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Practice Quiz
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1
According to "What Makes a Great Teacher?", a necessary characteristic for a teacher who wants to lead changes in education is:
A)intelligence.
B)stamina.
C)patience.
D)courage.
2
As noted in "What Makes a Great Teacher?", research shows that students learn better when the teacher:
A)follows a well-defined curriculum.
B)develops a relationship with the students.
C)has learned a particular set of teaching skills.
D)is able to lower expectations for certain students.
3
As claimed in "What Makes a Great Teacher?", it is not a teacher's place to be an activist for students or the field of education.
A)True
B)False
4
As expressed in "Reform: To What End?", as the federal government, state houses, and private philanthropies are all focusing on school reform, this is a time for education that is best described as:
A)exciting.
B)risky.
C)regressive.
D)bureaucratically hindered.
5
As discussed in "Reform: To What End?", Stephanie Terry participated in a workshop aimed at integrating science into the elementary school classroom—a workshop that was sponsored by the National:
A)Science Foundation.
B)Writing Project.
C)Education Association.
D)Science Teachers Association.
6
As observed in "Reform: To What End?", Stephanie Terry understands that her students cannot handle sophisticated assignments.
A)True
B)False
7
As presented in "Embarking on Action Research," action research differs from other research designs in that it:
A)has no specific procedures that must be followed.
B)does not require actual research subjects.
C)has more rigid requirements for data collection.
D)emerges from the stakeholders themselves.
8
As defined in "Embarking on Action Research," second-person action research:
A)is a collaborative effort that aims to understand the issues of a group.
B)involves one teacher studying his or her own classroom behaviors and attitudes to bring about personal change.
C)studies an issue globally to develop a generalization about the issue.
D)examines a person, subject, or issue that is separate from, and not personal to, the researcher.
9
As profiled in "Embarking on Action Research," when Janice Templeton embarked on an action-research study, she was concerned about the underrepresentation of females and minority groups in high-level math classes.
A)True
B)False
10
As explained in "Teaching with Awareness," trauma is an affliction that:
A)occurs only as a result severe, ongoing physical violence.
B)is easily recognizable and treated.
C)results in a sense of helplessness and lack of control.
D)cannot be mitigated by classroom instruction methods.
11
As discussed in "Teaching with Awareness," according to Maslow, the first, and most essential, needs of an individual involve:
A)physiological concerns, such as food and shelter.
B)emotional ties, such as love and a sense of belonging.
C)feelings of security and safety.
D)intellectual stimulation.
12
As claimed in "Teaching with Awareness," it is an educator's responsibility to diagnose trauma in students and single them out for special treatment.
A)True
B)False
13
According to "Supporting Adolescents Exposed to Disasters," a risk factor for adolescents that can result in longer-lasting problems after a disaster is:
A)over-preparation prior to the disaster.
B)the failure of parents to recognize adolescents' independence and capabilities during a disaster.
C)too much focus on support and intervention for adolescents following a disaster.
D)having a great deal of trauma exposure during the disaster.
14
As explained in "Supporting Adolescents Exposed to Disasters," when dealing with extensive media coverage of a disaster, parents of adolescents should:
A)restrict exposure to all media.
B)restrict exposure to media coverage of the disaster.
C)discuss media coverage and encourage breaks for other activities.
D)allow as much exposure as possible to media coverage to help the adolescent process the disaster.
15
As claimed in "Supporting Adolescents Exposed to Disasters," adolescents who do not ask for help are signaling their capability to handle things on their own.
A)True
B)False
16
As defined in "Play and Social Interaction in Middle Childhood," play is:
A)not necessary for a child's social development.
B)usually done under the direction of an adult.
C)only useful to young children in their social development.
D)an activity that is voluntary and self-organized by children.
17
As explained in "Play and Social Interaction in Middle Childhood," pretense play is especially useful because:
A)children use their imaginations to foresee and practice aspects of daily living, making them less onerous in adulthood.
B)it is good for children to become pretentious adults.
C)this type of play helps to develop hand/eye coordination.
D)it involves technology-enhanced play materials.
18
As recounted in "Play and Social Interaction in Middle Childhood," middle-childhood play involves a great deal of humor.
A)True
B)False
19
As presented in "Childhood Obesity in the Testing Era," pressure on schools to improve academic performance has resulted in:
A)the elimination of programs involving physical activity.
B)an increased focus on health and fitness.
C)a decrease in learning and academic achievement.
D)an increase in childhood obesity due to unhealthy stress.
20
As explained in "Childhood Obesity in the Testing Era," children at the highest risk for obesity are:
A)white children from wealthy homes where food is plentiful.
B)middle-class children who must fend for themselves at mealtime because both parents work.
C)minority children and those living in poverty.
D)children who eat school-cafeteria meals.
21
As claimed in "Childhood Obesity in the Testing Era," the best time to implement anti-obesity programs in schools is when the problem begins to affect academic performance.
A)True
B)False
22
Conclusions reached about physical activity and learning in "Why We Should Not Cut P.E." include all of the following except that:
A)boys benefit from physical education more than girls.
B)increasing the number of minutes students spend in physical education will not impede their academic achievement.
C)regular physical activity is associated with higher levels of academic performance.
D)physical activity is beneficial to general cognitive functioning.
23
As reported in "Why We Should Not Cut P.E.," reviewing the research on the relationship between physical education and academic performance finds that:
A)research has concentrated on the high-school level.
B)studies often lack ecological validity.
C)most studies have concentrated on students at risk for obesity.
D)the key variable in most of the studies has been the quality of the physical education.
24
As pointed out in "Why We Should Not Cut P.E.," physically fit youth are more likely to have better grades and test scores than inactive students.
A)True
B)False
25
According to "Adolescent Decision Making," competent decision making involves the:
A)process of how a decision was made.
B)behavior involved in carrying out a decision.
C)outcome of a particular decision.
D)age of a person making a decision.
26
As explained in "Adolescent Decision Making," normative decision-making models:
A)are useful in predicting a wide range of confusing adolescent behaviors.
B)are applicable to all but the most immature of adolescents.
C)do not take into consideration the many changes that define adolescence.
D)explain why adolescents often choose risky or unhealthy behaviors over healthy ones.
27
As claimed in "Adolescent Decision Making," adolescents are as concerned about the social risks of choosing or rejecting a particular behavior as they are about the health risks of that behavior.
A)True
B)False
28
As identified in "Safe at School: An Interview with Kevin Jennings," Kevin Jennings of the U.S. Department of Education is noted for having founded:
A)GLSEN.
B)the Tectonic Theatre Project.
C)PFLAG.
D)the Office of Safe and Drug-Free Schools.
29
As related in "Safe at School: An Interview with Kevin Jennings," when Jennings was at GLSEN, their 2005 study found that the three main causes for harassment included all of the following, except:
A)gender identity.
B)real or perceived gender orientation.
C)academic status.
D)appearance.
30
As presumed in "Safe at School: An Interview with Kevin Jennings," LGBT kids today feel alone in much the same way that Jennings did 30 years ago.
A)True
B)False
31
As established in "What Educators Need to Know about Bullying Behaviors," the author defines peer victimization as physical, verbal, or psychological abuse that occurs in and around school, especially:
A)where adult supervision is minimal.
B)in secret one-on-one settings.
C)in the classroom.
D)on the playground.
32
As clarified in "What Educators Need to Know about Bullying Behaviors," the author's definition of peer victimization does not include:
A)hitting.
B)indirect abuse, involving a third party.
C)cyber-bullying.
D)the more lethal types of peer hostility, as in school shootings.
33
As disclosed in "What Educators Need to Know about Bullying Behaviors," there were more studies on school bullying in the 1990s than in any other decade.
A)True
B)False
34
As related in "The Bridge to Character," the mother of a fifth grader was frustrated and disturbed when her son's act of stealing classmates' lunch money was labeled by the teacher and principal as:
A)a serious wrong.
B)uncooperative behavior.
C)theft.
D)bad parenting.
35
According to "The Bridge to Character," all students enter school with a:
A)need for social discipline.
B)rich and lively morality.
C)tendency to mistrust authority.
D)self-centered perspective.
36
As observed in "The Bridge to Character," it is unusual for children under the age of four to comfort a peer or parent in distress.
A)True
B)False
37
According to "Academic Instructors or Moral Guides?", the only real constant throughout history regarding moral education in the U.S. school system has been the:
A)avoidance of any religious instruction in schools.
B)insistence on a behaviorist approach.
C)focus on morality as part of an academic curriculum.
D)acknowledgment of a pluralist culture with a variety of needs and values.
38
As argued in "Academic Instructors or Moral Guides?", when it comes to moral values, American policymakers want students to:
A)internalize and act from a set of universal moral values.
B)make their own moral decisions based on individual factors.
C)utilize Christian teachings to inform judgments and decisions.
D)act appropriately, regardless of how they truly think or feel.
39
As noted in "Academic Instructors or Moral Guides?", Enlightenment thinkers of the seventeenth century were those who supported religious-based education.
A)True
B)False
40
According to "Improving the Way We Think about Students with Emotional and/or Behavioral Disorders," new teachers who find that a student with emotional and/or behavioral disorders (EBD) is in their classroom need to:
A)adjust the entire learning environment to focus on the needs of the student with EBD.
B)maintain their original classroom and curriculum plan and wait for the student with EBD to adapt.
C)take a proactive role in shaping their own perceptions and behaviors toward the student with EBD.
D)rely on parents and more experienced teachers to deal with the problems that the student with EBD can present.
41
As presented in "Improving the Way We Think about Students with Emotional and/or Behavioral Disorders," when responding to problematic behaviors of a student with EBD, it is the teacher's responsibility to:
A)control all student behavior in the classroom.
B)manage problem behaviors through a variety of approaches.
C)remove disruptive students from the classroom to maintain a positive learning environment for other students.
D)help the other students adapt to and accept the problematic behaviors as an uncontrollable aspect of a student with EBD.
42
As noted in "Improving the Way We Think about Students with Emotional and/or Behavioral Disorders," a teacher should be clear that his or her relationship with a student with EBD is dependent on that student's behaviors in the classroom.
A)True
B)False
43
According to "Sam Comes to School," a child with autism in school is most impacted by:
A)the stigma associated with the disorder.
B)a teacher's rigid and unrealistic expectations.
C)a lack of social and emotional reciprocity in the classroom experience.
D)leaving his or her home for the unfamiliar sights and sounds of the classroom.
44
As claimed in "Sam Comes to School," the most valuable resource for a teacher with an autistic child in the classroom is:
A)current literature on autism.
B)the child's parents.
C)the other students.
D)an expert consultant.
45
As noted in "Sam Comes to School," children with autism tend to be rigid in their thinking and behavior, which can cause problems for teachers with more relaxed or unstructured classrooms.
A)True
B)False
46
According to "Universal Design in Elementary and Middle School," the most common materials that can be inaccessible to students with disabilities are:
A)textbooks.
B)standardized tests.
C)chalkboards.
D)composition journals.
47
As addressed in "Universal Design in Elementary and Middle School," for students who have difficulty acquiring information by more traditional means, hands-on activities can be helpful:
A)in the preschool experience.
B)in the lower elementary grades.
C)in the middle and high school grades.
D)at all grade levels.
48
As noted in "Universal Design in Elementary and Middle School," the No Child Left Behind Act of 2002 requires that students with disabilities perform proficiently on grade level in all areas by the year 2013.
A)True
B)False
49
As explained in "How Can Such a Smart Kid Not Get It?," the target group recruited for the authors' summer camp are twice-exceptional:
A)preschoolers.
B)fourth and fifth graders.
C)middle schoolers.
D)high-school seniors.
50
As reported in "How Can Such a Smart Kid Not Get It?," on average, 90 percent of the campers:
A)are G/LD.
B)have Asperger's syndrome.
C)have emotional difficulties.
D)are girls.
51
As observed in "How Can Such a Smart Kid Not Get It?," twice-exceptional students typically receive services for one exceptionality, seldom for both, but involved parents usually succeed in steering the school to focus on their child's strengths.
A)True
B)False
52
As established in "The Relationship of Perfectionism to Affective Variables in Gifted and Highly Able Children," the authors' study was conducted:
A)as a collection of more than a dozen independent studies in California.
B)throughout two academic years in a Michigan private school for exceptional learners.
C)in Texas, during a two-week summer enrichment program for gifted children.
D)over a six-year period in three New England charter schools.
53
As related in "The Relationship of Perfectionism to Affective Variables in Gifted and Highly Able Children," in a 1997 study, Parker used the FMPS to identify three types of academically talented adolescents—namely, dysfunctional perfectionists, healthy perfectionists, and:
A)pseudoperfectionists.
B)uber-perfectionists.
C)nonperfectionists.
D)quasi-perfectionists.
54
As cited in "The Relationship of Perfectionism to Affective Variables in Gifted and Highly Able Children," research studies suggest that gifted students remain undistinguishable from average students in levels of depression or suicidal ideation.
A)True
B)False
55
According to "Social and Emotional Development of Gifted Children," when it comes to giftedness:
A)all children are equal.
B)all children are gifted in something.
C)cultural norms determine giftedness.
D)only a small number of children meet the circumscribed definition.
56
As explained in "Social and Emotional Development of Gifted Children," one important variable that often prevents the identification of a gifted child is the:
A)child's socioeconomic status.
B)lack of teachers who are trained to recognize giftedness.
C)reluctance of schools to administer standardized tests that would identify gifted children.
D)varying definitions and perceptions of giftedness.
57
As noted in "Social and Emotional Development of Gifted Children," parenting style has little to do with the development and success of a gifted child.
A)True
B)False
58
As defined in "Understanding Unconscious Bias and Unintentional Racism," aversive racism exists when a person:
A)openly admits his or her racist feelings and tendencies.
B)is aware of his or her prejudices, but refuses to admit them openly.
C)feels negatively toward his or her own race.
D)denies his or her prejudices, but harbors unconscious racist feelings or beliefs.
59
As explained in "Understanding Unconscious Bias and Unintentional Racism," the statement "some of my best friends are black" is an example of:
A)a stereotype.
B)re-fencing.
C)conscious racism.
D)blink-of-the-eye racism.
60
As noted in "Understanding Unconscious Bias and Unintentional Racism," research has shown that black students perform worse on tests when required to identify their race prior to taking the test.
A)True
B)False
61
According to "Improving Schooling for Cultural Minorities: The Right Teaching Styles Can Make a Big Difference," the U.S. Census Bureau (2006) indicates that more than 80 percent of U.S. teachers are:
A)female.
B)over the age of 45.
C)bilingual.
D)Caucasian.
62
As presented in "Improving Schooling for Cultural Minorities: The Right Teaching Styles Can Make a Big Difference," much research shows that minority students seldom excel unless their teachers:
A)are of the same minority.
B)are themselves of a minority, but not necessarily the same as the students.
C)have studied multicultural disciplines.
D)hold high expectations.
63
As noted in "Improving Schooling for Cultural Minorities: The Right Teaching Styles Can Make a Big Difference," compared to white students, African American and Hispanic students are less-frequently identified as gifted or talented.
A)True
B)False
64
According to "Becoming Adept at Code Switching," research indicates that:
A)traditional corrective methods improve students' standard English skills.
B)negative teacher attitudes about dialects correlate to lower teacher expectations of students speaking those dialects.
C)teacher attitudes about dialects have no correlation to high-school graduation rates.
D)there is no correlation between teachers' attitudes about dialect and student achievement.
65
As related in "Becoming Adept at Code Switching," in the story of Tamisha, the teacher Joni found that the previous teacher:
A)believed the child too stubborn to learn.
B)considered Tamisha as an English as second language learner.
C)tried everything she knew to teach Tamisha to read.
D)made no real effort to teach Tamisha to read.
66
As stated in "Becoming Adept at Code Switching," in standardized assessments of language acquisition, teachers routinely underrate the performance of African American students.
A)True
B)False
67
As noted in "Gender Matters in Elementary Education," the female brain has 15 percent more blood flow than the male brain, allowing for:
A)lower levels of oxytocin.
B)less activity in the cerebral cortex.
C)greater comfort with compartmentalized learning.
D)enhanced integrated learning.
68
According to "Gender Matters in Elementary Education," girls make fewer impulsive decisions than boys, due to:
A)the female brain's need to go into frequent rest states.
B)a higher serotonin level in the female brain.
C)societal impositions.
D)fewer opportunities to make decisions.
69
As cited in "Gender Matters in Elementary Education," Dr. Bruce Perry, a Houston neurologist, believes that the current educational system creates an environment that is biologically disrespectful, even if well-intended.
A)True
B)False
70
As defined in "A Fresh Look at Brain-Based Education," brain-based education is the engagement of strategies based on principles derived by:
A)neuroscientists.
B)an understanding of the brain.
C)psychologists and cognitive scientists.
D)teacher trial-and-error in the classroom.
71
As argued in "A Fresh Look at Brain-Based Education," brain-based education makes sense because:
A)the brain is involved with everything humans do.
B)most successful educational strategies revolve around test-taking.
C)the brain is unaltered by everyday experiences.
D)changing environments, such as various school classrooms or teachers, do not affect the brain.
72
As claimed in "A Fresh Look at Brain-Based Education," only certain academic disciplines are "brain-based."
A)True
B)False
73
According to "What Will Improve a Student's Memory?", the thing that you will remember most about a particular experience is the thing that:
A)engaged your senses.
B)you wanted to remember.
C)you thought about.
D)caused fear or a negative emotion.
74
As claimed in "What Will Improve a Student's Memory?", one of the best ways to remember something is to:
A)give it meaning.
B)sleep on it.
C)experience it.
D)read it over several times.
75
As noted in "What Will Improve a Student's Memory?", if you feel that you know something, it is almost certain that you do.
A)True
B)False
76
As explained in "Classroom Assessment and Grading to Assure Mastery," mastery learning refers to:
A)learning that is mastered for the purposes of passing a test or completing a task.
B)a series of learning steps that involves learning, forgetting, and relearning until knowledge is relatively permanent.
C)extensive studying that results in expertise in a particular subject area.
D)possessing the skills and abilities to teach others.
77
According to "Classroom Assessment and Grading to Assure Mastery," cognitive theory is based on the idea that:
A)*a. new information is interpreted in terms of what is already known.
B)once a concept is learned, it is stored somewhere in memory and is waiting to be retrieved.
C)repeated exposure to a concept guarantees mastery of that concept.
D)reducing anxiety facilitates learning.
78
As noted in "Classroom Assessment and Grading to Assure Mastery," students who do not master expected fundamentals should not be given a passing grade.
A)True
B)False
79
As explained in "Backward Design," the concept of backward design says that you cannot plan how you are going to teach until you know what:
A)curriculum will be required by the school district.
B)problems or disabilities your students might bring to the classroom.
C)textbook will be assigned to the class.
D)you want your students to learn.
80
As defined in "Backward Design," scaffolding refers to building knowledge and skill by:
A)connecting new information to prior knowledge.
B)utilizing a variety of educational tools to facilitate learning.
C)participating in hands-on, rather than textbook, learning.
D)repetitive memorization and testing until a concept is learned.
81
As argued in "Backward Design," student knowledge and student understanding both mean the same thing.
A)True
B)False
82
According to "Learning-Style Responsive Approaches for Teaching Typically Performing and At-Risk Adolescents," the passage of No Child Left Behind (NCLB) legislation has led to an educational focus on:
A)meeting the needs of typically performing and at-risk adolescents.
B)learning-style responsive approaches to teaching.
C)lowering expectations for all students.
D)traditional teaching methods geared toward standardized testing.
83
As reported in "Learning-Style Responsive Approaches for Teaching Typically Performing and At-Risk Adolescents," at-risk students are most likely to respond to:
A)lectures, note-taking, and written testing.
B)hands-on, activity-oriented lessons.
C)drills and rote-memorization activities.
D)independent-study programs.
84
As noted in "Learning-Style Responsive Approaches for Teaching Typically Performing and At-Risk Adolescents," when given the appropriate lessons, at-risk students rapidly improve their academic performance.
A)True
B)False
85
The title of the article "To Find Yourself, Think For Yourself" is taken from a quotation attributed to:
A)Plato.
B)Aristotle.
C)Shakespeare.
D)Descartes.
86
As profiled in "To Find Yourself, Think For Yourself," the text used as a basis for the Socratic seminar in Ms. Lapidus's class was:
A)Cinderella.
B)The Wizard of Oz.
C)Twilight.
D)Little Women.
87
As given in "To Find Yourself, Think For Yourself," Socratic seminars can best be described as "traditional formal lectures."
A)True
B)False
88
As postulated in "Setting the Record Straight on 'High-Yield' Strategies," the three broad areas of instruction are content lessons, routines, and:
A)testing and assessment.
B)follow up.
C)student-teacher interactions.
D)things that occur in the classroom that must be addressed on the spot.
89
As reported in "Setting the Record Straight on 'High-Yield' Strategies," the method in which groups of teachers, instructional coaches, and administrators visit classrooms and then discuss what they have observed, similar to a practice in the medical field, is called:
A)triage.
B)instructional rounds.
C)teaching consultation.
D)educational conference.
90
As stated in "Setting the Record Straight on 'High-Yield' Strategies," walkthroughs are probably the most common way that teachers receive feedback on their use of strategies.
A)True
B)False
91
As pointed out in "What Happens When Eighth Graders Become the Teachers?," of all the schools visited by the author as part of her participation in the Japan Fulbright Memorial Fund Teacher Program, the one that had the greatest impact on her was the:
A)preschool.
B)elementary school.
C)junior high school.
D)high school.
92
As noted in "What Happens When Eighth Graders Become the Teachers?," most of the student-to-student teaching programs for which the author found evidence were programs held:
A)without school sanction.
B)more than 50 years ago.
C)during the normal school day.
D)after school or during the summer.
93
As disclosed in "What Happens When Eighth Graders Become the Teachers?," nearly all of the author's colleagues have long supported the idea of cross-age teaching.
A)True
B)False
94
As explained in "Designing Learning," a major concept of design-based learning is:
A)creating a product that can be used by others to learn.
B)increasing physical activity to alleviate student boredom.
C)acclimating students to a formal learning environment.
D)giving older students permission to "play."
95
The students profiled in "Designing Learning" became personally invested in the Mesozoic Resource Center (MRC) when they were challenged to:
A)have fun.
B)report what they had learned to the class.
C)become experts in their topic area.
D)get the highest grade possible for the project.
96
As presented in "Designing Learning," "goodness of fit" as an essential quality of design refers to how well the students adapt to the project chosen for them.
A)True
B)False
97
As set forth in "What Is Technology Education? A Review of the 'Official Curriculum'," the new vision of technology education presented by the authors as the "official curriculum" was labeled by Eisner as the:
A)tech-ed curriculum.
B)computer literacy curriculum.
C)intended curriculum.
D)accountability curriculum.
98
As prescribed in "What Is Technology Education? A Review of the 'Official Curriculum'," according to the official curriculum, student assessment should be consistent with:
A)the Clearing House Assessment Manual.
B)the Standards for Technological Literacy.
C)state course guides.
D)the National Blue Book on Vocational Technical Education.
99
As reported in "What Is Technology Education? A Review of the 'Official Curriculum'," two Gallup polls conducted to determine the public's view of technology and technological literacy found that approximately 90 percent of the respondents believed themselves to be highly informed in the use of technology.
A)True
B)False
100
As set forth in "Plagiarism in the Internet Age," the best way to prevent plagiarism is to:
A)forbid students to use Wikipedia.
B)severely punish students who are caught plagiarizing.
C)design plagiarism-proof projects that include personal reflection or alternatives such as creating a brochure.
D)teach students values and how to paraphrase and summarize.
101
In the opinion of the author of "Plagiarism in the Internet Age," the students most likely to plagiarize are those who:
A)do not understand what it means.
B)cannot summarize.
C)have poor grades.
D)believe they can get away with it.
102
As noted in "Plagiarism in the Internet Age," the chief cause of student plagiarism is the plethora of information on the Web.
A)True
B)False
103
As reported in "R U Safe?", one research study shows that electronic bullying peaks in:
A)grade school.
B)middle school.
C)high school.
D)college.
104
As pointed out in "R U Safe?", the most serious of the online dangers is:
A)cyberbullying.
B)identity theft.
C)grooming.
D)flaming.
105
As stated in "R U Safe?", more than 80 percent of adolescents own at least one form of new media technology.
A)True
B)False
106
As set forth in "Assessing Middle School Students' Knowledge of Conduct and Consequences and Their Behaviors Regarding the Use of Social Networking Sites," the authors' study of middle-school students with regard to appropriate use of social-networking sites was conducted using:
A)webcams.
B)a self-administered survey.
C)private, anonymous interviews.
D)group interviews.
107
As addressed in "Assessing Middle School Students' Knowledge of Conduct and Consequences and Their Behaviors Regarding the Use of Social Networking Sites," cyberbullying removes a significant part of what is learned through face-to-face interactions—that is, it removes all of the:
A)social cues.
B)emotion.
C)personalization.
D)immediacy.
108
As reported in "Assessing Middle School Students' Knowledge of Conduct and Consequences and Their Behaviors Regarding the Use of Social Networking Sites," more than half of the students in the authors' study agreed that adding friends to their Instant Messaging account would make them more popular.
A)True
B)False
109
Many educators, as put forth in "The Perils and Promises of Praise," believe that the major cause of achievement in school is students':
A)effort and perseverance.
B)willingness to follow instruction.
C)attendance record.
D)inherent intelligence.
110
The original intention of the IQ test developed by Alfred Binet, as pointed out in "The Perils and Promises of Praise," was to:
A)measure fixed intelligence.
B)identify students who were not benefiting from the public-school curriculum.
C)help track students according to their abilities.
D)identify students with learning disabilities.
111
When asked to report their scores in an experiment, as noted in "The Perils and Promises of Praise," the students with a fixed mind-set and those with a growth mind-set lied in equal percentages.
A)True
B)False
112
As disclosed in "Should Learning Be Its Own Reward?", in Tucson, Arizona, high-school juniors selected from low-income areas will be paid up to $25 each week for:
A)staying out of trouble.
B)doing their homework.
C)keeping a daily journal.
D)attending school.
113
As enumerated in "Should Learning Be Its Own Reward?", the important guidelines for implementing an effective reward system include all of the following, except:
A)do not use rewards unless you have to.
B)do not use rewards that involve food or money.
C)use rewards for a specific reason.
D)use rewards for a limited time.
114
As observed in "Should Learning Be Its Own Reward?", moral questions are outside the purview of cognitive science.
A)True
B)False
115
As portrayed in "Beyond Content," Middle Colleges are:
A)public high schools that collaborate with local colleges.
B)highly selective private schools.
C)preparatory schools attended between traditional high schools and colleges.
D)private junior colleges.
116
As shown in "Beyond Content," a teacher helped a student named James become aware of his learning style though the simple technique of:
A)testing.
B)describing the various styles so that James could define his own.
C)observation.
D)mirroring.
117
According to "Beyond Content," lack of academic challenge has often been attributed to a bargain between the students and a teacher, whereby the students agree to maintain order and the teacher agrees to hold expectations to a minimum.
A)True
B)False
118
As explained in "'The Strive of It'," the author brought together the perspectives of young people and cognitive researchers in the Practice Project, a yearlong inquiry sponsored by the nonprofit:
A)What Kids Can Do.
B)Let's Hear It for the Kids.
C)My Kids, Your Kids.
D)Kids Are Cool.
119
As reported in "'The Strive of It'," of the 160 "ordinary teenagers" observed by the author, the number who could "name something they were already good at" was:
A)12.
B)55.
C)84.
D)160.
120
As revealed in "'The Strive of It'," most of the teenagers started their chosen activity of expertise because they had "natural talent."
A)True
B)False
121
As stated in "Middle School Students Talk about Social Forces in the Classroom," when the authors, over several months in 2005, asked students from around the country to describe what might stand in the way of their enthusiastic response to the academic opportunities their teachers set forth for them, it was done at the request of the:
A)NAACP.
B)U.S. Department of Education.
C)Tufts University Press.
D)MetLife Foundation.
122
As expressed in "Middle School Students Talk about Social Forces in the Classroom," without sacrificing their own individuality and emerging style, students want to know how to:
A)get into a good college.
B)please their teachers.
C)find common ground.
D)choose a career path.
123
As noted in "Middle School Students Talk about Social Forces in the Classroom," in the middle-school years, students' appearances and capabilities vary even more widely than at other ages.
A)True
B)False
124
As maintained in "Classroom Management Strategies for Difficult Students," demanding respect is not as effective as:
A)requesting it.
B)earning it.
C)not needing it.
D)assuming it.
125
As assessed in "Classroom Management Strategies for Difficult Students," bridging the gap between CLD learners and the teacher can be facilitated by all of the following, except:
A)admiring negative behaviors.
B)leaving one's ego at the door.
C)protecting one's authority.
D)having empathy.
126
According to "Classroom Management Strategies for Difficult Students," when a teacher is self-aware of vulnerabilities, such as the need for power, he or she is more likely to respond strategically rather than emotionally.
A)True
B)False
127
As enumerated in "From Ringmaster to Conductor: 10 Simple Techniques Can Turn an Unruly Class into a Productive One," almost every type of classroom activity falls within three categories, including all of the following, except:
A)individual silent time.
B)personal help time.
C)working time.
D)direct instruction.
128
As mentioned in "From Ringmaster to Conductor: 10 Simple Techniques Can Turn an Unruly Class into a Productive One," the author's two fundamental classroom rules are "don't interrupt the speaker" and "don't:
A)cheat on tests."
B)use inappropriate language."
C)fall asleep in class."
D)pretend you can't do the work."
129
According to "From Ringmaster to Conductor: 10 Simple Techniques Can Turn an Unruly Class into a Productive One," well-established classroom procedures are the foundation of any teacher's comprehensive management system.
A)True
B)False
130
As set forth in "Grading Education," the authors suggest that in assessing school quality, standardized testing should be supplemented with:
A)narrative reports written by teachers.
B)student portfolios.
C)a school-inspection system.
D)oral reports by students.
131
In the opinion of the authors of "Grading Education," the No Child Left Behind Act is:
A)an utter failure.
B)a mixed success.
C)now irrelevant.
D)yet to be implemented correctly.
132
As advocated in "Grading Education," accountability for U.S. schools should be a federal, not a state, responsibility.
A)True
B)False
133
As mentioned in "Measuring the Achievement Elephant," the major drawback in focusing on the cut point is that it:
A)varies from state to state.
B)has been used for so short a time that it cannot be compared with previously used standardized-test scores.
C)has insufficient funding to be calculated properly in most school districts.
D)provides no information about changes in the achievement of students who remain above or below the point.
134
As revealed in "Measuring the Achievement Elephant," the largest and only reduction in the minority achievement gap for 17-year-olds in reading occurred from:
A)1975 to 1990.
B)1955 to 1970.
C)1990 to 2005.
D)1960 to 1975.
135
As spelled out in "Measuring the Achievement Elephant," average NAEP reading scores for 1990 and 2004 reveal that 17-year-old students showed declines at every level.
A)True
B)False
136
As stressed in "The Many Meanings of 'Multiple Measures'," the use of multiple measures is important because they enhance the validity of both constructs and:
A)objectives.
B)abstracts.
C)assessments.
D)decisions.
137
As listed in "The Many Meanings of 'Multiple Measures'," four states that favorably used a multiple-measures approach to graduation from 1998 to 2001 include all of the following, except:
A)New York.
B)New Jersey.
C)Connecticut.
D)Wisconsin.
138
According to "The Many Meanings of 'Multiple Measures'," different measures of the same construct are not helpful unless the construct is some aspect of student achievement.
A)True
B)False
139
As argued in "Using Self-Assessment to Chart Students' Paths," learning how to learn is important, specifically because:
A)the skills of today will not be the skills of tomorrow.
B)most people need to learn after their formal education stops but will not seek a teacher.
C)learning about interests developed later in life contributes to a meaningful life.
D)people who know how to learn are likely to perform better on tests.
140
As put forth in "Using Self-Assessment to Chart Students' Paths," the period of schooling when students are ripe for developing an increased awareness of themselves as learners and building a repertoire of learning strategies is:
A)elementary school.
B)middle school.
C)high school.
D)college.
141
As postulated in "Using Self-Assessment to Chart Students' Paths," for a total outlay of about $500 billion for public education in fiscal year 2005, schools should be accountable for the effectiveness of this expenditure.
A)True
B)False
142
As given in "Peer Assessment," a peer assessor with less skill at assessment than a teacher but more time to do it in can produce an assessment:
A)superior to that of a teacher.
B)of equal reliability and validity to that of a teacher.
C)that is helpful but not as useful as that of the teacher.
D)that is useful but not valid for officially reporting grades.
143
As asserted in "Peer Assessment," perhaps the most significant aspect of peer assessment is that it is:
A)plentiful.
B)impartial.
C)untrained.
D)terse.
144
As put forth in "Peer Assessment," one clear benefit of peer assessment is the substantial savings in time for teachers.
A)True
B)False
145
As profiled in "Assessment-Driven Improvements in Middle School Students' Writing," the team at Knickerbacker Middle School (KMS) consisted of several middle-school teachers and:
A)a guidance counselor.
B)a university consultant and the principal.
C)representatives of the parent-teacher organization.
D)a university consultant and selected student representatives.
146
As mentioned in "Assessment-Driven Improvements in Middle School Students' Writing," the rubrics used at KMS reflected the standards required by the state, which was:
A)New York.
B)Delaware.
C)California.
D)Michigan.
147
As revealed in "Assessment-Driven Improvements in Middle School Students' Writing," one problem teachers discovered was that although student writing was effective when using the rubric-referenced formative assessment in the classroom, the quality of what the students wrote under practice-test conditions was very disappointing.
A)True
B)False
148
As related in "Students' Reactions to a 'No Failure' Grading System and How They Informed Teacher Practice," the single word under which students bundle the six qualities of a good teacher is:
A)dedicated.
B)caring.
C)entertaining.
D)interesting.
149
As explained in "Students' Reactions to a 'No Failure' Grading System and How They Informed Teacher Practice," the authors' study draws on five years of interviews with teachers and students across all performance levels in several low-income middle schools in:
A)suburban Southern California.
B)urban Michigan.
C)New England towns and cities.
D)the rural Southeast.
150
As presented in "Students' Reactions to a 'No Failure' Grading System and How They Informed Teacher Practice," the authors agree with the conventional wisdom that says teachers, parents, and students must equally share in the responsibility for student success.
A)True
B)False





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