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1 | |
Academic learning time is |
| | A) | engaged time in which students show a high success rate. |
| | B) | time in which students are actively involved in a subject. |
| | C) | allocated time with academic subjects. |
| | D) | time scheduled for an academic subject. |
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2 | |
Discipline problems are most likely to occur during |
| | A) | lecture and seatwork. |
| | B) | questioning. |
| | C) | transitions. |
| | D) | wait time. |
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3 | |
Which educational researcher analyzed effective classroom management, identifying such skills as withitness, overlapping, and avoidance of fragmentation? |
| | A) | Jacob Kounin |
| | B) | Arno Bellack |
| | C) | Mary Budd Rowe |
| | D) | Robert Slavin |
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4 | |
Who studied and analyzed the pedagogical cycle? |
| | A) | Jacob Kounin |
| | B) | Arno Bellack |
| | C) | Jere Brophy |
| | D) | John Goodlad |
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5 | |
Pedagogical cycles are initiated by teachers about what percent of the time? |
| | A) | 50 |
| | B) | 75 |
| | C) | 85 |
| | D) | 95 |
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6 | |
Researchers investigating male and female experiences in the classroom found that |
| | A) | girls and boys call out about equally. |
| | B) | girls call out more and are more likely to be reprimanded for calling out. |
| | C) | boys call out more, but teachers are less likely to accept their responses. |
| | D) | boys call out more, but are less likely to be reprimanded for calling out. |
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7 | |
Lower-order questions are appropriate in all of the following situations EXCEPT |
| | A) | introducing new information. |
| | B) | working on problem-solving skills. |
| | C) | reviewing previously learned material. |
| | D) | working on drill and practice. |
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8 | |
According to Bloom's taxonomy, "application level" questions require students to |
| | A) | recall or recognize information. |
| | B) | arrange and organize information mentally. |
| | C) | use a rule, a classification system, directions, or the like in solving a problem. |
| | D) | use creative thinking in solving problems for which there is no single right answer. |
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9 | |
Which teacher reaction is used most often? |
| | A) | acceptance |
| | B) | criticism |
| | C) | remediation |
| | D) | praise |
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10 | |
Mary Budd Rowe's research on wait time indicates that to encourage greater student participation, teachers should |
| | A) | decrease wait time 1 and wait time 2. |
| | B) | decrease wait time 1 but increase wait time 2. |
| | C) | increase wait time 1 but decrease wait time 2. |
| | D) | increase wait time 1 and wait time 2. |
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11 | |
When used effectively, corrective feedback is |
| | A) | a focus on personal behavior, including personality traits |
| | B) | not tied to specific performance, but uses a general statement about performance |
| | C) | tied to specific performance, and not personal in nature |
| | D) | both a and b |
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12 | |
The role of the teacher in direct teaching is best described as a |
| | A) | personal tutor who tracks individual students' progress and needs. |
| | B) | strong leader who structures the classroom. |
| | C) | project manager who can design hands-on learning activities. |
| | D) | discussion leader who is well versed in the Socratic method. |
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13 | |
Researcher Robert Slavin is most closely associated with which model of instruction? |
| | A) | direct teaching |
| | B) | cooperative learning |
| | C) | problem-based learning |
| | D) | mastery learning |
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14 | |
Educator Larry Cuban found that over nearly a century, teaching |
| | A) | has undergone remarkably little change. |
| | B) | has progressed from teacher-centered to strikingly student-centered. |
| | C) | has risen in status from a semi-profession to a full-fledged profession. |
| | D) | has remained constant in its willingness to challenge the status quo. |
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15 | |
In Ted Sizer's vision of effective instruction |
| | A) | the emphasis is on preparing students for standardized tests. |
| | B) | teachers work to broaden the curriculum. |
| | C) | teachers use more remediation response and less praise or criticism. |
| | D) | teachers emphasize problem solving and critical thinking. |
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