Sunday, December 29, 2019

Soical Cognitive Theory - 1023 Words

One of the major challenges to behaviorism came from studies on observational learning conducted by Albert Bandura and colleagues. (Schunk, 2012) In contrast to Skinner Bandura’s social cognitive theory states people learn new actions merely by observing others perform them. Observers did not have to perform the actions at the time of learning. (Schunk, 2012) For example new employees watching their employer demonstrate how to wrap a knife, and ship it. The employee necessarily would not have to perform the task to learn how to do it. The heart of observational learning is modeling, which is more than simple imitation, because it involves adding and subtracting from the behavior. Bandura recognized four processes that govern†¦show more content†¦He may then reenact or model those learned behaviors. Bandura’s states that every stage of the learning process, increased cognitive skill and ability will result in increased accuracy in learning. (Burton, 1999) A sexually aggressive child who was abused or who has witnessed a great deal of sexual activity may store the representation of the behavior incorrectly. The child may then act out the behaviors instead of understanding it is something he should not do. So many times with sexually abused children counselors have to reeducate the children in to what is appropriate behavior, along with counseling them on the abuse. Social Cognitive Paper Relationship between Social Cognitive, Motivation, and Self Efficacy The very core of the social cognitive theory self-efficacy beliefs provides the foundation for human motivation, well-being, and personal accomplishment. (Pajares, 2002) Unless people actions can produce the outcomes they desire, they have little incentive to act or to persist in the face of difficulties. Bandura’s key contentions in regards to the role self-efficacy beliefs in human functioning is that â€Å"people’s levels of motivation affective states, and actions are based more on what they believe than on what is objectively true.† (Pajares, 2002) Compare Behaviorism to Social CognitiveShow MoreRelatedEssay on How Red Bull Maintain Their Stronghold8091 Words   |  33 Pageslegend, containing leaves from â€Å"Asia’s sacred tree†, the Ginkgo Biloba aids concentration. (CarpeDiem.com (a+b) [ca. 2009]. â€Å"Homeopathic† drinks, made with spring water, herbs and plants were launched in 2003. Drawing on Greek physician Hippocrates’ theories, they have relaxing, harmonising, or vitalising effects and are 100% natural with no added sugar, flavours, colouring or preservatives (CarpeDiem.com (c) [ca. 2009]). Carpe Diems elusive nature echoes Red Bull ®Ã¢â‚¬â„¢s marketing strategies. By using very

Saturday, December 21, 2019

Assessment For Student Learning Task One . Our Instructional

Assessment for Student Learning Task One Our instructional setting consists of eighteen second grade students. One student joins us for ten minute intervals throughout the day for social interaction. In the classroom, there are two English Language Learners. One student does not need to be pulled out for extra help, while the other one gets pulled out to receive extra help in math and reading. There are currently four students who are below level learners in reading. Two of those students are reading at Kindergarten levels, and the other two read well, but they are lacking in comprehension skills. For math, the same four students who are below level in reading, are also below level in math. Within this introduction, you will want to†¦show more content†¦Students were given two days at the most to complete this assessment, and was reported on three times in the school year. The first assessment, students were to describe a time they had fun in the Winter, the second was to describe a funny even that happened to them, and the last was to write about a time they had fun. Describe the content and objective or standard being assessed. Discuss both the objective and performance parts of this assessment; were the types of questions aligned with the objectives? Was the assessment given on the same day or within a multi-day unit? Was it administered one-on-one or in a whole group setting. Provide other details where pertinent. You may want to provide one or two sample questions from each section of the assessment. Objective Section: Analysis of Student Learning The score that demonstrated mastery were three’s and fours. â€Å"Almost there† students scored two’s and â€Å"not yet† students scored ones. The first narrative writing, three students scored ones, while the rest of the class scored twos for the narrative form. In conventions, two students scored one’s, and ten students scored a two. The second test resulted in four students scoring a one, nine students scoring a two, and three students scoring a four, for form. In conventions, six students scored a one, two studentsShow MoreRelatedEssay On Designing A Course1223 Words   |  5 PagesThe Ultimate Guide to Learning Outcomes Designing a course can seem overwhelming. Even more so, designing a course that effectively involves and stimulates students can seem downright impossible. As an award-wining educator (student voted), I’ve constructed this guide to walk you through the process of creating interactive courses for any subject matter and via any instructional method (i.e., face-to-face, online, etc.). Most stories are written backwards. The ending comes first, and then youRead MoreThe No Chiuld Left Behind Act Essay1636 Words   |  7 Pagesteams began a transition phase starting as early as four to five years ago when Common Core State Standards were introduced to low performing schools. As the Instructional Reform Facilitator during that time, it was exciting because new and more robust learning/content standards also required a change in our approach to instruction and assessment. This was the lever in my mind that this could help close the achievement gap. However this new initiative also brings uncertainty and apprehension for manyRead MoreWhy English Learners Struggle With Content Literacy1238 Words   |  5 Pages5. Why do English learners struggle with content literacy tasks, and how does sheltered instruction make content more accessible to them while providing additional language support? English learners (ELs) struggle with content literacy task because the â€Å"academic language of texts is not the language of conversational speech† Vacca et al. (2014, P.77). Every content area has a specific language. ELs find it difficult because they are not familiar with the academic language in that content area. ForRead MoreInstructional Leadership. Throughout The Readings, Instructional1535 Words   |  7 PagesInstructional Leadership Throughout the readings, instructional district leadership that made the most impact dealt with incorporating collaborative objectives with regards to academic achievement. For instance, Waters Marzano (2006) found effective superintendents ensure that the collaborative goal setting process results in nonnegotiable goal in student achievement and instruction (p. 4). Collaborative goal setting is one of the crucial aspects of instructional leadership. 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Students’ are considered responsible for grade level standards and are permitted to ace them throug h proper exercises equipped to their readiness level and interests. A lesson composed around premium gives students’ a decision by the way they take in the lesson. Students’ might be set into gatherings in view of an assortment of ways including learning styles, interest, choices, or they may work autonomously to finish the task, indicated by Tomlinson, C. Cunningham-Eidson, C.Read MorePolicies for Curriculum Development1452 Words   |  6 PagesCurriculum Development Instructional practices and there implementation are crucial to the success or failure of students. In order to achieve high-level learners based on a standardized curriculum, instructional practices must be examine and analyzed to ensure that all student’s needs are met. 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Friday, December 13, 2019

Deception in Research  Free Essays

Deception in Research The article I chose from Capella Library was about Deception in Research. While exploring my area of interest may require misleading or not completely informing your subjects about the true nature of your research, as a general rule, serious deception should be avoided whenever possible, since it put at risks the integrity of informed authority. For research involving deception the use of deception must be justified in the procedure to show that the research cannot be performed in the absence of deception and the benefits of the research will sufficiently be more important than any risks that deception may create. We will write a custom essay sample on Deception in Research   or any similar topic only for you Order Now Research participants cannot be deceived about significant aspects of the research that would affect their willingness to participate or that would cause them physical or emotional harm. Deception must be explained to participants (debriefed) as early as reasonable. A debriefing script must be included in the procedure and should include a detailed description of the ways in which deception was used and why; when and by whom the debriefing will be administered should also be included. True â€Å"informed consent† cannot be given if the true nature of the research is deceptively presented. This situation is dealt with administratively via a waiver of portions of the information consent regulations. Deception is a word used to end arguments, not to begin them. To accuse researchers of deception is to remove them from the ranks of those with whom legitimate human relationships can be pursued. For an example, let’s look at in the article of Deception in Research on the Placebo Effect. Experiments exploring the placebo effect, however, suggest justifiable ethical concerns, owing to the use of deception. The ethical intend to conduct of deceptive placebo research include (1) review and approval by an independent research ethics to establish the use of deception and that the study protocol offers sufficient value to justify the risks it poses to participants, including the use of deception; (2) disclosure in the informed-consent document that the study involves the use of deception; and (3) participants at the conclusion of research participation. This also concludes that in order to supply to public accountability, articles reporting the results of research using deception should describe temporarily loyalty with these participant-protection rules. Ethics is one of the most crucial areas of research, with deception and research increasingly becoming a crucial area of discussion between psychologists, philosophers and ethical groups. Examples of Deception and Research to show how ethical concerns have changed during the 20th century, it is useful to look at some examples such as Deception in Psychological Research. Deception has been attacked repeatedly as ethically unacceptable and morally reprehensible. However, research has revealed that subjects who have participated in deception experiments versus no deception experiments enjoyed the experience more, received more educational benefit from it, and did not mind being deceived or having their privacy invaded. Such evidence suggests that deception, although unethical from a moral point of view, is not considered to be aversive, undesirable, or an unacceptable methodology from the research participant’s point of view. The repeated assumption of the unacceptability of deception seems to be due to the fact that deception has been evaluated only from the viewpoint of moral philosophizing. This has led to the repeated conclusion that deception is reprehensible and seems to have created a perceptual set to view deception immediately as aversive. However, the perception of the unethical nature of deception seems to be minimal in studies that investigate innocuous public behaviors and enhanced in studies that run the risk of harming research participants or in studies that investigate private behaviors. When this knowledge is combined with the fact that research participants do not mind being deceived, and that it can also be viewed as immoral not to conduct research on important problems, the scale seems to be tilted in favor of continuing the use of deception in psychological research. Is it ethically permissible to use deception in psychological experiments? We argue that, provided some requirements are satisfied, it is possible to use deceptive methods without producing significant harm to research participants and without any significant violation of their autonomy. We also argue that methodological deception is at least at the moment the only effective means by which one can acquire morally significant information about certain behavioral tendencies. Individuals in general and research participants in particular, gain self-knowledge which can help them improve their autonomous decision-making. The community gains collective self-knowledge that, once shared, can play a role in shaping education, informing policies and in general creating a more efficient and just society. Reference: 1. Deception in Research on the Placebo Effect Franklin G Miller,*  David Wendler, and  Leora C Swartzman Author information  Copyright and License information  See â€Å"Placebo: Physician, Heal Thyself† , e388. This article has been  cited by  other articles in PMC. 2. Harrington A, editor. (1997) The placebo effect: An interdisciplinary exploration. Cambridge (Massachusetts): Harvard University Press. 272 p. 3. Deception in psychology: moral costs and benefits of unsought self-knowledge. Bortolotti L, Mameli M. SourcePhilosophy Department, University of Birmingham, Birmingham, B15 2TT, 2006 Jul-Sep;13(3):259-75. 4. 2002;12(2):117-42. Deception in research: distinctions and solutions from the perspective of utilitarianism. Pittenger DJ. Source Department of Psychology, University of Tennessee at Chattanooga, 615 McCallie Ave. , Chattanooga, TN 37403, USA How to cite Deception in Research  , Papers