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Practice Quiz
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1
According to “Five Trends for Schools,” a review of immigration patterns around the world shows that:
A)there have been fewer immigrants into the United States from Asia in the last four decades.
B)there has been a major shift in the number of arrivals in the United States since 1965
C)nations with the highest net migrations are mostly in Africa.
D)immigration plays almost no role in U.S. population growth.
2
As identified in “Five Trends for Schools,” the most common language other than English spoken in the United States by people five years old and older is:
A)Tagolog.
B)Chinese.
C)Spanish.
D)French.
3
As reported in “Five Trends for Schools,” new immigration hot spots in the United States include Georgia and North Carolina.
A)True
B)False
4
As reported in “In Urban America, Many Students Fail to Finish High School,” the biggest barrier to success for black and Latino community-college students is:
A)lack of student aid.
B)lack of accreditation.
C)weakness in basic skills.
D)opposition to the community-college situation.
5
In discussing the Compton Unified School District, the author of “In Urban America, Many Students Fail to Finish High School” notes that:
A)the majority of high-school graduates go to college.
B)the majority of seniors complete requirements for college admission.
C)low unemployment rates make a high-school diploma less important.
D)the majority of high-school students graduate.
6
As pointed out in “In Urban America, Many Students Fail to Finish High School,” voters in Compton overwhelmingly supported a bond vote that will pay for new facilities at Compton Community College.
A)True
B)False
7
In looking at rural educational opportunities, the author of “In Rural America, Few People Harvest Four Year Degrees” notes that:
A)a larger percentage of rural residents have bachelor’s degrees than their metropolitan counterparts.
B)most rural populations have few colleges nearby.
C)there is a high demand for higher education in rural areas.
D)migrant workers in rural areas do not benefit from higher education.
8
As reported in “In Rural America, Few People Harvest Four Year Degrees,” factors that make the integrated program in Big Bend a viable next step for students include:
A)state subsidization.
B)lowered expectations for graduation.
C)extended time frame.
D)practical nature.
9
As stated in “In Rural America, Few People Harvest Four Year Degrees,” in Big Bend, the college’s decisions about program offerings are affected by the difficulty in finding qualified instructors.
A)True
B)False
10
Among the conclusions reached by the author of "Colorblind to the Reality of Race in America" regarding the current state of society is that:
A)the civil rights movement was an unmitigated failure.
B)the civil rights movement was an unmitigated success.
C)America is inherently a colorblind society.
D)racial dominance by white people continues as a central element of U.S. society.
11
As related in "Colorblind to the Reality of Race in America," in the dissenting opinion of the Plessy v. Ferguson decision, Justice John Marshall Harlan based his opinion on the claim that:
A)the 14th Amendment prohibited segregation.
B)the Constitution is color blind.
C)a genuinely integrated society is impossible.
D)separate facilities for different races are not necessary.
12
As noted in "Colorblind to the Reality of Race in America," in the McClesky v. Kemp case the Supreme Court upheld Georgia's death penalty despite disparate execution rates.
A)True
B)False
13
The portraits of exceptional educators in "Metaphors of Hope" were originally inspired by:
A)constant negative media coverage of educational issues.
B)the author's approaching retirement.
C)an inspirational seminar the author attended.
D)letters students had written about their most memorable teachers.
14
Cathy Arment, as described in "Metaphors of Hope," is able to create a loving classroom in spite of the diversity of her students because she:
A)spends time talking to each one of them about their backgrounds.
B)has taken additional classes in diversity.
C)fosters a sense of togetherness from the first day of class.
D)posts a list of rules that includes sharing and forbids teasing.
15
Before the new school year begins, as explained in "Metaphors of Hope," one of the teachers profiled sends welcoming cards to all her future students.
A)True
B)False
16
According to “Hitting the Ground Running,” research has found that the group most resistant to multicultural education is:
A)African American females.
B)Hispanic females.
C)Hispanic males.
D)Caucasian males.
17
The institution whose multicultural program was studied in “Hitting the Ground Running:”
A)was recognized for its stated commitment to diversity.
B)was situated in a rural setting.
C)did not make multicultural training a required component of study.
D)found multicultural training imperative because of the homogeneous nature of its student body.
18
As pointed out in “Hitting the Ground Running,” the course described aimed to put special emphasis on promoting a positive view of multiculturalism in white candidates.
A)True
B)False
19
Adolescent turmoil, as put forth in "The Biology of Risk Taking," is now known to be the result of a complex interplay among all of the following EXCEPT:
A)body chemistry.
B)brain development.
C)social pressures.
D)cognitive growth.
20
The word "puberty," as explained in "The Biology of Risk Taking," comes from the Latin word "pubertas," meaning age of:
A)excitement.
B)maturity.
C)growth.
D)rebellion.
21
Evidence suggests, as mentioned in "The Biology of Risk Taking," that there is only a minimal association between adolescent hormone levels and emotional or behavioral problems.
A)True
B)False
22
As identified in “Dare to Be Different,” the key to the success of the Charles Dickens School is the:
A)cooperation of parents.
B)absence of low-risk students.
C)educational philosophy.
D)staff.
23
As related in “Dare to Be Different,” descriptions of Dickens students by teachers at mini-schools the students later attend include all of the following EXCEPT:
A)good leaders.
B)highly competitive.
C)autonomous.
D)good team players.
24
As reported in “Dare to Be Different,” among the beliefs that underlie the learning approach at Charles Dickens is that learning requires the active participation of the learner.
A)True
B)False
25
As reported in “The Cultural Plunge,” most of the students surveyed evaluated the impact of the cultural plunge as:
A)none.
B)some.
C)moderate.
D)great or very great.
26
In discussing the cultural plunges required in his class, the author of “The Cultural Plunge” notes that:
A)they must occur on neutral turf.
B)students are required to take notes.
C)they must be at least an hour long.
D)religious settings are not permitted.
27
As noted in “The Cultural Plunge,” the cultural plunge was developed by the author to use in counselor education.
A)True
B)False
28
According to “Ain’t Nothin’ Like the Real Thing,” when teachers and students come from different cultural backgrounds:
A)students tend to define behavioral expectations.
B)teachers should deal with behaviors indirectly.
C)students are likely to suffer.
D)conflicts are likely to occur.
29
As noted in “Ain’t Nothin’ Like the Real Thing,” the most important benefit to be derived from immersion of preservice teachers into urban settings is:
A)learning the culture and pedagogy of the students one teachers.
B)weeding out candidates not suitable for such teaching.
C)impressing students with the need to manage the classroom in an authoritarian way.
D)providing assistants to experienced teachers.
30
As reported in “Ain’t Nothin’ Like the Real Thing,” many teacher-education programs have a poor record of educating teachers for diversity.
A)True
B)False
31
As stated in “Collaborative Recruitment of Diverse Teachers for the Long Haul--TEAMS,” the top reasons given by Fellows in the Teacher Education for the Advancement of a Multicultural Society program for their participation was:
A)opportunity to work with like-minded professionals.
B)desire to serve their communities of origin.
C)financial support.
D)quality of training provided.
32
As reported in “Collaborative Recruitment of Diverse Teachers for the Long Haul--TEAMS,” primary funding for the Teacher Education for the Advancement of a Multicultural Society program comes from
A)AmeriCorps.
B)the federal Department of Education.
C)the Ford Foundation.
D)endowments of the University of San Francisco.
33
As noted in “Collaborative Recruitment of Diverse Teachers for the Long Haul--TEAMS,” students of color tend to have higher academic performance when taught by teachers from their own ethnic group.
A)True
B)False
34
In discussing the demographic statistics regarding Asian Americans, the author of “Asian American Teachers” points out that:
A)a disproportionately high number of college-gradate Asian American females go into education.
B)the percentage of Asian American teachers is higher than that of students.
C)there has been a dramatic increase in the Asian American population in the United States in recent years.
D)Asian Americans tend to be widely dispersed across the entire nation.
35
As reported in “Asian American Teachers,” the surveys used in the study:
A)were returned by a majority of those selected for participation.
B)were completed by the majority of participants.
C)focused largely on awareness of ethnic professional associations.
D)involved fewer than 25 questions.
36
As noted in “Asian American Teachers,” findings in this study supported those in Goodwin, Gerushi, Asher, and Woo in regard to quality of integration.
A)True
B)False
37
According to “The Human Right to Education,” the first provision of the human right to education with a corresponding duty of the state to provide education was in the:
A)Constitution of the United States.
B)Soviet Constitution of 1936.
C)French Declaration of the Rights of Man.
D)British Bill of Rights of 1689.
38
As noted in “The Human Right to Education,” obstacles to the full realization of the right to education include all of the following EXCEPT:
A)commercial approach to education.
B)gender discrimination.
C)drop out.
D)human rights approach to education.
39
As pointed out in “The Human Right to Education,” Professor Tomasevski’s report suggests that most school drop outs like school and do not want to leave.
A)True
B)False
40
As reported in “Knowing, Valuing, and Shaping One’s Culture,” factors that do not affect the seating patterns on the first day of the author’s class include:
A)what people look like.
B)communication styles.
C)speech patterns.
D)gender.
41
As noted in “Knowing, Valuing, and Shaping One’s Culture,” research has found that most teacher candidates:
A)have sufficient cross-cultural competence.
B)lack the sensitivity to appropriately address the needs of diverse student groups.
C)are capable of building on the cultural capital that non-majority students bring to the classroom.
D)are aware of biases within the school community.
42
As pointed out in “Knowing, Valuing, and Shaping One’s Culture,” the introduction of the cultural puzzle is the same for secondary and post-secondary students.
A)True
B)False
43
According to “Beyond Promise, Autobiography and Multicultural Education,” the authors questioned the use of the two books discussed because many of their students:
A)did not understand the books.
B)rejected the values propounded in both books.
C)could not identify with any of the character traits identified in the books.
D)refused to read them in a way that would interrogate their own beliefs.
44
As pointed out in “Beyond Promise, Autobiography and Multicultural Education,” the books used in the multiculturalism class were written by Maya Angelou and:
A)Jaques Derrida.
B)Paula Rothenberg.
C)Alan Patton.
D)Malcolm X.
45
As noted in “Beyond Promise, Autobiography and Multicultural Education,” the “contributions approach” described by James Banks emphasizes teaching ethnic differences and cultural tolerance.
A)True
B)False
46
As reported in "Expanding Appreciation for "Others" Among European-American Pre-Teacher Populations," after successful completion of the course described, students are able to:
A)ignore individual differences in the multicultural-education classroom.
B)recognize that teachers can make little difference toward achieving a more equitable society.
C)describe current demographic trends impacting U.S. society.
D)insulate their various cultural backgrounds from their professional practice.
47
As noted in "Expanding Appreciation for "Others" Among European-American Pre-Teacher Populations," in evaluating the use of student access to an anonymous dialogue box through a WebCT 3 site, the author found that:
A)students in the class with access to the dialogue box rated their knowledge somewhat higher than those without access.
B)access had no impact on student knowledge.
C)access accentuated the sense of community in the classes.
D)access reduced time for instructor conversations with individual students.
48
The author of "Expanding Appreciation for "Others" Among European-American Pre-Teacher Populations" suggests that the quality of the course described has increased over time.
A)True
B)False
49
As presented in "Whose World Is This?" the majority of student educators who were assigned to work with children in the Muncie Boys and Girls Club identified themselves as:
A)white, middle class, and female.
B)middle class, Christian, and small town.
C)working class, Christian, and urban.
D)African American, working class, and female.
50
As described in "Whose World Is This?" the term non-formal education (NFE) refers to:
A)alternative classes within the public school system designed for at-risk students.
B)any process of learning that takes place outside of the formal school system.
C)tutoring and other academic assistance provided to youth by college volunteers.
D)organized educational activity outside of the school system that focuses on specific subgroups.
51
As claimed in "Whose World Is This?" white people are more likely to identify themselves by race than are African American or Asian people.
A)True
B)False
52
In discussing undocumented Hispanics in the United States, the author of “A Developing Identity” points out that:
A)they are a majority of all Hispanics.
B)they face huge obstacles in finding employment.
C)their numbers are smaller than the numbers of blacks during the Jim Crow era.
D)they are essentially free to live here as long as they like.
53
As identified in “A Developing Identity,” the one area in which Hispanics rate their countries of origin more favorably than the United States is in:
A)moral values.
B)economic opportunity.
C)public benefits.
D)education.
54
As reported in “A Developing Identity,” Hispanics believe that the United States constantly tries to impose a single national type.
A)True
B)False
55
According to “Making Connections with the Past,” in her research, Gay identified the essential characteristics of media as including:
A)scientifically viable.
B)empirically definitive.
C)logical.
D)emancipatory.
56
As pointed out in “Making Connections with the Past,” the teacher of the program determined that she needed to find another word to replace the term:
A)doll.
B)family.
C)journey.
D)food.
57
As reported in “Making Connections with the Past,” much of the support for Afrocentric curricula lies in research relating to identity development.
A)True
B)False
58
According to “Affirming Identity in Multilingual Classrooms,” the strongest predictor of English academic development in English-language learners is:
A)home language proficiency at time of arrival.
B)parental proficiency in English.
C)bilingual ability of teachers.
D)level of social acceptance.
59
As stated in “Affirming Identity in Multilingual Classrooms,” Joseph Campbell identified the job of an educator as to teach students to:
A)become agents of cultural change.
B)enhance their communities.
C)participate in knowledge building.
D)see vitality in themselves.
60
As reported in “Affirming Identity in Multilingual Classrooms,” the assumptions at the root of No Child Left Behind validate empirical data on literacy development among English-language learners.
A)True
B)False
61
In discussing the demographics of Native Americans, the author of “Myths and Stereotypes About Native Americans” notes that:
A)Indian populations have been in steady decline since the coming of Europeans.
B)Indian populations have been in steady increase since the coming of Europeans.
C)there are more Indians in America now than there were in 1900.
D)there are fewer Indians in America now than there were in 1900.
62
As suggested in “Myths and Stereotypes About Native Americans,” the harm of stereotypes is that:
A)they define an individual by attributes ascribed to the group as a whole.
B)they never have any basis in fact.
C)they place unreasonably high or low expectations on groups of people.
D)people use them to avoid thinking.
63
As pointed out in “Myths and Stereotypes About Native Americans,” the majority of all American Indians and Alaska natives live in metropolitan areas.
A)True
B)False
64
As presented in "Transcending Spaces: Exploring Identity in a Rural American Middle School," one major purpose of the Exploring Identity unit presented to the Iowa eighth-graders in the anonymous Hometown Middle School was to help students:
A)combat the stereotypes that mainstream America has about the rural population.
B)see that people of different races, ethnic backgrounds, and cultures were just like them.
C)understand that racism in America can be overcome by changing individual responses.
D)challenge mainstream media's depictions of marginalized groups.
65
As profiled in "Transcending Spaces: Exploring Identity in a Rural American Middle School," the Exploring Identity unit was based on:
A)the critical reading of multicultural literature.
B)interactions with people of various cultures.
C)the students' previous experiences with people of other cultures.
D)autobiographical student accounts of being "different."
66
As claimed in "Transcending Spaces: Exploring Identity in a Rural American Middle School," one danger of students and teachers sharing a common background and experiences is that students come to see their experiences as "normal" and universal.
A)True
B)False
67
In discussing the demographic landscape of American education, the author of “As Diversity Grows, So Must We” notes that:
A)inequities in schools are a function of discrimination.
B)in the majority of schools, racial percentages of teachers mirror those of students.
C)white teachers generally have no cultural connections of their own.
D)many white educators do not have background experiences to prepare them for growing student diversity.
68
As reported in “As Diversity Grows, So Must We,” an essential outcome of the initial conversation in the Apple Valley School District was:
A)the declaration of a color-blind educational approach.
B)recognition that racial differences make a difference in educational outcomes.
C)confirmation that a minority of teachers needed improvement.
D)the belief that political correctness establishes a constructive environment for discussion.
69
As pointed out in “As Diversity Grows, So Must We,” diversity-enhanced school districts must establish clear public markers that unambiguously state what they believe.
A)True
B)False
70
As claimed in "Arts in the Classroom: ‘La Llave’ (The Key) to Awareness, Community Relations, and Parental Involvement," in the U.S. school system, teachers are expected to be blind to their students':
A)basic needs.
B)socio-economic issues.
C)academic achievement.
D)classroom behaviors.
71
As asserted in "Arts in the Classroom: ‘La Llave’ (The Key) to Awareness, Community Relations, and Parental Involvement," for the success and inclusion of all students, the school environment should be considered:
A)an extension of home and community.
B)a means of assimilation into the dominant culture.
C)a vehicle to prepare students for passing standardized tests.
D)an escape from a home environment of poverty and neglect.
72
As noted in "Arts in the Classroom: ‘La Llave’ (The Key) to Awareness, Community Relations, and Parental Involvement," the ways in which parents are involved in their child's schooling is more important than the amount of involvement.
A)True
B)False
73
As reported in “Rewriting ‘Goldilocks’ in the Urban, Multicultural Elementary School,” “Goldilocks and the Three Bears” was familiar to the students because:
A)it is a common story around the world.
B)it had been used in a diagnostic assessment.
C)it is a part of popular culture.
D)the volunteer had read them the story.
74
As quoted in “Rewriting ‘Goldilocks’ in the Urban, Multicultural Elementary School,” Warshauer pointed out that contemporary literacies interpret the world:
A)from an individualized point of view.
B)without the use of symbology.
C)as a reflection of popular culture.
D)using current textual processes and products.
75
As stated in “Rewriting ‘Goldilocks’ in the Urban, Multicultural Elementary School,” the majority of students in the Toronto School District speak a language other than English in the home.
A)True
B)False
76
As reported in “Assessing English Language Learners’ Content Knowledge in Middle School Classrooms,” much of the current literature concerning the assessment of English-language learners:
A)omits middle school students.
B)focuses on reading rather than oral proficiency.
C)does not focus on content assessment in subjects other than English.
D)is of no value to classroom teachers in assessment.
77
As noted in “Assessing English Language Learners’ Content Knowledge in Middle School Classrooms,” characteristic behaviors displayed in the speech-emergence stage include:
A)uses language purposefully.
B)labels and categorizes.
C)is building responsive vocabulary.
D)can produce connected narrative.
78
As pointed out in “Assessing English Language Learners’ Content Knowledge in Middle School Classrooms,” direct translation should be avoided under most assessment conditions.
A)True
B)False
79
As reported in “Promoting School Achievement Among American Indian Students Throughout the School Years,” research indicates that American Indian students:
A)function within the average range until fourth grade.
B)lag behind non-Indian peers at all levels of school.
C)keep pace with non-Indian peers until they enter high school.
D)have differing degrees of success depending on tribe.
80
As noted in “Promoting School Achievement Among American Indian Students Throughout the School Years,” repeated exposure to remedial activities:
A)can effectively reduce achievement gaps.
B)demonstrates high teacher expectations.
C)is likely to deplete students’ desire to commit to academic tasks.
D)improves the quality of teacher-student interpersonal relationships.
81
As stated in “Promoting School Achievement Among American Indian Students Throughout the School Years,” results of the study reviewed did not support a crossover effect.
A)True
B)False
82
The goal of multicultural education, as maintained in “Family and Consumer Sciences Delivers Middle School Multicultural Education,” is to:
A)teach students about unfamiliar customs and traditions.
B)help students from minority backgrounds adapt to the dominant culture.
C)provide all students with the knowledge and skills they will need in the future.
D)provide students with a sound grounding in history and social sciences.
83
Key to multicultural competence, as asserted in “Family and Consumer Sciences Delivers Middle School Multicultural Education,” is:
A)effective communication.
B)skilled instruction.
C)exposure to a diverse group of classmates.
D)collaborative learning projects.
84
All too often, as pointed out in “Family and Consumer Sciences Delivers Middle School Multicultural Education,” multicultural education is limited to superficial applications in which a culture’s music, art, food, dress, and literature are noted in social studies, language arts, or fine arts classes.
A)True
B)False
85
Philadelphia, as explained in “Public Education in Philadelphia,” developed a highly segregated school district after substantial African American migration to the city following:
A)the Civil War.
B)the Great Depression.
C)World War II.
D)the Civil Rights Movement.
86
During the late 1960s and early 1970s, as put forth in “Public Education in Philadelphia,” many African American activists in the city sought to improve public education for black students by:
A)emphasizing black identity.
B)pushing for increased integration.
C)creating charter schools in poor neighborhoods.
D)running for positions on the school board and other agencies of local politics.
87
In Philadelphia, as stated in “Public Education in Philadelphia,” school boundaries in the second half of the twentieth century were often drawn specifically to create segregated schools in racially mixed neighborhoods.
A)True
B)False
88
In order to answer basic questions prior to assessing ELLs, as stated in “Assessing English-Language Learners in Mainstream Classrooms,” teachers should first learn about their students’:
A)home life.
B)relationships with other students.
C)prior schooling.
D)personal goals in school.
89
A predictability log (PL), as explained in “Assessing English-Language Learners in Mainstream Classrooms,” can help teachers understand their students’ prior literacy experiences as well as the:
A)past attempts to assess their progress.
B)factors that helped shape them.
C)failures they have overcome.
D)potential disabilities the students face.
90
Under the provisions of the No Child Left Behind Act, as noted in “Assessing English-Language Learners in Mainstream Classrooms,” ELLs can be exempted from statewide standardized testing under certain circumstances.
A)True
B)False
91
One of the fundamental points of confusion in understanding standards-based instruction, as maintained in “Standards-Based Planning and Teaching in a Multicultural Classroom,” is the assumption that it requires:
A)frequent standardized tests.
B)abandoning subjects like art and physical education.
C)a one-size-fits-all approach to teaching.
D)adopting new approaches to lesson development and presentation.
92
A positive argument in favor of high standards, as explained in “Standards-Based Planning and Teaching in a Multicultural Classroom,” is that high standards:
A)encourage greater participation from parents and the larger community.
B)may encourage greater resource investment in students who require extra help.
C)increase student commitment to the school community.
D)improve teacher and staff morale.
93
Adding a multicultural dimension to standards-based lessons, as noted in “Standards-Based Planning and Teaching in a Multicultural Classroom,” while rewarding, is often far more time consuming than other approaches to multicultural education.
A)True
B)False
94
As related in "Programming for Participation: Building Partnerships with the Immigrant Newcomer Community," demographic statistics concerning the city of Toronto include that:
A)a significant percentage of Toronto's residents report a mother tongue other than English.
B)less that a quarter of the city's residents were born outside of Canada.
C)refugees entering Toronto represent less than two percent of the refugees entering Canada.
D)the majority of Toronto's refugees came from Central and South America.
95
As reported in "Programming for Participation: Building Partnerships with the Immigrant Newcomer Community," when the Settlement and Education Partnerships in Toronto program was first introduced, it operated only in:
A)libraries.
B)schools.
C)the city's municipal center.
D)churches.
96
As noted in "Programming for Participation: Building Partnerships with the Immigrant Newcomer Community," the reason the East Region Director of the library refused to allow the Settlement and Education Partnerships in Toronto program space was because he thought it would reduce book circulation.
A)True
B)False
97
According to “Protecting Educational Rights of the Aboriginal and Indigenous Child,” compared to other populations, all of the following are likely to characterize indigenous people EXCEPT that they:
A)have poorer educational outcomes.
B)have fewer family connections.
C)lack access to basic health services.
D)are likely to be poor.
98
The “spiritual erosion” among indigenous youth described in some of the research presented in “Protecting Educational Rights of the Aboriginal and Indigenous Child,” has been traced to indigenous groups’ experience of:
A)colonization.
B)racism.
C)poverty.
D)substance abuse.
99
A portion of the UN Convention on the Rights of the Child specifically addresses the needs of indigenous children, as explained in “Protecting Educational Rights of the Aboriginal and Indigenous Child,” including their right to their traditional culture and language.
A)True
B)False
100
According to “Why Are ‘Bad Boys’ Always Black?”, all of the following are key factors in the discipline gap EXCEPT:
A)zero-tolerance policies.
B)teacher inexperience.
C)the criminalization of black males.
D)race and class privilege.
101
Examples of African American behaviors that are often seen by European Americans as disrespectful or inappropriate, as noted in “Why Are ‘Bad Boys’ Always Black?” include all of the following EXCEPT:
A)overlapping speech.
B)play fighting.
C)ritualized humor.
D)pretending to forget assignments.
102
Educational expectations, practices, and policies, as maintained in “Why Are ‘Bad Boys’ Always Black?” reflect the values of the individuals who create them.
A)True
B)False
103
According to “The Culturally Responsive Teacher,” successfully teaching students from culturally and linguistically diverse backgrounds requires looking at education as a process grounded in an understanding of:
A)family pressures.
B)the role of culture and language in learning.
C)the global environment in which students will eventually work.
D)the challenges faced by minorities who must adapt to the majority culture.
104
When transmission-oriented strategies predominate in a classroom, as asserted in “The Culturally Responsive Teacher,” students are less likely to achieve all of the following EXCEPT:
A)becoming lifelong learners.
B)developing skills for working collaboratively.
C)learning to think critically.
D)becoming creative problem solvers.
105
In spite of the growth of the U.S. minority population, as cited in “The Culturally Responsive Teacher,” there are not yet any states that have a majority of students of color.
A)True
B)False
106
A faculty member is quoted in “Toward a Pedagogy of Transformative Teacher Education” as coming to understand that earlier efforts to create a peaceful classroom in fact perpetuated all of the following EXCEPT:
A)masking underlying tensions that would emerge in other settings.
B)maintaining the status quo.
C)merely managing behavior.
D)silencing the marginalized.
107
The WEL program is innovative, as explained in “Toward a Pedagogy of Transformative Teacher Education,” in that it views teachers primarily as:
A)mentors.
B)creators.
C)activists.
D)partners.
108
In the WEL program, as described in “Toward a Pedagogy of Transformative Teacher Education,” students spend very little of their time in actual classrooms prior to graduation.
A)True
B)False
109
One of the most immediate problems facing scholars researching historically black colleges, as noted in “Researching Historical Black Colleges,” is that:
A)records are often privately held.
B)much of the archival material has been destroyed.
C)very few detailed records were kept.
D)archival sources are held in a great many locations.
110
The colleges established by the Freedman’s Bureau, as explained in “Researching Historical Black Colleges,” drew its staff and teachers primarily from:
A)religious schools.
B)former military personnel.
C)reform-minded white academics.
D)rural elementary schools.
111
Prior to the Civil War, as pointed out in “Researching Historical Black Colleges,” all of the Southern states passed laws forbidding black residents from learning to read or write.
A)True
B)False





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Home > Multicultural Education > 14e > Practice Quiz