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Practice Quiz
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1
Scientific research, as asserted in "Becoming Citizens of the World," will increasingly be conducted
A)by small private firms.
B)in developing countries.
C)in government laboratories.
D)by international teams of researchers.
2
Today's high-school students, as presented in "Becoming Citizens of the World," need deeper knowledge that includes all of the following EXCEPT an understanding of
A)significant global trends in science and technology.
B)how regions and cultures have developed.
C)violent and technological challenges to U.S. supremacy.
D)how international trade and the global economy work.
3
Most U.S. companies, as reported in "Becoming Citizens of the World," expect that their share of overseas markets will decline in the coming years.
A)True
B)False
4
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.
5
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.
6
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
7
According to "'What Are You?' Biracial Children in the Classroom," biracial citizens have been largely ignored by society in general because they
A)often identify with the racial group they most closely resemble.
B)constitute only a very small proportion of the population.
C)seem most comfortable associating with others of mixed race.
D)disrupt the assumptions on which racial inequality is based.
8
Many prominent minority groups, as pointed out in "'What Are You?' Biracial Children in the Classroom," were not in favor of new census categories that allowed for biracial identification because they felt all of the following might be threatened except
A)federal funds.
B)educational supports.
C)civil rights laws.
D)voting rights issues.
9
In the United States, as noted in "'What Are You?' Biracial Children in the Classroom," biracial individuals are now one of the fastest growing population groups.
A)True
B)False
10
Both implicitly and explicitly, as put forth in "Beyond 'Culture Clash': Understandings of Immigrant Experiences," the values and traditions of Hmong immigrants are viewed as
A)incomprehensible.
B)sacred.
C)forward-looking.
D)backward.
11
The dominant discourse about Asian Americans, as maintained in "Beyond 'Culture Clash'" Understandings of Immigrant Experiences," highlights their
A)similarity of culture.
B)spirituality.
C)status as model minorities.
D)history of past discrimination.
12
The "culture clash" view of immigrants, as pointed out in "Beyond 'Culture Clash': Understandings of Immigrant Experiences," presents the immigrant experience as unchanging and fixed in time.
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
A)Hope," one of the teachers profiled sends welcoming cards to all her future students.
B)True
C)False
16
As described in "A Letter Long Overdue," Dr. Michael L. Fischler wrote a letter to Coretta Scott King on the occasion of
A)the death of Dr. Martin Luther King.
B)her death.
C)Abraham Lincoln's birthday.
D)his appointment as a student teacher.
17
As reported in "A Letter Long Overdue," when Dr. Fischler went to work the day after Dr. Martin Luther King was assassinated, he felt
A)fear because he might be blamed by the students for King's death.
B)pride because of the way his country responded.
C)anger because white people were being accused of the murder.
D)guilt because he was Jewish.
18
As noted in "A Letter Long Overdue," Dr. Fischler's students stated that all white people were cheap except Jewish people.
A)True
B)False
19
As defined in "Status of the Dream: A Study of Dr. King in Little Rock and Memphis Classrooms," the "new American civil right" is
A)education.
B)the recognition of Martin Luther King (MLK) Day.
C)diversity.
D)a culturally responsive pedagogy.
20
As reported in "Status of the Dream: A Study of Dr. King in Little Rock and Memphis Classrooms," Little Rock, Arkansas, and Memphis, Tennessee, were chosen for the author's study because
A)the author had no pre-existing ties to either city.
B)both schools enrolled primarily African-American students.
C)neither city played an active role in the civil-rights movement.
D)both cities fashioned defining moments during the civil-rights era.
21
According to "Status of the Dream: A Study of Dr. King in Little Rock and Memphis Classrooms," a majority of participants in the author's study reported observing MLK Day in their personal or professional life.
A)True
B)False
22
One of the most important social realities impacting urban areas that must be included in accepting the need for efforts to teach for social justice, as stated in "Teaching for Social Justice in Multicultural Urban Schools," is the fact that residents are often
A)suspicious of educational achievement.
B)reluctant to participate in community activities involving the schools.
C)suffering from serious health concerns.
D)in an isolated environment.
23
The U.S. city with the highest percentage of African American or Latino residents, as cited in "Teaching for Social Justice in Multicultural Urban Schools," is
A)Chicago.
B)New York.
C)Miami.
D)Phoenix.
24
Most of the people who make use of the term "teaching for social justice," as put forth in "Teaching for Social Justice in Multicultural Urban Schools," have wholeheartedly embraced it as a perspective for educating urban students.
A)True
B)False
25
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.
26
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)school drop out.
D)human rights approach to education.
27
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
28
A successful strategy for teaching children from diverse cultures and languages, as explained in "An Investigation of How Culture Shapes Curriculum in Early Care and Education Programs on a Native American Indian Reservation," is for teachers to
A)live within the community.
B)seek out a mentor who shares the same background as the majority of students.
C)explore who their students are.
D)become proficient in a foreign language.
29
Within the theme of different ways of understanding and defining culture, as presented in "An Investigation of How Culture Shapes Curriculum in Early Care and Education Programs on a Native American Indian Reservation," all of the following categories emerged except
A)respect of children, families, and community.
B)building a sense of belongingness and community.
C)the importance of family values and beliefs.
D)efforts to encourage familiarity with the dominant U.S. culture.
30
Most educators today, as pointed out in "An Investigation of How Culture Shapes Curriculum in Early Care and Education Programs on a Native American Indian Reservation," are well equipped to work with students from cultures different from their own.
A)True
B)False
31
The study presented in "The Need to Reestablish Schools as Dynamic Positive Human Energy Systems That Are Non-Linear and Self-Organizing," was motivated by the lack of research on schools
A)with frequent leadership turnover.
B)under direct state supervision.
C)attaining performance levels generally seen only in schools with predominantly white and affluent students.
D)that have opted out of the high-stakes testing environment, even though it has had financial consequences.
32
The most limited use of power, as maintained in "The Need to Reestablish Schools as Dynamic Positive Human Energy Systems That Are Non-Linear and Self-Organizing," is power
A)through.
B)over.
C)to.
D)with.
33
Although schools receiving an "A" grade due to testing scores then receive adequate funding, as noted in "The Need to Reestablish Schools as Dynamic Positive Human Energy Systems That Are Non-Linear and Self-Organizing," those receiving lesser grades suffer from a lack of resources.
A)True
B)False
34
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.
35
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.
36
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
37
Among the conditions found to distort the special-education process for African American and Hispanic students, as explained in "Discarding the Deficit Model," are all of the following except
A)lack of adequate classroom instruction.
B)resistance to placement from parents.
C)inconsistencies in policy implementation.
D)arbitrary referrals and assessment decisions.
38
In past decades, following forced school integration of African American students, as reported in "Discarding the Deficit Model," the achievement of many of these students was complicated by
A)low expectations for their academic success.
B)significant travel times to and from school.
C)a lack of community and neighborhood support.
D)a significant economic gap between African American students and their white peers.
39
According to "Discarding the Deficit Model," even disability categories whose criteria are based on biologically verifiable conditions, such as hearing or vision impairment, demonstrate disproportionality by ethnicity.
A)True
B)False
40
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.
41
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.
42
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
43
According to "Strengthening the Case for Community-Based Learning in Teacher Education," community-based learning has been
A)advocated as a powerful way to teach preservice teachers about other cultures.
B)debunked as an effective way to teach preservice teachers about other cultures.
C)proven to be a source of white privilege.
D)cited as a way to increase "colorblindness" in teaching.
44
As reported in "Strengthening the Case for Community-Based Learning in Teacher Education," the author's study was intended to
A)determine teacher placement.
B)encourage people of color to become teachers.
C)strengthen the community-based experience research base.
D)demonstrate that teachers cannot overcome their prejudices.
45
As noted in "Strengthening the Case for Community-Based Learning in Teacher Education," the majority of teachers in the United States are likely to be white middle-class females.
A)True
B)False
46
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.
47
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.
48
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
49
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.
50
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.
51
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
52
By the eighth grade, as explained in "A Critically Compassionate Intellectualism for Latina/o Students," students respond to the silencing they experience in school by directing their anger at
A)their teachers.
B)their community.
C)themselves.
D)the oppressive nature of U.S. culture.
53
According to "A Critically Compassionate Intellectualism for Latino/a Students," the eventual outcome of "school-sponsored silencing" is the students' widely held belief that
A)they cannot be academically successful.
B)their teachers are all racist.
C)remaining quiet is the best way to be successful.
D)schooling is unimportant.
54
Many Latino students, as noted in "A Critically Compassionate Intellectualism for Latino/a Students," believe their teachers are generally uninterested in them or in their educational progress.
A)True
B)False
55
The Vietnamese students profiled in "Educating Vietnamese Students" were most successful in their English-language skills in
A)communicating with their parents as home.
B)basic interpersonal skills with peers.
C)understanding broad concepts in academic texts.
D)discussing subject matter content in depth.
56
Reading and writing skills acquired through the dominant language, as stated in "Educating Vietnamese Students," are valuable for learning English because
A)academic skills and knowledge transfer across languages.
B)they provide students with an underlying self-confidence.
C)the grammatical structures of most languages are the same.
D)students can find support among their native language peers.
57
Although the aim of federal laws, including the No Child Left Behind Act, is to provide high-quality education for all students, as noted in "Educating Vietnamese Students," there are significant waivers for districts coping with large numbers of English-language learners, especially when funding is scarce.
A)True
B)False
58
According to "The Diversity Merry-Go-Around," cultural blindness, bad publicity, litigation, "fudging" of accreditation information related to diversity, and a loss of tuition revenue are effects of
A)colorblindness.
B)discriminatory practices.
C)ethnic-minority enrollment.
D)diversity unawareness.
59
As stated in "The Diversity Merry-Go-Around," corporations benefit from having a
A)loss of money.
B)diversity disregard.
C)diverse workforce.
D)"garbage can" approach.
60
As noted in "The Diversity Merry-Go-Around," the one-dimensional view of diversity that exists at Heagolka University and other campuses looks at diversity through the lens of race only.
A)True
B)False
61
As defined in "Developing Collective Classroom Efficacy: The Teacher's Role as Community Organizer," the central tenets of collective efficacy focus on how well group members respond and relate to one another as they work toward
A)individual goals.
B)ongoing ethnographic study.
C)common goals.
D)participation in classroom activities.
62
According to "Developing Collective Classroom Efficacy: The Teacher's Role as Community Organizer," a community organizer is one who seeks to
A)foster capabilities of the members by promoting self-worth and dignity.
B)solve community members' problems.
C)influence academic achievement.
D)select challenging tasks for community members to carry out.
63
As noted in "Developing Collective Classroom Efficacy: The Teacher's Role as Community Organizer," self-efficacy is only one of several factors that influences academic achievement.
A)True
B)False
64
According to "Meeting ACTFL/NCATE Accreditation Standards," the Program Standards for the Preparation of Foreign Language Teachers was established in 2002 to ensure that teacher candidates
A)are bilingual in Spanish and English.
B)meet No Child Left Behind's (NCLB) requirements of "highly qualified."
C)can speak several of the world's major languages.
D)do not combine classes in pedagogy and methods of instruction.
65
As claimed in "Meeting ACTFL/NCATE Accreditation Standards," a critical component of the preparation process for foreign language teachers that is often overlooked is whether or not the teachers
A)consider their undergraduate preparation sufficient to teach a foreign language.
B)are already fluent in the language they intend to teach.
C)know how to properly assess students on foreign-language fluency.
D)want to teach a foreign language at all.
66
As noted in "Meeting ACTFL/NCATE Accreditation Standards," faculty in the world language department are reluctant to make the curricular changes that would better prepare candidates for a career in teaching foreign languages.
A)True
B)False
67
In multi-age classrooms, as described in "Examining Second Language Literacy Development in an Urban Multi-Age Classroom," positive implications for English-language learning and instruction can be found in the use of
A)community volunteers.
B)dedicated reading specialists.
C)peer teaching and cross-age tutoring.
D)small-group work with similarly aged learners.
68
The initial data collection for the study presented in "Examining Second Language Literacy Development in an Urban Multi-Age Classroom," focused on examining
A)students' individual backgrounds.
B)the construction of practice in the classroom.
C)pre-existing belief systems in the educators.
D)the overall culture of the school and its district.
69
In the classroom identified in "Examining Second Language Literacy Development in an Urban Multi-Age Classroom," all notices for parents are written in both Spanish and English.
A)True
B)False
70
As reported in "Celebrating Diversity through Explorations of Arab Children's Literature," in reviewing the demographics, the author finds that
A)Iranians are the largest Arab group in the Middle East.
B)Arabs possess semitic roots.
C)most Muslims live in the Middle East.
D)all Arabs are Muslims.
71
As pointed out in "Celebrating Diversity through Explorations of Arab Children's Literature," the predominant theme in Sitti and the Cats: A Tale of Friendship is
A)the survival of tradition.
B)equality of all people.
C)thinking of one's responsibility to the group before one's self.
D)behaving with courage in all situations.
72
As stated in "Celebrating Diversity through Explorations of Arab Children's Literature," the majority of Arab countries place no restrictions on freedom of worship.
A)True
B)False
73
As claimed in "Chica Lit: Multicultural Literature Blurs Borders," Chica lit is attitude combined with
A)language.
B)sorrow.
C)culture.
D)seriousness.
74
As noted in "Chica Lit: Multicultural Literature Blurs Borders," the female protagonists of Chica lit are usually
A)unhappy women looking for Mr. Right.
B)strong, independent women.
C)women living outside their culture.
D)women involved in the traditional roles of their Latina culture.
75
As presented in "Chica Lit: Multicultural Literature Blurs Borders," most Chica lit authors identify with one single culture.
A)True
B)False
76
The only school district in the country that currently requires a world religions course, as explained in "One Nation, Many Gods," is located in
A)Santa Fe, New Mexico.
B)New York, New York.
C)Miami, Florida.
D)Modesto, California.
77
Schools should address the issue of world religions, as maintained in "One Nation, Many Gods," in order to
A)provide students with the tools to critically examine their own faith beliefs.
B)confront and dismantle faith-based intolerance.
C)enrich students' understanding of world history.
D)better understand religious conflicts and terrorism in the world.
78
The required religion classes described in "One Nation, Many Gods," did not undermine students' existing religious beliefs while increasing religious tolerance.
A)True
B)False
79
As stated in "Because I Had a Turban," classroom conversations about Christianity, which can take the form of talking about church attendance, celebrating holidays, or youth group activities, often cause Indian American students to feel
A)resentful.
B)optimistic.
C)neglected.
D)anxious.
80
Religious oppression, as asserted in "Because I Had a Turban," is less about theology than it is about
A)defining history.
B)solidarity.
C)power.
D)scapegoating.
81
U.S. society, as noted in "Because I Had a Turban," is far less shaped than most societies by religion, in terms of language and social habits.
A)True
B)False
82
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.
83
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.
84
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
85
The educational inequality referred to in "Building the Movement to End Educational Inequality," is the result of
A)the shortage of devoted teachers.
B)economic recession.
C)individual intellectual capabilities.
D)the location of a person's birth determining the quality of his or her schooling.
86
In math, as described in "Building the Movement to End Educational Inequality," the impact of hiring a Teach for America teacher over another new teacher was the equivalent of
A)reducing class size by eight students.
B)providing a half hour of tutoring to each student every day.
C)offering intensive remedial classes for students who were struggling.
D)increasing the resource budget by 50 percent.
87
By the time they are nine years old, as cited in "Building the Movement to End Educational Inequality," children growing up below the poverty line are already three grade levels behind children in high-income communities.
A)True
B)False
88
Professional racism, as explained in "The Promise of Black Teachers' Success with Black Students," is the damaging belief that membership in a particular ethnic or racial group is sufficient
A)to enable a teacher to provide culturally competent pedagogy.
B)there are few ethnic or racial minorities with the skills or desire to become proficient educators.
C)the presence of white students by itself will increase the academic success rate of schools.
D)impoverished students have too many outside concerns to bother with academic success.
89
Black female teachers, as maintained in "The Promise of Black Teachers' Success with Black Students," have historically been seen in the literature and discourse about teaching and learning as
A)dynamic change agents.
B)only temporary workers.
C)uninterested in the research component of their profession.
D)silent and marginalized.
90
Research focused on the need to recruit African-American teachers into the public schools, as presented in "The Promise of Black Teachers' Success with Black Students," argue that African American and white students benefit equally from the presence of African American teachers.
A)True
B)False
91
As noted in "Good Intentions Are Not Enough: A Decolonizing Intercultural Education," most intercultural education in the United States accentuates
A)existing social and political hierarchies.
B)the negative aspects of imperialist intervention.
C)the damaging effects of privilege.
D)a true commitment to equity and justice.
92
According to "Good Intentions Are Not Enough: A Decolonizing Intercultural Education," "deficit theory" holds that inequality is the result of
A)systemic inequalities in access to power.
B)colonial attitudes held by the privileged in society.
C)intellectual and ethical deficiencies in particular groups of people.
D)corporate imperialism.
93
As posited in "Good Intentions Are Not Enough: A Decolonizing Intercultural Education," multicultural education and intercultural education are almost identical in structure and philosophy.
A)True
B)False
94
As described in "Advancing Cultural Competence and Intercultural Consciousness Through A Cross-Cultural Simulation with Teacher Candidates," understanding, accepting and becoming friends with people unlike oneself is a manifestation of
A)the propinquity effect.
B)classroom assessment.
C)reaction, response, and reflection.
D)cognitive dissonance.
95
As reported in "Advancing Cultural Competence and Intercultural Consciousness Through A Cross-Cultural Simulation with Teacher Candidates," validation, evaluation, adjustment, negotiation and incongruence are perceptions associated with
A)ethnocentricity.
B)human tendencies.
C)intercultural bridges.
D)developing cultural schema.
96
As noted in "Advancing Cultural Competence and Intercultural Consciousness Through A Cross-Cultural Simulation with Teacher Candidates," cultural competence is developed by interacting with a homogeneous culture.
A)True
B)False
97
During the first year of the research presented in "Sustaining Ourselves Under Stressful Times: Strategies to Assist Multicultural Educators," there was no framework for sustaining strategies because the authors
A)were unaware of each other's work.
B)could not fully articulate the difficulties they were having.
C)believed they should work to change others, rather than address issues within themselves.
D)were addressing each instance of resistance as a unique event.
98
According to "Sustaining Ourselves Under Stressful Times: Strategies to Assist Multicultural Educators," one of the most pervasive and immediate types of resistance met with was in the intellectual realm when the
A)competence of the educators was challenged.
B)credibility of the content taught was challenged.
C)practicality of multicultural perspectives was questioned.
D)persistence of racism and inequality were questioned.
99
Preservice teachers, as reported in "Sustaining Ourselves Under Stressful Times: Strategies to Assist Multicultural Educators," were less likely than experienced educators or education faculty to resist efforts to address multicultural education.
A)True
B)False
100
As described in "Toward a Conceptual Framework of Culturally Relevant Pedagogy," in order to be effective facilitators of learning in the classroom, teachers utilizing Culturally Relevant Pedagogy (CRP) need to
A)be inclusive of the cultural backgrounds of their students.
B)infuse their curriculum with their own judgments and personal beliefs.
C)only teach students whose cultural backgrounds are similar to their own.
D)disregard the significance race and racism in cultural power structures.
101
As reported in "Toward a Conceptual Framework of Culturally Relevant Pedagogy," developmental appropriateness acknowledges the importance of knowing where children are in their
A)age.
B)physical development.
C)cognitive development.
D)community.
102
As noted in "Toward a Conceptual Framework of Culturally Relevant Pedagogy," a problem with culturally relevant pedagogy is that it does not deal with the home-community culture of the students.
A)True
B)False
103
Programs of teacher education, as explained in "Approaches to Diversifying the Teaching Force," have generally taken a passive role in student recruitment because
A)they feel it would be unprofessional to push for students.
B)their research concerns are often divorced from the daily realities of struggling schools.
C)it is assumed that the market need for teachers will draw applicants.
D)they feel their programs are already in great demand.
104
A recruitment program for undeclared majors at California State University, Sacramento, as described in "Approaches to Diversifying the Teaching Force," offers support services to students designed to help them
A)decide on a subject area for them to eventually teach.
B)navigate the higher-education bureaucracy.
C)seek out additional supports within the community.
D)feel comfortable teaching students whose backgrounds may be very different from their own.
105
An advantage to the approach of targeting undeclared majors for teacher-education programs, as mentioned in "Approaches to Diversifying the Teaching Force," is that the potential recruits are already on campus and open to assistance in determining their professional futures.
A)True
B)False
106
As reported in "Realizing Students' Every Day Realities: Community Analysis as a Model for Social Justice," the ultimate goal of the Community Analysis (CA) Project is to prepare pre-service teachers to
A)see and treat all students the same.
B)help students integrate into the dominant culture of the classroom.
C)provide an equitable a just learning environment for all students.
D)recognize a variety of cultural holidays and cuisines.
107
According to "Realizing Students' Every Day Realities: Community Analysis as a Model for Social Justice," the CA Project is designed to expand pre-service teachers' resourcefulness in
A)locating community information and resources.
B)constructing scaffolding mechanisms.
C)identifying critical colleagues.
D)constructing a power hierarchy in the classroom.
108
As noted in "Realizing Students' Every Day Realities: Community Analysis as a Model for Social Justice," the ultimate goal of the Community Analysis (CA) Project is to prepare pre-service teachers to provide equitable and just learning environments for all students.
A)True
B)False





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