I am Intrigued with Psychological Research and College Instruction. Having enjoyed psychology-related activities in both the academic and community settings, it is with enthusiasm that I pursue a career in clinical psychology. An important part of this pursuit is attending graduate school. In order to obtain the necessary knowledge and to define my areas of interest, I wish to enroll in a doctoral program in clinical psychology. Throughout my undergraduate work I have engaged in a variety of activities to help prepare my for graduate study.
Gardner entered the doctoral program at Harvard and received his PhD in 1971 with a dissertation on style sensitivity in children. During his years of doctoral study he became a part of the Project Zero, which does research on arts education, and he now co-directs the project. Gardner’s work with Project Zero led to the Project on Human Potential, which resulted in his first well-known book, Frames of Mind. He has written many books since then including, The Shattered Mind and Multiple Intelligences, and he is “currently Hobbs Professor of Cognition and Education at the Har... ... middle of paper ... ...ly. It’s not Gardner’s goal to take over the education system and have it all reformed, but he does want educators to rethink their everyday lessons and see if they can improve them using his theory in order to broaden the comprehension of ideas to all students.
He went to Harvard University in 1961 to begin studies in history after which he changed his major to social relations studies. Harvard is where he met his early mentors including Erik Erikson, and there is where he became a psychologist and a professor of neuroscience. Harvard is also where he met Bruner, who like Gardner had a deep interest in how children learn. The collaboration of Bruner and Gardner started Gardner’s lifelong interest in pre-collegiate education. Geschwind, another Harvard-trained physician who studied the architecture of the brain, and Goodman who founded an organization to study how children, adults, and organizations learn played large rolls influencing Gardner in his studies on Multiple Intelligences.
I want to study School Psychology because for a very long time I have known that I wanted to build a career around child development. Throughout high school, and undergraduate I focused my work on general psychology, and research until my later years were began to develop my interest in helping adolescence in any way possible. As a school psychologist, I would be able to create a safe environment for youth, while complimenting my strengths in research and data based knowledge. Through Long Island University, I will be able to acquire the education, certification and experience I need to practice the field, while remaining close to home and current job. I will begin with my history in research and the social sciences.
(Ravitch). Standardized test scores might make students lose faith in their goals. When trying to become an expert at specific careers, many skills are required to students that the standardized testing does not provide (Brown). For instance, students do not learn creativity, perspective, and creative thinking on the tests and according to Brown, Roediger, and McDaniel, never learning these skills can impede the success of these students in real life (“Standardized Testing”). Standardized testing lacks skills such as creative thinking, compassion, and perspective (Sternberg).
Cheating and teaching to the test do not allow for all around learning. Also students that are not ready to take the same tests as others provide inaccurate results about the students. When the United States switches to and evaluative standard that is based on conceptual learning, problem solving, and real life application skills, this will be an accurate way of measuring a student’s intelligence.
This test preparation even removes any chance of students being able to broaden their horizons with other supplementary education since test preparation commonly involves memorizing the same facts or knowledge. Standardized tests are an abomination to a student’s intelligence, teachers’ creativity, and school districts’ productivity.
After finishing his degree at Queens, Stanley decided to further his education and receive his Ph.D. from Harvard while studying under the guidance of Gordon Allport (Miller). He wrote his dissertation on the cross-cultural comparisons of conformity in both France and Norway from 1957-1959. He used a technique that had been developed by Solomon Asch, who he was later assigned to, to work as his research assistant. During this time, be familiarized himself with Asch’s experiments on conformity and his interest quickly grew. Stanley Milgram received his Ph.D. in psychology from Harvard University in June of 1960.
Though these tests were made to evaluate a students rough estimation of skill, they were not made to evaluate their entire education. Teachers should not be completely held accountable for test scores either. These scores hold too much power over schools and educators. Failure on a standardized test should mean “improvement needed”, not “you should just give up!”. These tests create anxiety caused by the consequences surrounding them.
CALLA is designed for limited Engl... ... middle of paper ... ...oach is used in all the content areas, and students work in cooperative, and language heterogeneous groups to promote language development, and content learning. This model focus on content learning, but using scaffolding techniques helps to promote language acquisition because students are exposed to the L2 in meaningful contexts. I think that the implementation of all these approaches is possible in my class because most of my students are language learners. So they need all the support in order to acquire the English language through content learning. If the students are motivated and engage in their learning, they can acquire the L2.