Tag Archives: EDU6655

EDU 6655/ Module Eight- Cognition, Morality, and Identity

According to Moshman (2010), rationality is the ability to imagine and consider the perspective of others, therefore moral rationality is an individual’s process of empathizing with another in tandem with considering the and acting with concern for the rights and … Continue reading

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EDU 6655- Adolescence, Age/Stage Theories, and Psychological Moratorium

Overviews of Categories Common Conceptions of Adolescence The four dominant discourses that are discussed in the Stevens et al. article are: a. Cognitive Psychology Developmental Perspectives- a perspective that emphasizes what adolescents are lacking; i.e.- higher order thinking, hormonal balance, … Continue reading

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EDU 6655- Developing Personal Development Self-Efficacy through Classroom Instruction

Cheung and Lai (2012) examine the relationship between personal development self-efficacy (PDSE) and classroom teaching in secondary classrooms. Historically researchers have studied the influence of school guidance and counseling, and the impact of classroom instruction on PDSE has been ignored. … Continue reading

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Human Development and Principles of Learning. Module 5: Piaget, Vygotsky, and Constructivist Classroom Applications

One of the strengths of Piaget’s theory is his description of how human beings move in and out of egocentric displays of behavior as they progress through the formal operations structure. According to Crain (2000), each stage consists of a … Continue reading

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Week Three/EDU6655: Human Development and Principles of Learning

  Bransford et al. (2000) describe three developmental brain process research findings that carry significant information for lesson and intervention planning: learning changes the physical structure of the brain; learning organizes and reorganizes the brain; and different parts of the brain may be … Continue reading

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Week Two/EDU6655: Human Development and Principles of Learning

“If there were neuroscientific evidence for the existence of such a sensitive period (aka, critical period), such evidence might appear to provide a biological argument for the importance of elementary teaching and a scientific rationale for redirecting resources, restructuring curricula, … Continue reading

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Week one: Human Development and Principles of Learning/ Brain Overview

After reading the Restat, Rizzolatti et al., Damasio and Damasio, and Clark writings on current human brain research, my big take-away is that neuroscientific evidence demonstrates human interdependence with the outer world for the internalization and use of knowledge.  I was … Continue reading

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