Results 1–10 of 19 for "Curriculum"X related to "Bulletin board: January 2010" Refine Your Search Refine Your Search TopicEducation (14)Children (5)Learning & memory (5)HIV & AIDS (4)Personality (2) 5 more... [+] Bullying (1)Law & psychology (1)Suicide (1)Teens (1)Testing issues (1)Hide detailsDocument TypeCurriculumXAuthor/ContributorDwyer, Carol (2)O'Leary, Ann (2)Bowleg, Lisa (1)Brabeck, Mary (1)Carey, Michael P. (1) 12 more... [+] Engle, T. L. (1)Forsyth, Andrew D. (1)Graham, Sandra (1)Jeffrey, Jill (1)Lucariello, Joan (1)McCombs, Barbara (1)Moffett, Mary Margaret (1)Russo, Nancy Felipe (1)Semrud-Clikeman, Margaret (1)Snellgrove, Louis (1)Stierhem, Carolyn (1)Woods, Paul I. (1)Hide details Results 1–10 of 19 Previous 1 2 Next Relevance Title A-Z Title Z-A Newest First Oldest First Sort by: 1.Activity 2.2: Personality TestsThis exercise is based on an article by Bertram Forer and shows the fallacy of using personal agreement as a validation method.Curriculum 2.Activity 5.4: Cognitive StylesCognitive styles are consistencies in our ways of processing information that are less value laden than character types or personality traits.Curriculum 3.Research in Brain Function and LearningIt is important for teachers and parents to understand that maturation of the brain influences learning readiness. For teachers, this is especially important when designing lessons and selecting which strategies to use.Curriculum 4.Bullying: A Module for TeachersIt is estimated that 40-80 percent of school-age children experience bullying at some point during their school careers and 10-15 percent may be either chronic victims or bullies themselves.Curriculum 5.Developing Responsible and Autonomous Learners: A Key to Motivating StudentsResearch has shown that motivation is related to whether or not students have opportunities to be autonomous and to make important academic choices. Having choices allows children to feel that they have control or ownership over their own learning. This, in turn, helps them develop a sense of responsibility and self-motivation.Curriculum 6.Motivated Reasoning Teaching Tip SheetTips for teaching the role of motivation in cognitive processes such as decision-making and attitude change as emphasized by Ziva Kunda (1990) and Hart and Gerrard (1997). These studies cast doubt on the utilitarian, "rational" models of behavioral decision making upon which research regarding Sexually Transmitted Disease (STD) and other health promotion/disease prevention currently rests.Curriculum 7.Activity 4.1: Experimenter ExpectancyOne source of bias in experimentation concerns the expectations of the experimenter about subject performance.Curriculum 8.Teaching Tip Sheet: Cognitive DissonanceAnn O'Leary, PhD, Department of Psychology at Rutgers University writes that reducing cognitive dissonance may affect the likelihood that an individual will engage in behaviors such as decreased condom use, that put them at risk of contracting HIV/AIDS.Curriculum 9.Self-Efficacy Teaching Tip SheetAn individual's belief in his or her capacity to execute behaviors necessary to produce specific performance attainments, self-efficacy reflects confidence in the ability to exert control over one's own motivation, behavior, and social environment. HIV/AIDS Self-Efficacy Theory (SET) is assessed frequently in HIV prevention research.Curriculum 10.Activity 2.1: StereotypingAn activity testing new stereotypes of racial and ethnic groups versus older ideas of those groups.Curriculum Previous 1 2 Next Relevance Title A-Z Title Z-A Newest First Oldest First Sort by: ADVERTISEMENT Results 1–10 of 19 for "Curriculum"X related to "Bulletin board: January 2010"