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1
As related in "Exploring the Links Between Critical Literacy and Developmental Reading," characteristics of the Reading 100 course as it was being taught when the author began examining it included:
A)extensive reading of college level texts.
B)requirement of a research paper.
C)emphasis on reflexive practice.
D)a complex pedagogy.
2
As reported in "Exploring the Links Between Critical Literacy and Developmental Reading," results from the author's study included that after the course there was an increase in the number of students who:
A)owned more than 100 books.
B)read more than 10 books in a four-week period.
C)wrote research papers.
D)often read for pleasure.
3
As noted in "Exploring the Links Between Critical Literacy and Developmental Reading," research on developmental reading methods is almost exclusively predicated on a deficit model of learning.
A)True
B)False
4
The author of "Saving Black Mountain: The Promise of Critical Literacy in a Multicultural Democracy" contends that critical literacy:
A)is based on skills acquisition.
B)assumes a basic posture of cultural neutrality.
C)can lead to transformative action.
D)is consciously apolitical.
5
As noted in "Saving Black Mountain: The Promise of Critical Literacy in a Multicultural Democracy," John Dewey's view of democracy was that it:
A)must be protected by insulating it from negative outside influences.
B)is a stagnant form of governance.
C)bears no correlation to communication efficacy.
D)depends upon collaborative inquiry.
6
As reported in "Saving Black Mountain: The Promise of Critical Literacy in a Multicultural Democracy," students involved in the Black Mountain project learned that literacy can make a difference in their world.
A)True
B)False
7
Regarding language, the author of "What Do We Mean By Literacy Now?" contends that it:
A)developed from one individual's need to express him- or herself.
B)is first and foremost an agent of change.
C)is largely learned in isolation.
D)is a social meaning-making process.
8
As reported in "What Do We Mean By Literacy Now?" the text from the Internet that Hilary Janks used was originally designed by the United Nations High Commissioner for Refugees to:
A)discourage immigration.
B)encourage immigration.
C)change people's attitudes toward refugees.
D)alert people to the dangers posed by refugees.
9
As pointed out in "What Do We Mean By Literacy Now?" to be literate is to be able to elect what identity one wants to take on.
A)True
B)False
10
According to "Creating a Middle School Culture of Literacy," throughout the turmoil of middle-school life, one underlying theme is:
A)antipathy toward past practices.
B)focus on competition rather than cooperation.
C)emphasis on action.
D)dedication to order.
11
As reported in "Creating a Middle School Culture of Literacy," school cultures:
A)are in a constant state of change.
B)are very different from those of other types of communities.
C)tend to reward those who push boundaries with new ideas.
D)tend to perpetuate themselves.
12
As noted in "Creating a Middle School Culture of Literacy," research suggests that middle-school students are essentially indifferent to the world around them.
A)True
B)False
13
A major conclusion about literacy programs for middle schools reached in "Building Sound Literacy Learning Programs for Young Adolescents" is that:
A)there is no agreement among educators that such programs are really necessary.
B)strategies are only useful when they are connected to content.
C)reading aloud to middle-school students does not contribute to their literacy.
D)literacy instruction should be insulated from other instruction.
14
As explained in "Building Sound Literacy Learning Programs for Young Adolescents," the typical remedial reading course:
A)generally focuses on improving comprehension of expository content.
B)does not include appropriate vocabulary development.
C)is for students reading below grade level.
D)is part of the general classroom setting.
15
As pointed out in "Building Sound Literacy Learning Programs for Young Adolescents," developmental reading courses are most heavily emphasized at the eighth-grade reading level.
A)True
B)False
16
According to "Improving Young Adolescent Literacy Through Collaborative Learning," research on collaborative learning:
A)has been very limited.
B)has reached inconsistent conclusions.
C)was not available until recently.
D)attests to the value of grouping techniques.
17
As reported in "Improving Young Adolescent Literacy Through Collaborative Learning," the benefits of collaborative learning that have emerged include all of the following except:
A)greater intrinsic motivation.
B)reduction in the number of teachers needed.
C)decrease of dependence on the teacher.
D)higher self-esteem.
18
As pointed out in "Improving Young Adolescent Literacy Through Collaborative Learning," within the collaborative-teaching classroom, all competition is deemed positive.
A)True
B)False
19
The teacher described in "A Culture of Literacy in Science" developed new teaching strategies because her students:
A)were bored.
B)failed standardized tests.
C)did not like science.
D)could not read and write about science.
20
As noted in "A Culture of Literacy in Science," when the teacher profiled uses resources that are difficult to read, she:
A)limits their use to advanced students.
B)gives previews and printed guidance.
C)reads the material aloud.
D)offers condensed versions.
21
The school district where the science teacher described in "A Culture of Literacy in Science" works does not have to be concerned with standards and state testing.
A)True
B)False
22
As observed in "Affective Dimensions of Content Area Reading," the single-most important factor influencing new learning is:
A)proclivities and natural abilities of the learner.
B)the method used to teach.
C)what the learner already knows.
D)the reward to be gained.
23
As discussed in "Affective Dimensions of Content Area Reading," many students avoid participating in pre- reading discussions because they:
A)do not understand the questions asked.
B)do not desire the teacher's praise.
C)really do not have any pertinent knowledge.
D)lack confidence to risk offering an answer.
24
As pointed out in "Affective Dimensions of Content Area Reading," Dillon's study illuminates the premise that status or social relationships among teachers and students have affective consequences for students.
A)True
B)False
25
As described in "Activating Student Interest in Content Area Reading," the use of analogies can stimulate student interest by:
A)causing students to move in their thinking from concrete to abstract.
B)injecting the poetic into the mundane.
C)serving as pneumonic devices for students to remember new information.
D)causing students to connect new knowledge to past experiences and knowledge.
26
As reported in "Activating Student Interest in Content Area Reading," the class studying World War II looked at the internment of the Japanese as an example of:
A)using analogies.
B)relating personal anecdotes.
C)challenging students to resolve a paradox.
D)disrupting readers' expectations.
27
As noted in "Activating Student Interest in Content Area Reading," even students who have the necessary abilities to read their textbooks do not always read them.
A)True
B)False
28
According to "Enhancing Young Adolescents' Motivation for Literacy Learning," students are more likely to be motivated in literacy learning if:
A)they think the teacher values high ability more than effort.
B)they are given a reason to do an activity.
C)grades are more important to them than progress.
D)they are told to learn material because it will be on a test.
29
As noted in "Enhancing Young Adolescents' Motivation for Literacy Learning," particular kinds of tasks that middle-school students find personally motivating include:
A)those involving reading and writing longer segments and discussions.
B)those that do not require much thought.
C)drill and skill activities.
D)short-answer type questions on homework materials.
30
As reported in "Enhancing Young Adolescents' Motivation for Literacy Learning," more 9-year-olds read for fun on a daily basis than do 13-year-olds.
A)True
B)False
31
According to "Reading and Understanding Textbooks," the purpose of study guides is to:
A)assure that students read assigned texts.
B)guide students' reading of text material.
C)reduce the necessity for students to read textbooks.
D)provide an easy way for students to study for tests.
32
As noted in "Reading and Understanding Textbooks," students who need the greatest degree of guidance and structure:
A)should not use study guides.
B)generally find the K-W-L methods most helpful.
C)should use only the post-reading portion of the study guide.
D)find the Selective Reading guide helpful.
33
As reported in "Reading and Understanding Textbooks," study guides are designed only for individual students working alone.
A)True
B)False
34
As discussed in "Assessing Students' Skills in Using Textbooks: The Textbook Awareness and Performance Profile (TAPP)," the focus of the examiner throughout the Textbook Awareness and Performance Profile (TAPP) should be:
A)assessing students' strengths and needs.
B)evaluating students according to objectively mandated standards.
C)giving students the benefit of the doubt.
D)maintaining a comfortable environment.
35
As stated in "Assessing Students' Skills in Using Textbooks: The Textbook Awareness and Performance Profile (TAPP)," in evaluating student note taking, assessments should include all of the following except whether or not the student provided:
A)main ideas.
B)complete notes.
C)well-organized notes.
D)easily legible notes.
36
As pointed out in "Assessing Students' Skills in Using Textbooks: The Textbook Awareness and Performance Profile (TAPP)," the silent-reading evaluation should be done with a different textbook than is used for the listening evaluation.
A)True
B)False
37
According to "Fostering Students' Understanding of Challenging Texts," a Scaffolded Reading Experience:
A)involves the teacher scripting the learning process in order to keep it on track.
B)only supports learning among students already knowledgeable about the subject at hand.
C)considers the students, their purposes for learning, and the text to be read.
D)is a permanent support system the teacher uses to motivate learning.
38
As reported in "Fostering Students' Understanding of Challenging Texts," Teaching for Understanding as it is described by Perkins suggests that:
A)today children are learning less but using what they learn better.
B)it stifles learning to set very specific goals.
C)knowledge being acquired by students toady is more applicable to their lives than in the past.
D)teachers must continually strive to connect topics to students' lives.
39
As noted in "Fostering Students' Understanding of Challenging Texts," pre-reading activities are important because only with adequate preparation will students achieve full understanding of what they read.
A)True
B)False
40
According to "Searching for Information in Textbooks," the search task:
A)involves the same processes as reading the entire passage.
B)has as its goal to locate specific information.
C)should begin with a thorough reading of the material at hand.
D)is rarely used outside the school environment.
41
As discussed in "Searching for Information in Textbooks," in the study conducted by Dreher and Guthrie in 1990, most of the students who did not find the correct answer:
A)simply made guesses without looking in the textbook.
B)did not know where to start their search.
C)were below-average readers.
D)failed to complete their search and took the first available answer.
42
As noted in "Searching for Information in Textbooks," in the workplace, adults read to find information more than for any other purpose.
A)True
B)False
43
According to "Teachers' Views of Textbooks and Text Reading Instruction: Experience Matters," what teachers dislike most about textbooks is:
A)content.
B)organization of ideas.
C)visuals, graphics, and print.
D)readability.
44
As suggested in "Teachers' Views of Textbooks and Text Reading Instruction: Experience Matters," as compared to their less-experienced peers, teachers with six years or more of experience are more likely to:
A)use one textbook primarily.
B)have students read questions at the end of the chapter.
C)teach students how to use the textbook.
D)rely on text information for lectures.
45
As noted in "Teachers' Views of Textbooks and Text Reading Instruction: Experience Matters," pre-service teachers were the most likely group to give students time to read the text silently in class.
A)True
B)False
46
As related in "Teacher-Directed and Student-Mediated Textbook Comprehension Strategies," Rose and Beattie's study in 1986 found that listening to a prerecorded tape:
A)had no impact on reading comprehension.
B)was only helpful when accompanied by summaries and other additions.
C)tended to cause confusion in mainstreamed students.
D)improved students' accuracy rate in oral reading.
47
As noted in "Teacher-Directed and Student-Mediated Textbook Comprehension Strategies," in cases where the text must be rewritten:
A)as many words as possible should be omitted.
B)the teacher should be given additional pay.
C)very few changes are actually needed.
D)the work may be done by any competent reader.
48
As reported in "Teacher-Directed and Student-Mediated Textbook Comprehension Strategies," Computer Assisted Instruction is increasingly more available.
A)True
B)False
49
As noted in "The Directed Questioning Activity for Subject Matter Text," characteristics of the Direct Questioning Activity include all of the following except that it:
A)is best suited to use of the structured overview.
B)contains both text explicit and text implicit instructions.
C)acknowledges students' difficulty in dealing with some text.
D)stresses using statements rather than asking questions.
50
As reported in "The Directed Questioning Activity for Subject Matter Text," observations upon which the Direct Questioning Activity is based include that:
A)it is designed to be used with narrative text.
B)when students read to answer the teacher's questions, their attention to reading and understanding improves.
C)questions generated by students improve recall better than teacher questions.
D)narrative text is more common than other types of text.
51
As stated in "The Directed Questioning Activity for Subject Matter Text," adjunct questions are presented to students immediately after they have read a portion of the text.
A)True
B)False
52
According to "Scaffolding Adolescents' Comprehension of Short Stories," Scaffolded Reading Experiences differ from guided reading in that they:
A)include all essential elements.
B)are only useful in especially challenging texts.
C)are applicable at any grade level.
D)include activities validated by research.
53
As noted in "Scaffolding Adolescents' Comprehension of Short Stories," the most serious cost of using a Scaffolded Reading Experience is:
A)finding suitable literature.
B)the need for alternatives to Scaffolded Reading Experiences for low academic achievers.
C)the use of extra learning materials.
D)the amount of time they require.
54
The stories used in the study, as described in "Scaffolding Adolescents' Comprehension of Short Stories," had a range of difficulty.
A)True
B)False
55
In contrasting written and spoken language, the author of "Developing Critical Understanding of the Specialized Language of School Science and History Texts: A Functional Grammatical Perspective" notes that:
A)the spoken medium tends to pack information more densely than the written.
B)children have an innate tendency to write language very differently than they speak it.
C)the written medium makes greater use of lexical terms than does the spoken medium.
D)oral language uses greater complexity within clauses.
56
As discussed in "Developing Critical Understanding of the Specialized Language of School Science and History Texts: A Functional Grammatical Perspective," in order to calculate lexical density, the number of lexical terms is divided by the:
A)number of clauses.
B)total number of words in the sentence.
C)number of verbs in the sentence.
D)number of nouns and pronouns in the sentence.
57
As stated in "Developing Critical Understanding of the Specialized Language of School Science and History Texts: A Functional Grammatical Perspective," grammatical metaphor is essential to the construction of specialized knowledge.
A)True
B)False
58
One of the most accurate predictors of students' comprehension ability, as asserted in "Learning from Social Studies Textbooks: Why Some Students Succeed and Others Fail," is:
A)interest in a given topic.
B)prior test scores in that content area.
C)the amount of prior knowledge the student has.
D)teacher involvement and support.
59
The deep structure of a social studies text, as explained in "Learning from Social Studies Textbooks: Why Some Students Succeed and Others Fail," is made up of all of the following components except the:
A)author's point of view or bias.
B)amount and difficulty of important vocabulary.
C)complexity of the concepts to be learned.
D)sheer volume of facts typically found in these books.
60
Recent studies demonstrate, as cited in "Learning from Social Studies Textbooks: Why Some Students Succeed and Others Fail," that social studies textbooks are no more difficult to read than those in other content areas.
A)True
B)False
61
In spite of the ongoing efforts to bridge disciplines in most scholarly pursuits, as described in "Reading Across the Great Divide: English and Math Teachers Apprentice One Another as Readers and Disciplinary Insiders," subject-area learning is still highly isolated in:
A)education courses.
B)secondary schools.
C)elementary grades.
D)professional-training programs.
62
Many middle and secondary school teachers resist teaching reading, as pointed out in "Reading Across the Great Divide: English and Math Teachers Apprentice One Another as Readers and Disciplinary Insiders," because they:
A)must prepare students for standardized tests.
B)do not feel confident teaching students to read at advanced levels.
C)think it is someone else's job.
D)think students have all the skills they need if they will only apply them.
63
The reading apprenticeship project, as advocated in "Reading Across the Great Divide: English and Math Teachers Apprentice One Another as Readers and Disciplinary Insiders," helps education students to understand that reading is a process with little differentiation across subject areas or types of text.
A)True
B)False
64
The traditional lecture/demonstration model of mathematics instruction, as put forth in "The Effect of Learning Mathematical Reading Strategies on Secondary Students' Homework Grades," does not work as well as it could in that it neglects:
A)student input in the process.
B)the assigned textbook.
C)students' interest in other content areas.
D)teacher enthusiasm for the topic.
65
Most mathematics textbooks, as described in "The Effect of Learning Mathematical Reading Strategies on Secondary Students' Homework Grades," are heavily devoted to:
A)practice exercises.
B)describing important mathematicians.
C)reassuring students that the material is not too difficult for them.
D)formal proofs of concepts.
66
As cited in "The Effect of Learning Mathematical Reading Strategies on Secondary Students' Homework Grades," a recent survey indicates that less than half of twelfth-grade math teachers frequently use the textbook as an instructional resource.
A)True
B)False
67
The common practice of teaching literature by having students read a single text and answer teacher-directed questions, as noted in "Comprehending Multiple Texts: A Theme Approach Incorporating the Best of Children's Literature," has persisted because it:
A)has become a tradition.
B)fits in well with testing methods.
C)is highly effective for most learners.
D)can be accomplished in the time available.
68
Most students, as explained in "Comprehending Multiple Texts: A Theme Approach Incorporating the Best of Children's Literature," were able to see inter-textual links between two or more works in a recent study if:
A)they were asked to look for similarities prior to reading.
B)they were able to participate in small-group discussions.
C)they were the most advanced readers in their classes.
D)the texts were almost identical.
69
When readers are able to apply their knowledge of past texts to current ones, as pointed out in "Comprehending Multiple Texts: A Theme Approach Incorporating the Best of Children's Literature," their understanding of their previous reading is often revised and refined.
A)True
B)False
70
The Happening, as described in "Celebrating Literature in a Comprehensive Middle School Program," was designed to be reminiscent of:
A)old-fashioned private libraries.
B)1960s coffee houses.
C)a private clubhouse.
D)an expensive entertainment center.
71
To lead the school's literature program, as explained in "Celebrating Literature in a Comprehensive Middle School Program," a literature team was created with all of the following representatives except:
A)a reading teacher.
B)the media specialist.
C)a parent representative.
D)the assistant principal for curriculum.
72
In the second year of the celebration-of-literature program, as mentioned in "Celebrating Literature in a Comprehensive Middle School Program," the principal was able to make funds available for every classroom to have its own library.
A)True
B)False
73
Researchers looking into history and social-studies textbooks, as described in "Literature for Children and Young Adults in a History Classroom," are concerned that students will be presented with a view of the country and the world that is lacking in all of the following except:
A)interconnections.
B)point of view.
C)controversy.
D)values.
74
Through historical literature, as explained in "Literature for Children and Young Adults in a History Classroom," students are able to compare and contrast their lives with the lives of other children, which can contribute to their development of:
A)empathy for others.
B)curiosity about the world.
C)a strong self-identity.
D)appreciation for the times in which they live.
75
Using literature in a social-studies or history classroom, as maintained in "Literature for Children and Young Adults in a History Classroom," can introduce students to the adventure and excitement of past times.
A)True
B)False
76
As explained in "Using Alternative Assessment to Provide Options for Student Success," the author was motivated to try new methods for assessing student learning because she:
A)felt too much instructional time was taken up with preparing for standardized tests.
B)wanted students to develop a deeper interest in reading.
C)believed the quality of student papers had declined.
D)was frustrated by too many student failures.
77
It is important for both school success and later efforts in the workplace, as maintained in "Using Alternative Assessment to Provide Options for Student Success," that students be able to solve problems using creative thinking and possess the ability to make use of all of the following skills except to:
A)summarize.
B)analyze.
C)evaluate.
D)synthesize.
78
Most methods for incorporating more authentic assessment into a middle-school classroom, as noted in "Using Alternative Assessment to Provide Options for Student Success," can be accomplished at the classroom level and do not require sweeping changes in the school at large.
A)True
B)False
79
The portfolio-assessment strategy was adopted in the middle-school algebra class, as described in "Giving Voice to Middle School Students Through Portfolio Assessment: A Journey of Mathematical Power," in order to help students:
A)retain the skills they had been learning during the semester.
B)pass the district-required standardized tests.
C)understand why they were studying algebra.
D)prepare for the more advanced levels of mathematics.
80
According to "Giving Voice to Middle School Students Through Portfolio Assessment: A Journey of Mathematical Power," the move to more authentic assessment is occurring because these assessments can achieve all of the following except:
A)prepare students for real-world experiences.
B)capitalize on the actual work of the classroom.
C)enhance teacher and student involvement in evaluation.
D)meet some of the accountability concerns of the school district.
81
Most algebra students, as cited in "Giving Voice to Middle School Students Through Portfolio Assessment: A Journey of Mathematical Power," felt that what they were doing from day to day in math class was only applicable to what was on the test.
A)True
B)False
82
Under the factory model of schooling, as described in "Dismantling the Factory Model of Assessment," the student is viewed as:
A)raw material.
B)an employee.
C)the product.
D)machinery.
83
Both the factory model of education and standardized testing, as set forth in "Dismantling the Factory Model of Assessment," were devised in the early 1900s to:
A)bring hard science into education.
B)make public education affordable for all communities.
C)encourage assimilation of immigrants.
D)provide a model with which people were familiar.
84
The adoption of "scientific principles" in education, as pointed out in "Dismantling the Factory Model of Assessment," forced school administrators to view themselves as business managers, primarily concerned with efficiency and production.
A)True
B)False
85
Differences in interpretations between or among historical narratives are significant, as maintained in "Tales from Two Textbooks: A Comparison of the Civil Rights Movement in Two Secondary History Textbooks," as they have serious implications for:
A)reader interest.
B)political decisions.
C)citizenship education.
D)assessing present conditions.
86
In the Boorstin textbook, as described in "Tales from Two Textbooks: A Comparison of the Civil Rights Movement in Two Secondary History Textbooks," although African Americans in the 1940s are presented as objecting to inequality and segregation, the text renders them powerless by noting that:
A)they did not have access to higher education.
B)they were denied the vote and had no political power.
C)greater equality was undertaken by a few powerful whites.
D)most people had no interest in the civil-rights problems of African Americans.
87
As asserted in "Tales from Two Textbooks: A Comparison of the Civil Rights Movement in Two Secondary History Textbooks," historical interpretations focusing on the empowerment, rather than the passivity, of marginalized people should be considered as a basis for book selection, especially when a class will be composed of young people from marginalized groups.
A)True
B)False
88
According to "The Story of Ourselves: Fostering Multiple Historical Perspectives," the ongoing debate about Columbus and his "discovery" bring up important questions about:
A)ways in which discrimination is still practiced in U.S. social life.
B)how history should be viewed and studied in the classroom.
C)moving beyond the study of U.S. history to examine world events.
D)how best to encourage patriotism through the study of U.S. history.
89
Simply presenting students with multiple perspectives on historical events, as pointed out in "The Story of Ourselves: Fostering Multiple Historical Perspectives," may give them the impression that:
A)history can never be truly understood.
B)concrete facts about history, such as dates and the people involved, are unimportant.
C)all perspectives are of equal value.
D)they are not qualified to form their own opinions about historical events.
90
When a textbook is used as the only source of information about an historical topic, as noted in "The Story of Ourselves: Fostering Multiple Historical Perspectives," students tend to accept the author's statements without question.
A)True
B)False
91
One of the primary reasons why students often have difficulty in comprehending their textbooks, as put forth in "Using Textbooks with Students Who Cannot Read Them," is that these books tend to be:
A)outdated by the time they are published.
B)poorly organized.
C)overwhelmingly large.
D)written to appeal to the largest possible audience, with little relevance for individuals.
92
For students with low reading skills, as maintained in "Using Textbooks with Students Who Cannot Read Them," the most critical reading phase is the first one because it:
A)enables teachers to assess their students' reading capabilities.
B)relies on study resources apart from the text.
C)depends on the belief that all students have prior knowledge and interests that can be activated as tools to prepare them for reading.
D)encourages all of the adults with whom the child interacts, including parents, family friends, and school administrators, to become involved in the reading process.
93
For the most part, as mentioned in "Using Textbooks with Students Who Cannot Read Them," the teacher editions of textbooks contain important information pertaining to adaptations including text structures, comprehension-monitoring techniques, and study strategies.
A)True
B)False
94
Most often, as explained in "Guidelines for Adapting Content Area Textbooks: Keeping Teachers and Students Content," teachers cannot accommodate their students' individual needs because they:
A)are unsure of how to make adaptations.
B)believe special-education teachers should be taking on this task.
C)do not have the time to make special arrangements.
D)believe all students in their class should perform the same work.
95
An important adaptive approach to use with students who have reading comprehension problems, as maintained in "Guidelines for Adapting Content Area Textbooks: Keeping Teachers and Students Content," is to:
A)substitute for the textbook with a different one.
B)simplify the textbook.
C)highlight key concepts in the text.
D)structure opportunities for retention of textbook material.
96
In order to draw on the actual experiences of both teachers and students, as reported in "Guidelines for Adapting Content Area Textbooks: Keeping Teachers and Students Content," focus groups were conducted to supplement the information about textbook adaptations found in the literature.
A)True
B)False
97
The problem of difficult textbooks, as maintained in "Assisting Students with Difficult Textbooks: Teacher Perception and Practices," has been made worse in recent years by:
A)mandatory grade-retention practices.
B)lack of funding for reading specialists and other supplementary teachers.
C)fewer non-textbook options for content instruction.
D)the ever-increasing diversity of public-school students.
98
In secondary schools, as reported in "Assisting Students with Difficult Textbooks: Teacher Perception and Practices," the content areas where special-education students are most likely to be mainstreamed include:
A)language arts.
B)social studies.
C)math.
D)physical education.
99
Recent studies, as cited in "Assisting Students with Difficult Textbooks: Teacher Perception and Practices," indicate that most students believe they are able to learn from typical textbook assignments without adaptations.
A)True
B)False
100
Through a discussion of cultural differences evidenced in answer choices on standardized tests, as reported in "Dialogue in Teaching is Critical Instruction," the author hoped to increase her students' understanding of:
A)the need to conform to certain standards.
B)the difficulties they might face in an education system in which they are a minority group.
C)the influence of culture on education.
D)how standardized tests are designed and the discrimination inherent in them.
101
Once the instructor was able to create a learning environment in which students could access information from a variety of resources as well as draw on their own experiences, as described in "Dialogue in Teaching is Critical Instruction," she noted a higher level of student engagement as well as:
A)fewer discipline problems.
B)higher overall grades.
C)greater parental involvement.
D)fewer students absent from class.
102
One result of a classroom dialogue, as presented in "Dialogue in Teaching is Critical Instruction," was that the students were more aware of how state tests favored students who were middle class and tended to speak the same English usage as that found on the test.
A)True
B)False





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