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True or False
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1

At the middle and secondary levels the self-contained classroom is typically modified by what is commonly called "departmentalization."
A)True
B)False
2

Room arrangement necessarily influences the types of interactions that occur in classrooms between teachers and students.
A)True
B)False
3

At the secondary level, class size seems to have a significant influence on student achievement.
A)True
B)False
4

Teachers tend more often to underestimate than overestimate the difficulty of classroom tasks.
A)True
B)False
5

Small groups are typically used in elementary school reading and mathematics to foster more focused skills-based instruction.
A)True
B)False
6

Ability grouping rarely adds to overall achievement in a school, but it often contributes to inequality.
A)True
B)False
7

Within-class ability grouping has been assessed as effective for almost all students.
A)True
B)False
8

The power of the concept of personalized learning is that the focus is on the defined standards a student needs to learn.
A)True
B)False
9

Because of the resulting increased student interaction, discipline problems may arise with informal seating arrangements, unless the teacher has good managerial skills.
A)True
B)False
10

Some states have legislated smaller class sizes as a means of dealing with the learning needs of students.
A)True
B)False
11

Class sizes in U.S. schools have been slowly increasing in the past 30 years.
A)True
B)False
12

Research from the NAEP tests suggests that students in smaller classes perform dramatically better than students in large classes.
A)True
B)False
13

Teachers tend to like between-class ability grouping because of the ease of homogeneous grouping.
A)True
B)False
14

Robert Slavin found that ability grouping dramatically enhanced student achievement.
A)True
B)False
15

Generally, structural grouping is preferred to situational grouping.
A)True
B)False





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