“story map: A graphic used to illustrate the various elements of a short story. Typically, these elements include setting (time and place); conflict; protagonist; antagonist; minor characters; and elements of the plot (exposition, inciting incident, rising action, climax, crisis, falling action, resolution, and denouement).”
Excerpted from: Ravitch, Diane. EdSpeak: A Glossary of Education Terms, Phrases, Buzzwords, and Jargon. Alexandria, VA: ASCD, 2007.
“social skills problems: Children with a learning disability (especially nonverbal disabilities) may have trouble with social skills as a result of problems with perception. Children in this situation tend to be isolated, with few close friends, and only rarely participate in school activities. They are often rejected by children their own age because of odd behavior or poor school performance.
Teachers tend to rate these children as being easily led and with poor social adjustment. These problems may be caused by poor social comprehension, the inability to understand another’s point of view, poor language skills, or misinterpretation of body language.”
Excerpted from: Turkington, Carol, and Joseph R. Harris, PhD. The Encyclopedia of Learning Disabilities. New York: Facts on File, 2006.
“stem” A question or statement on a multiple-choice test that poses a choice for the test taker. See also distracter; foils; multiple-choice item.”
Excerpted from: Ravitch, Diane. EdSpeak: A Glossary of Education Terms, Phrases, Buzzwords, and Jargon. Alexandria, VA: ASCD, 2007.
“social maladjustment: A vague term for a child’s chronic misconduct in the absence of emotional disturbance. The Individuals with Disabilities Education Improvement Act specifically prohibits the classification of children as handicapped because of social maladjustment, although social maladjustment may occur together with legally defined handicaps.
In the past, it was a common practice for schools to place children into special education classes based on their misconduct rather than in the presence of a handicap. Many alleged that public school special education classes became ‘dumping grounds’ for the children whom no one wanted to teach, such as juvenile delinquents and those who defied authority.”
Excerpted from: Turkington, Carol, and Joseph R. Harris, PhD. The Encyclopedia of Learning Disabilities. New York: Facts on File, 2006.
“standard English: The language that is used by the vast majority of newspapers, magazines, and books published in the United States, as well as by most television networks, government agencies, universities, and employers. Critics object that requiring students to learn standard English discriminates against those who do not speak or write standard English and privileges those who do. Yet the ability to read, speak, and comprehend standard English is necessary for anyone who hopes to advance in school, higher education, the professions, or the business world.”
Excerpted from: Ravitch, Diane. EdSpeak: A Glossary of Education Terms, Phrases, Buzzwords, and Jargon. Alexandria, VA: ASCD, 2007.
“social cognition: A term used by social and developmental psychologists to refer to how people come to be concerned with the actions, thought, and feelings of others. This area of study examines how social perceptions develop, how individuals make social judgments, and how others affect an individual’s self-concept. Many children with learning disabilities have significant deficits in social cognition as well as academic difficulties.”
Excerpted from: Turkington, Carol, and Joseph R. Harris, PhD. The Encyclopedia of Learning Disabilities. New York: Facts on File, 2006.
“standard: An officially sanctioned description of what a student is expected to learn and how well it should be learned in specific subjects taught in school. Standards may be created by school districts, states, federal agencies, subject-matter organizations, or advocacy groups. Although the federal government is by law barred from creating or influencing curriculum, various federal agencies have done so, including the National Science Foundation and the U.S Department of Education. Following the example of the National Assessment Governing Board, which supervises the federally funded National Assessment of Educational Progress, most states identify achievement levels on their tests as basic (adequate); proficient (skilled); or advanced (superior). See also content standards; performance standards.”
Excerpted from: Ravitch, Diane. EdSpeak: A Glossary of Education Terms, Phrases, Buzzwords, and Jargon. Alexandria, VA: ASCD, 2007.
“simultaneous retrieval memory: Recalling multiple items or procedures at the same time. This form of recall is particularly involved in writing tasks. For example, in writing a sentence one must simultaneously recall information about correct spelling, word order and syntactic patterns, and appropriate punctuation. For many individuals with learning disabilities, difficulties in this area may result in performance that does not reflect their actual knowledge of such elements as spelling or punctuation rules. The presence of errors can refect difficulty in accessing knowledge in long-term memory on demand and simultaneously, rather than in isolation and with time for thought and reflection.”
Excerpted from: Turkington, Carol, and Joseph R. Harris, PhD. The Encyclopedia of Learning Disabilities. New York: Facts on File, 2006.
“systematic phonics: Direct reading instruction that explicitly teaches the relationships between letters and sounds in a sequence of interconnected lessons.”
Excerpted from: Ravitch, Diane. EdSpeak: A Glossary of Education Terms, Phrases, Buzzwords, and Jargon. Alexandria, VA: ASCD, 2007.
“systematic instruction: A teaching approach that identifies the specific steps needed to teach a given lesson. Systematic instruction includes clear objectives describing the content to be learned, detailed strategies to teach that content, and diagnostic assessments to determine whether students have mastered the content. See also Direct Instruction (DI).”
Excerpted from: Ravitch, Diane. EdSpeak: A Glossary of Education Terms, Phrases, Buzzwords, and Jargon. Alexandria, VA: ASCD, 2007.
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