural diversity. She was also greatly known as a social educator and curriculum development scholar.
Reading is the process of taking in the sense or meaning of letters, symbols, etc., especially by sight or touch.
Writing across the curriculum (WAC) is a movement within contemporary composition studies that concerns itself with writing in classes beyond composition, literature, and other English courses. According to a comprehensive survey performed in 2006–2007, approximately half of American institutes of higher learning have something that can be identified as a WAC program. In 2010, Thaiss and Porter defined WAC as "a program or initiative used to 'assist teachers across disciplines in using student writing as an instructional tool in their teaching'". WAC, then, is a programmatic effort to introduce multiple instructional uses of writing beyond assessment. WAC has also been part of the student-centered pedagogies movement seeking to replace teaching via one-way transmission of knowledge from teacher to student with more interactive strategies that enable students to interact with and participate in creating knowledge in the classroom.
Linguistics in education refers to a small but growing field of linguistics which advocates a greater use of linguistic theory and linguistic curriculum in primary and secondary education.
Differentiated instruction and assessment, also known as differentiated learning or, in education, simply, differentiation, is a framework or philosophy for effective teaching that involves providing all students within their diverse classroom community of learners a range of different avenues for understanding new information in terms of: acquiring content; processing, constructing, or making sense of ideas; and developing teaching materials and assessment measures so that all students within a classroom can learn effectively, regardless of differences in their ability. Differentiated instruction, according to Carol Ann Tomlinson, is the process of "ensuring that what a student learns, how he or she learns it, and how the student demonstrates what he or she has learned is a match for that student's readiness level, interests, and preferred mode of learning." According to Boelens et al. (2018), differentiation can be on two different levels: the administration level and the classroom level. The administration level takes the socioeconomic status and gender of students into consideration. At the classroom level, differentiation revolves around content, processing, product, and effects. On the content level, teachers adapt what they are teaching to meet the needs of students. This can mean making content more challenging or simplified for students based on their levels. The process of learning can be differentiated as well. Teachers may choose to teach individually at a time, assign problems to small groups, partners or the whole group depending on the needs of the students. By differentiating product, teachers decide how students will present what they have learned. This may take the form of videos, graphic organizers, photo presentations, writing, and oral presentations. All these take place in a safe classroom environment where students feel respected and valued—effects.
