LCA Social Education flashcards

32 cards. Read the term and the definition here. The deck at the top of this page is optional.

Zone of Proximal Development

Vygotsky's concept naming the gap between what a learner can do alone and what they can do with expert or peer assistance; scaffolding is targeted inside this zone.

Constructive alignment

Design principle requiring learning objectives, instructional activities, and assessment tasks to target the same cognitive demand, so assessment actually measures the stated objective.

Backward design

Planning sequence that begins with desired results, then determines acceptable evidence of learning, and only then designs learning experiences and instruction.

Formative versus summative assessment

Formative assessment is low-stakes and used during learning to adjust instruction; summative assessment certifies achievement at the end of a unit or program.

Item discrimination index

Computed as the proportion correct among high scorers minus the proportion correct among low scorers; values near zero indicate an item that does not separate stronger from weaker learners.

Informed consent elements

Disclosure of purpose, procedures, risks, benefits, voluntariness, right to withdraw, and a contact for questions, documented before participation begins.

Assent for minors

A minor's own agreement to participate, required in addition to guardian permission; in non-therapeutic settings the child's refusal should be respected.

Mandated reporting obligation

Legal duty of designated professionals to report suspected child abuse or neglect to the authorized agency; the duty is personal and cannot be delegated to a supervisor.

Equity versus equality

Equality gives everyone the same treatment or resources; equity allocates support according to need so outcomes are not determined by starting disadvantage.

Universal Design for Learning

Framework with three principles: multiple means of engagement, multiple means of representation, and multiple means of action and expression, planned in advance rather than retrofitted.

Stereotype threat

Performance decrement that occurs when a negative group stereotype about one's group is salient in the testing situation; identity-safe cues and framing can reduce it.

Logic model components

Inputs, activities, outputs, short-term outcomes, long-term impact, plus stated assumptions and external factors; it links resources to measurable results.

SMART goals

Goal-setting criterion requiring goals to be Specific, Measurable, Achievable, Relevant, and Time-bound so progress can be verified objectively.

Implementation fidelity

Degree to which a program is delivered as designed, typically tracked through dosage, adherence to protocol, quality of delivery, and participant responsiveness.

PDSA cycle

Continuous improvement sequence: Plan a change and predict its effect, Do a small test, Study results against the prediction, Act to adopt, adapt, or abandon.

Correlation and causation

A statistical association does not establish that one variable causes another; causal claims require design features such as randomization, a comparison group, and temporal order.

Effect size

A standardized measure of the magnitude of a difference or relationship, such as Cohen's d; it complements significance tests, which indicate only statistical unlikelihood.

Reliability and validity relationship

Reliability is consistency of measurement and validity is measuring the intended construct; a measure can be reliable but invalid, and validity is bounded by reliability.

Criterion-referenced assessment

Scoring that compares a learner's performance to a defined standard or set of competencies rather than to the performance of peers.

Analytic versus holistic rubric

Analytic rubrics score separate criteria independently and give diagnostic detail; holistic rubrics assign one overall judgment and are faster but less informative.

Reciprocity in partnerships

Test of partnership authenticity requiring that community partners receive identifiable benefit, not merely serve as a site or audience for the program.

Asset-based community development

Approach that inventories existing community skills, networks, and institutions as the starting point for planning, rather than cataloguing deficits.

Stakeholder influence-interest grid

Mapping technique plotting stakeholders by their ability to affect the program and their stake in its outcomes, guiding how closely each group is managed.

Service-learning definition

Community service integrated with curriculum and structured reflection, distinguished from volunteering by explicit links to stated learning objectives.

Kolb experiential learning cycle

Four-stage cycle: concrete experience, reflective observation, abstract conceptualization, and active experimentation, repeating as learning deepens.

Kohlberg conventional morality

Second level of moral reasoning in which judgments are based on social approval and maintaining law and order rather than on punishment avoidance or abstract principles.

Self-efficacy

Bandura's term for a person's belief in their capability to execute actions needed for a goal; it predicts willingness to take civic and social action.

Bloom revised taxonomy order

Ascending cognitive levels: Remember, Understand, Apply, Analyze, Evaluate, Create; objective verbs should match the intended level.

Curriculum mapping

Cross-referencing units against standards and assessments to reveal gaps, unnecessary repetition, and standards that are taught but never assessed.

Civic competence pillars

Social education's four recurring targets: civic knowledge, civic skills, civic dispositions, and authentic opportunities to participate in public life.

Socialization versus critical citizenship

Socialization transmits existing norms and institutions; education for critical citizenship teaches learners to examine, question, and revise those norms.

Disaggregated outcome data

Outcome results broken out by subgroup such as disability, language, or income, revealing gaps that aggregate averages conceal.