Pros and cons of piagets theory of cognitive development - right! likeAs a student affairs graduate student, I would like to consider my decisions to pursue my degree. College Student Development: Assignment 2 While most of my work in my fellowship is focused around the needs of commuter, graduate, transfer, and veteran students, I have gotten the opportunity to serve on a few student conduct cases in my spare time. In one of the cases I served on this past week, I interacted with a student who had been accused of being in the residence halls on a weekend, which he was forbidden from after receiving a sanction for a previous violation in the last academic year. Literacy and language development in the primary grades is integral to student success and understanding of the world around them. Denessem, Verhoeven, , p. These levels of learning need to be completed in a particular order, so that students can progress and move along to the next level. Difficulties in grasping geometric concepts by students may be caused by the lack of exposure to a particular level or the lack of preparation by their leaning facilitator. A combination of the two needs to be present for students to learn and maximize the learning experience. Instructors need to be aware how students learn and determine. Teachers today use different strategies and. pros and cons of piagets theory of cognitive development.
Pros and cons of piagets theory of cognitive development VideoPiaget's stages of cognitive development - Processing the Environment - MCAT - Khan Academy
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Phoebe was immediately singled out by bullies at her new high school and subjected to physical threats, insults about her Irish heritage, and harassing posts on her Facebook page. Scientific research on bullying began in Norway in the late s in response to a wave of teen suicides. Work begun by psychologist Dan Olweus—and since continued by many others— has documented both the frequency and the consequences of bullying in the school system. Nevertheless, most of this research has a common limitation: It has studied the phenomenon of bullying using self-report survey measures. That is, researchers typically ask students and teachers to describe the extent of bullying in the schools. In many studies, researchers will also have students fill out a collection of survey measures, describing both bullying experiences and psychological functioning in their own words.
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These studies are conducted rigorously, and the measures they use certainly meet the criteria of reliability and validity discussed in Chapter 2 2. It is easy to imagine scenarios in which reports of bullying experiences might be downplayed out of fear, or perhaps misremembered simply due to the stress of the experience itself. To address this limitation, Craig and Pepler decided to observe bullying behaviors as they occurred naturally on the playground. Among other things, the researchers found that acts of bullying occurred approximately every 7 theogy, lasted only about 38 seconds, and tended to occur within feet of the school building. These findings add significantly to scientific understanding of when and how bully- ing occurs. For our purposes, the most notable thing about them is that none of the findings could have been documented without directly observing and recording bullying behaviors on the playground.
By using this technique, the researchers were able to gain a more thorough understanding of the phenomenon of bullying and, as a result, to provide real-world advice to teachers and parents. One recurring theme in this book is that it is absolutely critical for researchers to pick the right research design to address their hypothesis. The next three chapters will discuss three specific categories of research designs, proceeding in order of increasing control over elements of the design see Figure 3.
This chapter focuses on descriptive research designs, in which the pri- mary goal is to describe attitudes lf behavior. Go here will begin by contrasting qualitative and quantitative approaches to description.
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We will then discuss three approaches to descriptive designs—studying single cases, mining existing archives, and observing behavior directly— covering the basic concept and the vons and cons of each. Finally, the chapter concludes with a discussion of guidelines for presenting descriptive data in both graphical and numeric form.
Chapter 1 explained that researchers generally take one of two broad approaches to answer- ing their research questions. Quantitative research is a systematic and empirical approach that attempts to generalize results to other contexts, whereas qualitative research is a more descriptive approach that attempts to gain a deep understanding of particular cases and con- texts.
Before we discuss specific examples of descriptive designs, it is important to under- stand that these can represent either quantitative or qualitative perspectives. This section contrasts the two approaches in more detail. Chapter 1 used the analogy of studying traffic patterns to contrast qualitative and quantita- tive methods—a qualitative researcher would likely study a single busy intersection in detail. This example illustrates a key point about this approach: Qualitative researchers are focused on thery and making sense out of what they observe rather than trying to simplify and quantify these observations.
In general, qualitative research involves a collection of inter- views and observations read article in a natural setting. Regardless of the overall approach quali- tative or quantitativedata collection in the real world results in less control and structure than it does in a laboratory setting.
But whereas quantitative researchers might view reduced control as a threat to reliability and validity, qualitative researchers view it as a strength of the study. As an vevelopment, consider two studies of the ways people respond to traumatic events. In a paper, psychologists James Pennebaker and Kent Harber took a quantitative approach to examining the community-wide impact of the Loma Prieta earthquake pgos San Francisco.
In analyzing these data, Pen- nebaker and Harber discovered that people tend to stop talking about traumatic events about two weeks after they occurred but keep thinking about the event for approximately four more weeks. The goal of the study was to gather data in a controlled manner and test a set of hypotheses about community responses to trauma. These researchers conducted semistructured interviews of 24 parents whose families had been evacuated following pros and cons of piagets theory of cognitive development wildfires in San Diego County and an this web page 32 parents whose families had been evacuated following a series of deadly tornadoes in Tennessee.
Qualitative and quantitative methods also differ quite strikingly in how they approach analyses of the data. Because all quantitative methods have the goal of discovering findings that can be generalized—that apply across differ- ent contexts—all quantitative stud- ies must translate phenomena into numerical values and conduct statis- tical analyses. In contrast, because qualita- tive methods have the goal of learning and interpreting phenomena from the ground up, qualitative studies focus on discovering the underlying meaning of.
At risk of oversimplifying:.]