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Practice Quiz
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1
According to “Inspired Responses,” the core teaching behaviors of knowing, telling, and controlling have in common that they
A)involve classroom management.
B)are sending behaviors.
C)are passive behaviors.
D)encourage an adversarial attitude.
2
As noted in “Inspired Responses,” characteristics of unaware teachers include that they
A)understand simultaneously occurring events.
B)always connect student behaviors to instruction.
C)respond to all events in the classroom.
D)see each event as discreet.
3
As pointed out in “Inspired Responses,” using a video camera in the classroom can help teachers coach themselves to become more attuned to student behaviors.
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 reported in “It's All in the Game,” among the goals Kris desired the project in her classroom to accomplish was to
A)encourage more self-control among talkative students.
B)create a sense of community.
C)discourage physical activity.
D)highlight the barriers between play and learning.
20
As noted in “It's All in the Game,” the game designed for studying the rainforest was based on the board game
A)Candyland.
B)Clue.
C)Go Fish.
D)Snakes and Ladders.
21
As pointed out in “It's All in the Game,” the majority of the students in Kris's class were Latino.
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
As reported in “Adolescent Brain Development and Drugs,” findings from epidemiological research show that
A)duration of drug use is the strongest predictor of drug-use disorder.
B)younger people are less likely than older people to report higher rates of alcohol abuse.
C)the earlier the onset of drug use, the greater the likelihood of a drug problem.
D)age is not a risk factor associated with the risk of developing substance abuse.
26
In discussing the development of the brain during adolescence, the author of “Adolescent Brain Development and Drugs” notes that it
A)begins in the area associated with logical reasoning.
B)moves from the back to the front of the brain.
C)begins in the area associated with regulating impulses.
D)moves from the front to the back of the brain.
27
As stated in “Adolescent Brain Development and Drugs,” adolescents' appraisal of risk is generally far less accurate than adults.
A)True
B)False
28
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.
29
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.
30
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
31
As reported in “Peer Contexts for Lesbian, Gay, Bisexual, and Transgender Students,” research suggests that schools that have anti-discrimination and anti-harassment policies that specifically include sexual orientation and gender identity
A)increase negative attitudes among heterosexual students.
B)specifically target changing the peer context.
C)make all students feel safer.
D)do not require professional development for such policy implementation.
32
As noted in “Peer Contexts for Lesbian, Gay, Bisexual, and Transgender Students,” the most prejudiced attitudes toward gay peers were reported among
A)twelfth graders.
B)eleventh graders.
C)tenth graders.
D)ninth graders.
33
According to “Peer Contexts for Lesbian, Gay, Bisexual, and Transgender Students,” beliefs about homosexuality predicted attitudes about teasing gay peers more than the social environment of the school.
A)True
B)False
34
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.
35
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.
36
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
37
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.
38
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.
39
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
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
As reported in “Working Memory Weaknesses in Students with ADHD,” research on working memory impairments among students with attention deficit hyperactivity disorder has found
A)all children with ADHD display some working memory impairment.
B)working memory is associated with inattentive behavior.
C)no correlation between working memory deficits and academic underachievement.
D)no correlation between co-morbid anxiety disorder and working memory deficit.
47
As noted in “Working Memory Weaknesses in Students with ADHD,” areas associated with deficits in working memory include all of the following except
A)accuracy in carrying out instructions.
B)weaknesses in organizing information.
C)deficits in self-regulation skills.
D)ability to repeat oral instructions.
48
As observed in “Working Memory Weaknesses in Students with ADHD,” pharmacological treatment for ADHD symptoms generally normalizes the academic performance of students with the disorder.
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 reported in “Students Without Homes,” a requirement of the 2001 McKinney-Vento law is that
A)homeless students must be offered housing at the school's expense.
B)every school district must appoint a homeless liaison.
C)federally assisted homeless shelters must offer educational services.
D)homeless students must be admitted to the school of their choice.
59
As noted in “Students Without Homes,” when the Burgeois family fled Hurricane Katrina, its members had trouble enrolling in schools because
A)they did not stay in Louisiana.
B)they were homeless.
C)they lacked required documents.
D)district personnel did not want an influx of hurricane refugees.
60
As pointed out in “Students Without Homes,” younger children are more likely to talk about difficult living situations than older children.
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
As observed in “The Myth of Pink and Blue Brains,” biases that appear to be programmed by prenatal hormone exposure or sex-specific gene expression include all of the following except
A)baby boys are modestly more physically active.
B)girls are more adept at symbolic expression.
C)toddler girls talk earlier.
D)boys are more spatially aware.
65
Conclusions about mental abilities and gender gaps reported in “The Myth of Pink and Blue Brains” include
A)environmental factors have little impact on gender gaps.
B)gender gaps are consistent around the world.
C)teachers tend to favor girls because girls tend to be more attentive.
D)no mental ability is hardwired into the brain.
66
As pointed out in “The Myth of Pink and Blue Brains,” the number of male teachers in elementary schools has declined since the 1980s.
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)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
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.
83
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.
84
As given in “To Find Yourself, Think For Yourself,” Socratic seminars can best be described as “traditional formal lectures.”
A)True
B)False
85
As reported in “Structuring the Talk: Ensuring Academic Conversations Matter,” the use of language frames
A)is not recommended among English-language learners.
B)should be limited to the liberal arts.
C)can support academic discussion.
D)is not recommended for promotion of academic writing.
86
As identified in “Structuring the Talk: Ensuring Academic Conversations Matter,” the teacher's language purpose when assigning a discussion should
A)include the specific vocabulary students will need in their discussion.
B)not limit student discussion.
C)be stated in very general terms.
D)reflect broad content standards.
87
As noted in “Structuring the Talk: Ensuring Academic Conversations Matter,” whole-class conversations rarely involve all students.
A)True
B)False
88
As reported in “Cheating Themselves Out of an Education,” the students in the study identified an environmental factor that contributes to cheating as
A)subliminal consent communicated by teachers.
B)higher stakes associated with access to future opportunities.
C)an accepting school culture.
D)inadequate time for study and preparation.
89
As noted in “Cheating Themselves Out of an Education,” a message that is communicated to students by a focus on performance is that
A)the most important lessons are the ones not graded.
B)grades are designed to eliminate unfair competition among students.
C)cheating is not a viable option for classroom success.
D)achievement is largely a competitive phenomenon.
90
As pointed out in “Cheating Themselves Out of an Education,” children are less likely to cheat on assignments in elementary school than in middle and high school.
A)True
B)False
91
According to “Creative Teaching: Why It Matters and Where to Begin,” Walling's creativity continuum has at one end originality and at the other
A)replication.
B)intelligence.
C)discipline.
D)coordination.
92
As identified in “Creative Teaching: Why It Matters and Where to Begin,” characteristics of creative teachers include
A)risk avoidance.
B)rigid classroom discipline.
C)tolerance of repetition.
D)sense of humor.
93
As stated in “Creative Teaching: Why It Matters and Where to Begin,” autonomy is necessary for creative teaching.
A)True
B)False
94
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.
95
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.
96
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
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
According to “Transforming Education with Technology: A Conversation with Karen Cator,” the key to online learning going forward will be
A)availability.
B)cost effectiveness.
C)interactions.
D)accountability.
104
As reported in “Transforming Education with Technology: A Conversation with Karen Cator,” in order to improve teacher facility with technology, Karen Cator suggests a focus on
A)personal use.
B)professional development.
C)certification standards.
D)classroom management.
105
As noted in “Transforming Education with Technology: A Conversation with Karen Cator,” online learning is inherently an isolated experience.
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 reported in “Regulation of Motivation: Contextual and Social Aspects,” interdependent characteristics generally associated with self-regulated learners include all of the following except that they
A)are meta-cognitively sophisticated.
B)are proficient at monitoring their use of cognitive strategies.
C)have a small number of cognitive learning strategies.
D)are highly motivated and eager to provide effort.
119
As noted in “Regulation of Motivation: Contextual and Social Aspects,” of the popular models on regulation of motivation, Boekaerts' model most directly puts the emphasis on
A)attitudes as part of planning.
B)unawareness of motivational processes.
C)the need for extrinsic motivation factors.
D)student knowledge as the foundation for motivation regulation.
120
As pointed out in “Regulation of Motivation: Contextual and Social Aspects,” individual students are incapable of self-regulating their achievement motivation.
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
According to “Behavior Basics: Quick Behavior Analysis and Implementation of Interventions for Classroom Teachers,” teachers who report the lowest self-efficacy in dealing with behavior problems or aggressive behaviors are those in
A)early childhood education.
B)elementary education.
C)special education.
D)secondary education.
131
As reported in “Behavior Basics: Quick Behavior Analysis and Implementation of Interventions for Classroom Teachers,” the basic premise behind behaviorism is that all behavior
A)moves toward extinction.
B)has a reason.
C)cannot be measured.
D)causes other behavior.
132
As noted in “Behavior Basics: Quick Behavior Analysis and Implementation of Interventions for Classroom Teachers,” positive reinforcement is bribing students to do what they should be doing anyway.
A)True
B)False
133
The challenging students that are the subject of “Calling All Frequent Flyers” are challenging because they
A)like being challenging.
B)lack motivation.
C)lack the skills not to be challenging.
D)are victims of stereotyping.
134
As suggested in “Calling All Frequent Flyers,” what predictably precipitates challenging behavior is
A)parental discipline.
B)learning and personality disorders.
C)unsolved problems.
D)clashing wills.
135
As noted in “Calling All Frequent Flyers,” punishment and rewards give students incentives to discontinue being challenging.
A)True
B)False
136
In discussing the components of the Common Core State Standards, the author of “Building the Common Core” notes that
A)the only subject areas addressed in any way are reading and math.
B)the subject matter was dictated by the U.S. Department of Education.
C)they will inherently reduce accountability.
D)they promote development of literacy skills specific to a variety of subject areas.
137
In “Building the Common Core,” a consistent and important conclusion that the author and his colleagues found in their research involving college introductory courses was that
A)general content knowledge is sorely lacking among incoming students.
B)institutions expect students to be proficient in a range of cognitive strategies.
C)content acquisition is an end in itself.
D)institutions have no particular expectations of students.
138
As stated in “Building the Common Core,” the development of assessments to measure student learning of the core standards is being funded by the U.S. Department of Education.
A)True
B)False
139
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.
140
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.
141
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
142
As reported in “Data-Driven Decision Making,” the greatest barrier to data analysis and use identified in the U.S. Department of Education research was
A)lack of training in statistics.
B)skepticism about data accuracy.
C)lack of time.
D)discomfort with collection processes.
143
As noted in “Data-Driven Decision Making,” Popham's research contends that the majority of today's educational-accountability tests
A)measure instructional growth.
B)are insensitive to instructional quality.
C)test teachers more than students.
D)ignore factors such as a student’s socioeconomic status.
144
As stated in “Data-Driven Decision Making,” evidence suggests that periodic assessment is educationally beneficial.
A)True
B)False
145
In discussing teacher observations, the author of “Strategic Measures of Teacher Performance” suggests that
A)observations of special events are more useful than ordinary days.
B)they should have multiple competency levels defined by scales or rubrics with concrete examples.
C)a single observation per school year should be sufficient.
D)collection of artifacts should not be included.
146
As reported in “Strategic Measures of Teacher Performance,” the measurements needed to assess teaching practice should include all of the following except
A)observations of classroom practice for use in periodic formal teacher evaluation.
B)teaching work samples or performance assessments.
C)parent and student feedback.
D)classroom walkthroughs.
147
As noted in “Strategic Measures of Teacher Performance,” levels of teaching experience should have no bearing on the type of evaluation used in assessing teachers.
A)True
B)False
148
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.
149
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.
150
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
151
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.
152
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.
153
As put forth in “Peer Assessment,” one clear benefit of peer assessment is the substantial savings in time for teachers.
A)True
B)False
154
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.
155
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.
156
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
157
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.
158
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.
159
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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