Glossary+of+Terms

=Glossary of Terms=

A list of general and learning terms which require defintion or clarification.

Appealing to feelings or prejudices rather than intellect || - Something that is out of place in respect to the historical setting - Event or detail that is inappropriate for the time period || - Based on hypothesis or theory rather than experiment - A presumption made before an analysis is undertaken || - A form of reasoning that begins with a generalisation, then applies the generalisation to a specific case or cases || - All actions are determined by the current state and immutable laws of the universe, with no possibility of choice || - //As an ideological strategy:// concealing relations of domination, or representing it in ways that deflect attention || - A philosophy that investigates the origin of human knowledge - The root or foundational source of something || - A study of culture and cultural processes that uses multiple ways to research, observe, and document people, events, or artifacts - An in-depth, descriptive study of a culture || - Identifying and then witholding the particular reinforcer that is maintaining undesired behaviour, resulting in its reduction || - External, separable from the thing itself, inessential; not belonging to, outside of || - See M.A.K. Halliday (1978, 1985) || - Making inferences based upon observed patterns, or simple repetition - Making a generalization from specific cases; used to formulate a general rule after examining a pattern || - The delay between the triggering of an action and the perception of the effects of such action || - A method of summarising previous research by reviewing and combining results from multiple studies || - Regards educational as preparation for work, whether manual or professional. - Curriculum has a functional and instrumental purpose || - Being provincial, being narrow in scope, or considering only small sections of an issue - A behaviour that is specific to a small locality || - Cause to feel resentment or indignation - Feeling of sharp anger or resentment || - Concerned with making decisions and actions that are useful in practice, not just theory || - The process of action and reflection || - //As an ideological strategy:// Representaio of transitory and historical affairs as if they were natural, permanent, outside of time || - Conceptions of truth and moral values are not absolute but are relative to the persons or groups holding them - All truth or knowledge is subjective, therefore all truths are equal || - Difficult to articulate and express in words || - An unnecessary or unessential repetition of meaning e.g. `a beginner who has just started' || - Learning Works Program - Aboriginal Career Aspirations Program (ACAP) || - Curriculum has a functional and instrumental purpose ||
 * < **Term** ||< **Definition** ||
 * **Aboriginal Programs Unit** || DET department responsible for providing advice on and specialist support for Aboriginal education and training in NSW ||
 * **ACAP** || Aboriginal Career Aspirations Program ||
 * **ACLO** || Aboriginal Community Liaison Officer ||
 * **Actualise** || Make real or concrete; give reality or substance to ||
 * **Adaptive behaviour** || A type of behavior that is used to adjust to another type of behavior or situation ||
 * < //**Ad hominem**// ||< Latin: "argument toward the person" or "argument against the person"
 * **AEAs** || Aboriginal Education Assistants. Work with teachers to develop partnerships with students, Aboriginal parents, community, local AECGs ||
 * **AECG** || Aboriginal Education Consultative Group ||
 * **AELDP** || Aboriginal Early Language Development Program ||
 * **AEP** || Aboriginal Education Policy (first developed 1982) ||
 * **AERT** || Aboriginal Education Resource Teacher- teaching position, provided by NSW DET Aboriginal Programs Unit ||
 * **Ameliorate** || To make better, to improve; to heal; to solve a problem ||
 * **Amoral** || Being neither moral nor immoral; not believing in or caring for morality and immorality ||
 * **Anachronism** || - Chronologically misplaced
 * **Antecedent** || A preceding occurrence, cause or event ||
 * **Apolitical** || Politically neutral ||
 * < **Apposite** ||< Appropriate, relevant, well-suited fit ||
 * **//A priori//** || - Derived by logic, without observed facts
 * **Ascertainment** || The process of determining the most suitable educational placement for a student with a disability or impairment ||
 * **ASLO** || Aboriginal Student Liaison Officer ||
 * **Assistive technologies** || Any item, piece of equipment, or product system that is used t increase, maintain or improve functional capabilities of individuals with disabilities ||
 * **Asynchronous development** || Marked difference between chronological age, intellectual development, and affective development of the gifted person ||
 * **ATAS** || Aboriginal Tutorial Assistance Scheme (ATAS). Employs tutors from Aboriginal communities to improve literacy and numeracy outcomes ||
 * **Attention Deficit Hyperactivity Disorder (ADHD)** || Excessive motor activity and restlessness. Frequently associated with poor attention and chronic distractability ||
 * **Attribution** || How individuals explain causes of events, other's behaviour, and their own behaviour ||
 * **Atypical** || Not representative of a group, class, or type. Not conforming to the normal type; Unusual or irregular ||
 * **Aversive** || Unpleasant stimuli that induce changes in behavior through punishment ||
 * **Belligerence** || Hostile or war-like attitude ||
 * < **'Black Armband' history** ||< The 'black armband' view of our history reflects a belief that most Australian history since 1788 has been little more than a disgraceful story of imperialism, exploitation, racism, sexism and other forms of discrimination ||
 * **CAE** || Consultant, Aboriginal Education (part of the NSW DET Aboriginal Programs Unit) ||
 * **Causality** || The relationship between cause and effect. The notion that each event is the result of a prior cause ||
 * **CMIT** || Count Me in Too- program for primary teachers focused on mathematical thinking ||
 * **CMITI** || Count Me in Too Indigenous- numeracy research project focusing on professional development od teachers in teaching of numeracy to Aboriginal students ||
 * **Cognition** || Thinking ||
 * **Consensus** || Judgment or opinion reached by a group as a whole ||
 * **Consequential thinking** || The ability to consider the potential outcomes of a proposed behaviour ||
 * **Contingency** || A possible event, occurrence or result ||
 * **Corollary** || A practical consequence that follows naturally ||
 * **Counter-factual technique** || Uses speculation about what could have happened if certain things had changed in order to appreciate past events ||
 * **Curriculum differentiation** || The need to arrange teaching-learning environments and practices so that they are appropriate for the different learning styles and characteristics of different students. This might involve deleting already mastered material from the curriculum, adding content, processes, or expectations, extending existing curriculum through enrichment activities, providing work for able students at an earlier age than typical, and including new units or courses that meet the needs of specific students. ||
 * **Deductive reasoning** || - Reasoning from the general to the particular (or from cause to effect)
 * < **Determinism** ||< - The view that every event, including human cognition, behaviour, decision, and action, is causally determined by an unbroken chain of prior occurrences.
 * **Didactic** || Providing instruction (especially excessively) ||
 * **Differentiation** || //As an ideological strategy//: focus on creating divisions and distinctions to disunite groups ||
 * **Discourse** || Discussion of a subject ||
 * **Dissimulation** || - To deceive by concealment or omission
 * **Dissociative disorder** || Problems with memory, awareness, perception, and may include aspects of identity ||
 * **Diverge** || Move or draw apart ||
 * **Down syndrome** || A condition resulting from a chromosomal abnormality. There are normally three types: Trisomy 21, mosaicism, and translocation ||
 * **Eclectic** || Selecting what seems best of various styles, theories or ideas ||
 * **Education Adjustment Program Profile (EAP)** || Asks teachers and other school professionals to identify how, and how often, the school is currently making adjustments to assist children's learning ||
 * **ELI** || Early Literacy Initiative ||
 * < **Empirical** ||< Based on experience or data, as opposed to theoretical knowledge ||
 * **Epistemology** || - An area of philosophical study that focuses on our understanding of knowledge
 * **Ethnography** || - Branch of anthropology that provides scientific description of individual human societies
 * **Ethos** || The distinguishing character, beliefs or moral nature of a person, group, or institution ||
 * **Existential** || Pertaining to issues of individual existence and experience ||
 * **Extant** || Still in existence ||
 * **Extinction** || - Decreasing undesirable behaviour by removing the specific consequence that maintains it
 * **Extrinsic** || - Not forming an essential part of a thing or arising or originating from the outside
 * **Fragmentation** || //As an ideological strategy//: dispersal of individuals and groups who are capable of mounting a challenge to dominant groups ||
 * **Functional model of language** || A theoretical perspective that emphasises the social constructedness of language
 * **Hegemony** || The dominance or leadership of one social group or nation over others ||
 * **Heterogeneous** || Consisting of elements that are not of the same kind or nature. Not uniform in kind ||
 * **ICF- International Classification of Functioning, Disability and Health** || World Health Assembly. Acknowledges any individual can experience a decrease in health that can lead to some level of disability, including the social aspects of disability ||
 * **Ideological** || Modes of thinking: thinking is considered ideological 'if it is appropriate only to those who share that class position' ||
 * **Idiosyncratic** || Peculiar to a specific individual; eccentric ||
 * **Individual Education Plan (IEP)** || Written document intended to aid in the provision of educational programs for students with special needs. It includes a statement of the student's present performance, instructional objectives and goals (sometimes called the individual education plan), services required by the student, and evaluation procedures to be used ||
 * **IESIP** || Indigenous Education Strategic Initiatives Programme (2001-2004) ||
 * **Impulse control** || Ability to delay responding ||
 * **IM support classes** || Mild Intellectual Disability (from age 8 years) ||
 * **Inductive reasoning** || - Reasoning from detailed facts to general principles
 * **Inexorable** || Unable to be persuaded; relentless; unrelenting; Impossible to stop or prevent; inevitable; Adamant; severe ||
 * **Innate** || Natural- not established by conditioning or learning ||
 * **Instrumental** || Serving or acting as a means or aid ||
 * **//Inter alia//** || Among other things ||
 * **Interface** || The overlap where two theories or phenomena affect each other or have links with each other ||
 * **Intrinsic** || Innate, inherent, inseparable from the thing itself, essential; comprising, being part of a whole ||
 * < **Iterative** ||< The act of repeating a process ||
 * **Jettison** || Throw away something encumbering ||
 * **Latency** || - A delay, a period between the initiation of something and the occurrence
 * **Least restrictive environment** || The educational setting in which a child with a disability or impairment can succeed and which is as close as possible to the regular classroom (which is considered to be the ideal) ||
 * **Liberal-Pogresive curriculum** || Aims to prepare students for //life// rather than work ||
 * **Locus** || A place or locality ||
 * **Logical consequences** || Arranged by an adult, but unlike punishment, has a logical cause-and-effect link with student's actions ||
 * **Maladaptive** || Problematic thinking or behaviour ||
 * **'Means to an end'** || Any action in which the sole purpose is to achieve something else ||
 * **Meta-analyses** || - Combines the results of several studies that address a set of related research hypotheses
 * **Meta-narratives** || A number of works that support a particular general view of history ||
 * **Narrative history** || The practice of writing history in a story-based form ||
 * **Nascent** || Emerging; just coming into existence ||
 * **NATSIEP** || National Aboriginal and Torres Strait Islander Education Policy (1990) ||
 * **Natural consequence** || The natural outcomes of an individual's actions that occurs without adult intervention ||
 * **Neo-classical curriculum** || - Vocational/Neo-classical curriculum
 * **Neo-liberalism** || Based on political and economic ideas that argue for the defence of individual choice andthe market, against the regulative power of the modern social democratic state ||
 * **NIELNS** || National Indigenous Literacy and Numeracy Strategy (NIELNS) ||
 * **Normalisation** || A belief that people with a disability or impairment should enjoy the same rights, privileges, opportunities and access to services and facilities as those who do not have a disability or impairment ||
 * **NSW AECG** || NSW Aboriginal Education Consultative Group ||
 * **Oppositional- defiant disorder** || An ongoing pattern of disobedience, hostility, and defiance directed towards authority figures ||
 * **Otitis media** || Inflammation of the middle ear. Children with recurring ear infections may experience fluctuating hearing loss and may be at risk for speech and language delays. ||
 * **Outlier** || An extreme deviation from the mean ||
 * **Parochial** || - Pertaining to a parish
 * **Pejorative** || Expressing disapproval. A disparaging, belittling, or derogatory word or expression ||
 * **Pervasive** || Manifested throughout; pervading, permeating, penetrating or affecting everything ||
 * **Phonology** || The system or pattern of speech sounds used in a particular language ||
 * **Pica** || An eating disorder, frequent in children, in which non-nutritional objects are eaten persistently (coins, dirt, etc) ||
 * **Pique** || - A sudden outburst of anger
 * **Post-structuralism** || A doctrine that rejects structuralism’s claims to objectivity and emphasises the plurality of meaning ||
 * **Pragmatic** || - Matter-of-fact: concerned with practical matters
 * **Praxis** || - Translating an idea into action
 * **Precocious** || Mental or physical development earlier than average age ||
 * **Probity** || Uprightness in one's dealings; integrity; honesty ||
 * **Professional self-efficacy** || The extent to which you feel able to influence your students and work circumstances ||
 * **Punitive** || Inflicting punishment ||
 * **Purview** || Scope or range of interest or control; Range of understanding ||
 * **Recidivist** || A repeat offender: someone who lapses into previous undesirable patterns of behavior ||
 * **Register** || A variety of a language used for a particular purpose or in a particular social setting. E.g choosing more formal words (e.g. //father// vs. //dad,// //child// vs. //kid,// etc.) when speaking in a formal setting, but the same person could violate all of these prescriptions in an informal setting. ||
 * **Reification** || - The consideration of an abstract thing as if it were concrete
 * **Relativism** || - All criteria of judgment are relative to the individuals and situations involved
 * **Restrictive methods** || How much external control is imposed on a student ||
 * **RTA** || Resource Teacher, Aboriginal: promote and assist development of language communication, literacy, numeracy skills of Aboriginal students. Provide advice on selection of teaching resources ||
 * **Salient** || The state or quality of standing out relative to neighboring items ||
 * < **Satiation** ||< Fully satisfied- achieving full gratification ||
 * < **Secularism** ||< A doctrine that rejects religion and religious considerations ||
 * **Self-efficacy** || Our sense of self-potency, or ability to influence events in our lives ||
 * **Self-system** || The dynamic interaction between self-awareness and self-regulation (metacognition), intellectual and academic performance (cognition), and a positive feeling state about learning (motivation) ||
 * **Semiotics** || The study of signs and symbols, especially as means of language or communication ||
 * **Somatic** || Bodily: affecting or characteristic of the body as opposed to the mind or spirit ||
 * **Status qup** || The existing state of things: the accepted and expected way to behave and work ||
 * **Supplant** || To replace, to take the place of, to supersede; to uproot, to remove violently ||
 * **Tacit** || - Silent; understood or implied but not specifically expressed
 * **Tautology** || - A statement that is necessarily true
 * **Tertiary** || Third ||
 * **Unification** || //As an ideological strategy//: inclding individuals in a collective identity, regardless o their differences ||
 * **Utilitarian** || Having a useful function ||
 * **Virtual** || In effect or essence, if not in fact or reality ||
 * **VEGAS** || Vocational Education Guidance for Aboriginals Scheme. Supports two major programs:
 * **Vocational/ Neo-Classical curriculum** || - Regards educational as preparation for work, whether manual or professional.
 * **Volitional** || With deliberate intention. A conscious choice or decision ||