Test Bank for Introduction to Teaching Becoming a Professional, 8th edition Don Kauchak Paul Eggen

Test Bank For Introduction to Teaching Becoming a Professional, 8th Edition Don Kauchak Paul Eggen Chapter 1-13 Answer are at the End of Each Chapter CHAPTER 1 DO I WANT TO BE A TEACHER?

What is it Like to be a Teacher?

Knowledge-Level Items 1. According to professional surveys, which of the following are the two most important reasons people give for choosing to teach? a. Short working hours and long summer vacations b. Long summer vacations and autonomy c. Autonomy and professional status d. Working with young people and contributing to society 2. Regular salary increases would best be described as an: a. intrinsic reward in teaching. b. essential characteristic of professionalism. c. extrinsic reward in teaching. d. intellectual reward in teaching.

3. Which of the following best describes teacher status? a. Teacher status is low, so it is a difficulty in teaching, and it is a reason many teachers leave the profession. b. Despite perceptions to the contrary, teacher status is high, so it is an emotional reward in teaching. c. Teacher status is quite high, so it is an intellectual reward in teaching. d. Despite perceptions to the contrary, teacher status is quite high, so it is an personal reward in teaching.

4. Which of the following best describes teaching schedules that include desirable vacations and time off in the summer? a. They‘re extrinsic rewards in teaching. b. They‘re emotional rewards in teaching. c. They‘re difficulties in teaching. d. They‘re intellectual rewards in teaching.

5. Which of the following best describes the economic impact that expert teachers have on students? a. Expert teachers have a positive impact on all students throughout school and on students in life after the school years. b. Expert teachers have a positive impact on students in school but less impact after they graduate from high school. c. Expert teachers have a positive impact on students who come from families with involved parents, but don‘t impact students whose parents are not involved.

d. Expert teachers have a positive impact on highly motivated students but don‘t impact students who are not motivated to learn.

6. Of the following, which statement best describes the relationship between teaching and parenting? a. Little relationship exists between parenting and teaching. b. Parents tend to be better teachers, but good teachers aren‘t necessarily better parents. c. Good teachers tend to be better parents, but good parents aren‘t necessarily better teachers. d. Parents make better teachers, and teachers make better parents.

7. Which of the following best describes the job prospects for you when you begin teaching? a. The job market is tight for teachers in general, and it‘s particularly tight for teachers in lower-demand areas. b. Job prospects are positive for teachers in high-demand areas, such as math, science, and technology, but are less positive in other areas. c. Job prospects are very positive for new teachers in special education and bilingual education, but they are less positive on other areas. d. Job prospects very positive for new teachers in general, and they‘re particularly positive for those in high-demand areas.

8. Which of the following is likely to be your greatest challenge when you begin teaching? a. Your low salary b. Your school administrators c. Your working conditions d. Your students‘ parents 9. Which of the following are roles that you will play when you begin teaching?

1. Creating productive learning environments 2. Working with parents and other caregivers 3. Collaborating with colleagues 4. Connecting families with community resources 5. Coordinating with local businesses and organization a. 1, 2

b. 1, 2, 3

c. 1, 2, 3, 4

d. 1, 2, 3, 4, 5

10. A classroom setting that is safe, inviting, and focuses on learning and social and emotional development, best describes which of the following? a. A learning community b. A productive learning environment c. A safe space d. A prosocial classroom setting 11. Of the following, which is the most important teacher role? a. Working with parents and other caregivers b. Collaborating with colleagues c. Working with school administrators d. Creating productive learning environments

12. Of the following, which statement most accurately describes the issue of teacher salaries? a. Teachers commonly say that they‘re dissatisfied with their salaries, but teacher salaries are improving. b. Teacher salaries are the most common reason people leave teaching and they‘re falling farther and farther behind other professions. c. Teacher salaries are rapidly improving and are now on a par with other professions such as engineering. d. Teacher salaries start lower than other professions but catch up after five years of experience.

13. Which of the following is closest to the average yearly teacher salary in the United States? a. $33,000 b. $46,000 c. $59,000 d. $72,000 14. Which of the following is closest to the average beginning year teacher salary in the United States? a. $25,000 b. $31,000 c. $38,000 d. $46,000 15. Beginning in 2018 teachers in a number of states walked off their jobs in protest. Of the following, which is the primary reason for the teacher walkouts? a. Low salaries and lack of adequate resources b. Harsh working conditions and lack of school leadership c. Student misbehavior and parent apathy d. School violence and unresponsive politicians 16. Of the following, which statement best describes the relationship between politics and education? a. Politics impacts national educational policy, but it is essentially irrelevant to decisions made at the district and school level. b. Politics plays an important role in shaping educational policy, so it will impact your life as a teacher. c. Politics primarily impacts decisions at the district and school level, so it‘s important for you to be politically involved. d. Politics and education are largely unrelated, so which party is in power will be largely irrelevant to your life as a teacher.

Higher-Level Items 17. You‘re a 7th grade English teacher in your second year of teaching in a middle school. Of the following, the best example of an intrinsic reward for you is likely to be: a. a salary supplement for sponsoring the school yearbook. b. a high school senior coming back to visit you. c. a two-week winter holiday vacation. d. tenure after your third year of teaching.

18. You‘re an 8th grade math teacher. Of the following, the best example of an intellectual reward in teaching is likely to be: a. a high school senior coming back to visit you. b. seeing students successfully predict the next number in the sequence 1, 1, 2, 3, 5, 8 . . . . c. having one of your students come up to you and say, ―I used to hate math, but now I really like it.‖ d. receiving a salary supplement for sponsoring the school‘s math club.

19. You‘re a 3rd grade teacher. Of the following, the best example of an extrinsic reward is likely to be: a. a parent calling and thanking you for the extra help you‘ve given her daughter. b. seeing Melissa, one of your low achieving students, improve dramatically in her writing. c. receiving a salary supplement for being the grade chairperson in your school for third grade. d. getting a hug or a ―high five‖ from each of your students as they enter the classroom in the morning.

20. Jenna, a first-year teacher, is frazzled at the beginning of class because she has to take roll, mark the absentee sheet, deal with students who were absent yesterday, and prepare for her class. This best illustrates which aspect of classroom complexity? a. Public b. Multidimensional c. Unpredictable d. Dynamic Consider the complexities of teaching as you read the following vignette, and use this information to respond to Items 21-24.

Juan Alvarez is a 5th-grade teacher in an urban elementary school. He has 26 students, 4 of whom are absent, and he is working with a reading group of 8 while the remaining 14 are working on a seatwork assignment.

As Karen reads aloud, Juan sees Bill tapping Luanne on the back of her head with a pencil.

Karen finishes, and Juan then asks Ariel to read as he continues to watch Bill and Luanne.

Bill taps Karen again, and Karen flails her arm back trying to hit Bill, just as the intercom says, ―Mr. Alvarez?‖ ―Yes,‖ Juan responds. ―Is Clarice Torres in your class today?‖ ―Yes she is.‖ ―Would you please send her down to the office?‖ ―Clarice,‖ Juan says nodding to her, smiling inwardly since announcements commonly occur during his reading period.

Clarice gets up and heads out the door, Juan tells Ariel to continue, and he gets up, goes over to Bill and Luanne, and warns Bill that another incident of misbehavior will result in a call to his mother.

Several of the students doing seatwork look up as Juan admonishes Bill and hears him say that Bill‘s mother is likely to be called.

Juan then returns to his reading group as he watches to be sure that Bill is working on his seatwork.

21. The combination of a reading group in progress, students working on a seatwork assignment, and an intercom announcement best illustrate which of the following? a. The multidimensional aspect of teaching b. The public aspect of teaching c. The unpredictable aspect of teaching d. The artistic aspect of teaching 22. Juan feeling that it was necessary to leave his reading group to intervene in the incident between Bill and Luanne best illustrates which of the following? a. The multidimensional aspect of teaching b. The immediate aspect of teaching c. The public aspect of teaching d. The artistic aspect of teaching 23. The progress of the reading group, the students doing seatwork, the incident between Bill and Luanne, and the Intercom all occurred at virtually the same time. The fact that they did so best illustrates which of the following? a. The immediate aspect of teaching b. The artistic aspect of teaching c. The public aspect of teaching d. The simultaneous aspect of teaching 24. The fact that several of the students looked up when Juan admonished Bill best illustrates which of the following? a. The immediate aspect of teaching b. The multidimensional aspect of teaching c. The public aspect of teaching d. The simultaneous aspect of teaching Use the following information for items 25-28.

Susan Wilson arrives at school an hour early each morning, ―to be sure I have my act together.‖ She arranges her room, checks to be sure that she has her materials ready, so that the minute she wants to begin a lesson, she only has to grab the stuff off her shelf. Today, she is going to do a lesson on place value in math with her 2nd graders, and she has a number of craft sticks on her shelf, each of which has ten beans glued to them. She also has a number of beans in a can that she uses for ―ones‖ in her lesson on place value.

Susan also checks to be sure that her student packets are ready, since it‘s Friday, and Friday is the day that she sends packets of student work home to parents, which they must sign and return on Monday.

As soon as she‘s finished, she looks at her daily planner and nods to herself, ―Oh yes, we have a curriculum meeting after school Monday.‖ The school is considering a new math series, and the 2nd-grade team is being asked to provide their input to the school‘s curriculum committee by the end of the following week. ―Too much to do,‖ she mumbles, half aloud. ―I really want to go see what this guy the district is bringing in who is talking about math instruction in Japanese schools,‖ she thinks. ―They‘re supposed to be so great; I want to find out what they‘re doing.‖

―I need some more crackers,‖ she says to herself out loud as she opens the bottom drawer of her desk. She keeps a box of crackers in her desk for her children, because one or two of them come to school every day without having eaten any breakfast. ―Crackers aren‘t perfect,‖ she thinks, but they‘re better than eating nothing at all.

25. Of the following, Susan making a point to have concrete materials to illustrate abstract ideas like place value best illustrates: a. the creator of productive learning environments dimension of teaching. b. the working with caregivers dimension of teaching. c. the collaborative colleague dimension of teaching. d. the learner and reflective practitioner dimension of teaching.

26. Of the following, Susan‘s meeting with her grade team best illustrates: a. the creator of productive learning environments role of teaching. b. the working with caregivers role of teaching. c. the collaborative colleague role of teaching. d. the learner and reflective practitioner role of teaching.

27. Susan arrived early to school, and she checked to see if she had her materials ready for her lesson on place value. This behavior best illustrates: a. the creator of productive learning environments role of teaching. b. the working with caregivers role of teaching. c. the collaborative colleague role of teaching. d. the learner and reflective practitioner role of teaching.

28. Susan routinely sent packets of student work home to parents, required that the parents sign the packets to confirm that they inspected the work, and return the materials to school. Of the following this procedure best illustrates: a. the creator of productive learning environments role of teaching. b. the working with caregivers role of teaching. c. the collaborative colleague role of teaching. d. the learner and reflective practitioner role of teaching.

29. You‘re teaching in a state where the legislature recently passed a series of tax cuts, with the belief that the tax cuts will boost the economy, resulting in more resources for schools.

However, the boost in the economy failed to materialize, so your school is now struggling with budget shortfalls.

Which of the following is best illustrated by this example? a. The influence of economics on the way we live b. The outcome of poor planning by school leaders c. The need for more parental choice in schooling d. The impact of politics on educational outcomes Essay Items 30. Identify the two most commonly cited reasons people give for choosing teaching as a career.

What is the most likely explanation for these reasons?

31. Describe the two major kinds of rewards in teaching. Give a specific, concrete example of each.

32. Describe two different challenges in teaching. Give a specific example of each.

33. Identify four different dimensions of classroom life that make teaching complex and demanding. Include a specific example to illustrate each.

34. Identify three different roles required of teachers. Cite a specific example that illustrates each of the roles.

35. Describe the long-term economic impact of good teaching, beginning with teachers in kindergarten.

The Teaching Profession Knowledge-Level Items 36. Which of the following are considered to be characteristics of a profession?

1. A specialized body of knowledge 2. Extended training for licensure 3. Autonomy on the job 4. Supervision by superiors 5. Ethical standards for conduct a. 1, 2, 3, 4

b. 1, 2, 3, 5

c. 2, 3, 4, 5

d. 1, 2, 4, 5

37. Which of the following is the best label for the description: ―A developing aspect of teaching characterized by a specialized body of knowledge, emphasis on decision making and reflection, autonomy, and ethical standards for conduct?‖ a. Pedagogical content knowledge b. General pedagogical knowledge c. Reflection d. Professionalism 38. An ―understanding of ways of representing content so that it‘s comprehensible to others‖ best describes: a. pedagogical content knowledge. b. knowledge of content. c. general pedagogical knowledge. d. knowledge of learners and learning.

39. An understanding of instruction and management that transcends individual topics or subject matter areas is best described as: a. pedagogical content knowledge. b. expert knowledge. c. general pedagogical knowledge. d. knowledge of learning and teaching.

40. Teaching skills, such as questioning or the ability to organize and maintain orderly classrooms, are best described as: a. knowledge of content. b. pedagogical content knowledge. c. general pedagogical knowledge. d. knowledge of learners and learning.

41. Understanding the social, historical, philosophical, organizational, and legal aspects of teaching, together with the ability and inclination to continue to learn, is best described as: a. pedagogical content knowledge. b. general pedagogical knowledge. c. knowledge about teachers and learners. d. knowledge of the profession.

42. Problem solving in ill-defined situations based on professional knowledge is best described as demonstrating: a. decision making. b. ethical behavior. c. pedagogical content knowledge. d. knowledge of the profession.

43. Which of the following terms best fits the idea of ―descriptions of moral standards for good behavior?‖ a. Professionalism b. Rewards c. Autonomy d. Ethics 44. We best describe teachers who are ―thoughtful, analytical, and even self-critical about their teaching‖ as: a. artistic. b. reflective. c. scientific. d. practical.

45. Consider the following statement: ―The educator strives to help each student realize his or her potential as a worthy and effective member of society.‖ Of the following, which is the best description of the statement? a. It is a statement describing the characteristics of teachers as professionals. b. It is a statement describing the intrinsic rewards in teaching. c. It is a statement describing a principle from a Code of Ethics. d. It is a statement describing the autonomy of teachers as they practice their craft.

46. Some people argue that teaching is not a profession. Which of the following are statements people make in defending this position?

1. Teachers lack rigorous training.

2. Teachers don‘t make enough money.

3. Teachers lack a unique function.

4. Teachers don‘t have the autonomy characteristic of professionals.

a. 1, 2, 3, 4

b. 1, 2, 3

c. 2, 3, 4

d. 1, 4

47. Teachers are supervised and evaluated by their principal. Which of the following criticisms of teaching as a profession does this illustrate? a. Teachers lack rigorous training. b. Teaching isn‘t an important institution in our society. c. Teachers lack a unique function. d. Teachers don‘t have the autonomy characteristic of professionals.

Higher-Level Items 48. Jana Juarez illustrates dominant and recessive genes by playing two radios simultaneously.

The students can hear one but not the other. As Jana questions the students, she reminds them that both radios are playing, but the sound of one drowns out the other.

Jana‘s ability to represent a topic like genetics in this way best illustrates: a. knowledge of content. b. pedagogical content knowledge. c. general pedagogical knowledge. d. knowledge of learners and learning.

Use the following vignette for items 49 and 50.

Four teachers were talking in the teachers‘ lounge. ―What are you doing?‖ Manuel asked. ―I just got my Elementary School Journal today,‖ Juanita responded. ―They always have an article or two that helps me. This one has a good article on what we can do to get kids from disadvantaged backgrounds to be more conscientious about their work. I work so hard, but I really need the help.‖ ―Wow, impressive,‖ Manuel waved. ―How in the world do you have time to read journals? I can barely keep my head above water with all the paperwork.‖ ―Me, too,‖ David, who was sitting nearby, put in. ―Besides, there isn‘t much we can do for some of these kids. Doing extra reading isn‘t going to help all that much. I‘d rather have someone tell me how to get them to behave.‖ ―It isn‘t quite that bad,‖ Rey retorted. ―I know these kids have trouble, but we have to try as hard as possible to help them.

49. Based on the evidence in the vignette, the teacher who displayed behavior most nearly characteristic of a professional was: a. Manuel. b. Juanita. c. David. d. Rey. 50. Based on the evidence in the vignette, the teacher who displayed behavior least nearly characteristic of a professional was: a. Manuel. b. Juanita. c. David. d. Rey.

51. Jerome is a difficult student. In spite of using every technique you know, you have difficulty in preventing him from disrupting your class.

In response to describing your frustration with him, Josh, one of your colleagues says, ―I hate doing it, but sometimes we have no choice. You simply have to put him down. I had him last year, and embarrassing him was the only thing that worked. You may have to go that far.‖ Of the following, what is the best assessment of Josh‘s suggestion? a. His suggestion is consistent with teachers‘ professional code of ethics, since one student doesn‘t have the right to disrupt the learning for others. b. His suggestion is not consistent with teachers‘ professional code of ethics, since the code says that a teacher ―shall not intentionally expose the student to embarrassment.‖ c. His suggestion is not consistent with teachers‘ professional code of ethics, since the code says that, ―The education profession is vested by the public with a trust and responsibility requiring the highest ideals of professional service.‖ d. His suggestion is consistent with teachers‘ professional code of ethics, since teachers are responsible for maintaining a safe and orderly classroom.

52. ―I‘m going to use a paragraph,‖ Camila Johnson thinks as she starts writing a vignette to illustrate the concept of adjectives. ―They think that adjectives are words that go just before nouns, and plus, they understand parts of speech better if they‘re in context.

I‘ll use exciting because it comes after a noun, and I‘ll use running because it looks like a verb, and home looks like a noun. Then, I‘ll use words like soon, very, and incredibly, as nonexamples, since they‘re adverbs.

The following is the paragraph she writes to use in her lesson: John and Karen drove together in his old car to the football game. They soon met their very best friends, Latoya and Michael, at the large gate near the entrance. The game was incredibly exciting, and because the team‘s running game was in high gear, the home team won by a bare margin.

Of the following, Camila‘s efforts best illustrate: a. general educational knowledge. b. professional ethics. c. knowledge of the profession. d. decision making.

Use the following information for items 53-56.

Tim Torgeson, a world history teacher, wants his students to understand the characteristics of New Stone Age people, so he prepares the following vignette.

You are part of an archeological team, and you‘ve discovered artifacts at a site. Some of the artifacts include spear points that are still quite sharp, having been chipped precisely from hard stone. You also see several cattle and sheep skulls and some threads that appear to be the remains of coarsely woven fabric.

Tim has his vignette printed in large type on an overhead which he has ready and waiting. As part of his classroom routines he has taught his students to be in their seats and waiting quietly when the bell rings.

53. Which of the following best describes the knowledge Tim demonstrated in preparing his vignette? a. He demonstrated thorough knowledge of content. b. He demonstrated knowledge of content, pedagogical content knowledge, and general pedagogical knowledge. c. He demonstrated both a thorough knowledge of content and a thorough knowledge of learners and learning. d. He demonstrated knowledge of content and general pedagogical knowledge.

54. Tim prepared his vignette because he believed that the description of New Stone Age people as presented in his students‘ textbooks was too abstract to be meaningful. Of the following, which best describes the type of knowledge on which Tim‘s belief was primarily based? a. His knowledge of content b. His pedagogical content knowledge c. His knowledge of learners and learning d. His general pedagogical knowledge 55. Tim having his vignette ready on a overhead, and Tim having taught his students to be in their seats and waiting quietly when the bell rings best demonstrates what kind of knowledge? a. His knowledge of content b. Both his knowledge of content and his pedagogical content knowledge c. His general pedagogical knowledge d. His knowledge of learners and learning 56. Which of the following statements best describes Tim‘s expertise? a. The evidence indicates that Tim is an expert teacher because he demonstrated each of the four kinds of knowledge–knowledge of content, pedagogical content knowledge, general pedagogical knowledge, and knowledge of learners and learning–necessary to be an effective teacher. b. The evidence indicates that Tim is an expert teacher because he demonstrated thorough knowledge of content, which is the most important form of knowledge for expert teachers. c. The evidence indicates that Tim is an expert teacher because his students were very orderly, and classroom management is teachers‘ number one concern. d. The evidence indicates that Tim is a novice teacher, because he didn‘t do a hands-on activity with his students, and hands-on activities are most effective for promoting student learning.

57. ―I don‘t understand why they can‘t seem to be able to use longitude and latitude to find exact locations,‖ Kaylynne Jones, a 7th grade geography teacher, said to herself out loud, seeing that her students weren‘t doing well on a quiz. ―I don‘t think I went through enough examples,‖ she thought. ―They‘re trying to simply memorize some rules. I‘m going to reteach it next week, and I‘m going to do it differently. I know that I can get them to understand it.‖ Of the following, which is the best description of Kaylynne‘s thinking? a. She is demonstrating pedagogical content knowledge. b. She is demonstrating general pedagogical knowledge. c. She is demonstrating a high level of ethics. d. She is demonstrating a reflective attitude.

Essay Items 58. Describe the characteristics of a profession. Provide an example that illustrates each of the characteristics.

59. Describe each of the four types of knowledge that teachers must possess to be effective. Give a specific example of each.

60. Take one of the following positions: 1) Teaching is a profession, or 2) Teaching is not a profession. Cite specific evidence in support of the position you take.

Diversity: The Changing Face of American Classrooms Knowledge-Level Items 61. If we were to compare the experiences of new teachers today to those of teachers 25 years ago, which of the following generalizations would be most accurate? a. Today‘s students are more ethnically, culturally, and economically diverse. b. Today‘s students are similar to students 25 years ago, but they are more developmentally diverse. c. Today‘s students are more economically diverse, but not more diverse ethnically or culturally than students were 25 years ago. d. Today‘s students are likely to be much like the students that teachers taught 25 years ago.

62. Which of the following are characteristics of socioeconomic status?

1. Parents‘ income 2. The number of different places parents have lived 3. Parents‘ level of education 4. The jobs parents have a. 1, 2, 3, 4

b. 1, 2, 3

c. 1, 3, 4

d. 2, 3, 4

e. 3, 4

63. Nationally, beginning in 2014, which of the following is the most accurate description of the proportion of cultural minority students compared to the proportion of white students in our nation‘s schools? a. About twice as many white students as members of cultural minorities were in our nation‘s schools. b. Slightly more white students than members of cultural minorities were in our nation‘s schools. c. Slightly more members of cultural minorities than white students were in our nation‘s schools. d. More than twice as many members of cultural minorities compared to white students were in our nation‘s schools.

64. In our nation‘s 25 largest cities, approximately what fraction of learners are members of cultural minorities? a. About a fourth b. More than a third c. More than half

d. About two thirds 65. Which of the following best describes the diversity across our country? a. Diversity is rapidly increasing in some states, such as California, Texas, Arizona, and Florida, but it is decreasing in rural states, such as Montana, North Dakota, and Wyoming. b. Diversity is increasing in southern states, but it is decreasing in northern states. c. Diversity is remaining about the same as it was in the past two decades. d. Diversity is increasing in nearly every state in the nation.

66. Of the following, which is the most accurate approximation of the percentage of our nation‘s students who attend rural schools? a. Below 15% b. Approximately 25% c. Approximately 33% d. Approximately 50% 67. Which of the following is the most accurate approximation of the percentage of students in urban schools who are members of cultural minorities? a. Approximately 33% b. Approximately 45% c. Approximately 65% d. Approximately 80% Higher-Level Items 68. Your students tend to be less culturally diverse than those from other settings. In addition, poverty and health care are issues many of your students face. But your classes are typically smaller and easier to control, and it‘s also easier to work with your students‘ parents. Most likely you teach in which type of setting? a. Urban, inner city b. Urban, city at large c. Suburban d. Rural 69. Your students come from families that, in general, are wealthier, better educated, and have better jobs than students in the larger population in our country. Your students also tend to do fairly well on standardized achievement tests. You most likely teach in what of the following settings? a. A rural school b. A suburban school c. An urban school d. A large school district 70. Your students are diverse, coming from a variety of countries and speaking a number of different languages at home. Their parents typically haven‘t attended college, and many of them hold more than one job to make ends meet. You knew that teaching here would be challenging but rewarding. Most likely you teach in what type of setting? a. A geographically large district with a relatively small student population

b. Rural c. Urban d. Suburban Essay Item 71. Describe the advantages and disadvantages of teaching in each—rural, suburban, and urban schools.

Reform in Education Knowledge-Level Items 72. ―Suggested changes in teaching and teacher preparation intended to increase student learning‖ are best described as: a. codes of ethics. b. increasing professionalism. c. standards-based education. d. reforms.

73. The modern reform movement in our country is most commonly traced to which of the following events in American history? a. The Vietnam War b. The Civil Rights movement c. The publication of A Nation at Risk d. The election of George W. Bush as president 74. Many attempts at reform have taken place in our nation‘s educational system, and these reform efforts will impact you when you begin teaching. Which of the following are some of these reform efforts?

1. Establishing standards that describe what students should know or be able to do at the end of a period of study.

2. Reorganizing schools so that the developmental needs of students who are members of cultural minorities are more nearly taken into account.

3. Using test-based accountability, the process of using standardized tests to determine whether or not students have met standards.

4. Offering parents alternatives to regular public schools by creating alternative schools and providing parents with financial vouchers that allow them to send their children to schools of their choosing. a. 1, 2, 3, 4

b. 1, 2, 3

c. 2, 3, 4

d. 1, 3, 4

75. ―The process of using standardized tests to determine whether or not students have mastered essential knowledge and skills and basing promotion and graduation on test performance,‖ best describes: a. accountability. b. standards-based education. c. educational reforms. d. codes of ethics.

76. A number of reforms in teacher education are being implemented in many states across the nation. These reforms include which of the following?

1. Raising standards for admission into teacher training programs 2. Requiring teachers to take more rigorous courses 3. Expanding teacher preparation programs from 4 to 5 years 4. Requiring experienced teachers to take more rigorous professional-development courses 5. Requiring higher standards for licensure, including teacher competency tests a. 1, 2, 3, 4, 5

b. 1, 3, 4, 5

c. 1, 2, 4, 5

d. 1, 2, 3, 5

77. The PRAXIS series is best described as: a. support given first year teachers to help them make the transition into the classroom. b. experiences provided for teachers that allow them to practice classroom skills. c. a test given to teachers designed to measure their readiness for teaching. d. a series of moral dilemmas designed to measure teachers‘ understanding of their professional codes of ethics.

78. Of the following, the most accurate meaning of the term PRAXIS is: a. putting theory into practice. b. practicing skills in schools. c. providing support for first-year teachers. d. exit criteria for teachers.

Higher-Level Items 79. As you begin your first job, you learn that your students‘ scores on standardized tests will determine, on part, whether or not they‘re promoted to the next grade.

Of the following, which aspect of reform does this process best illustrate? a. Test-based accountability b. Test-based standards c. Test based charter school options d. Test-based student placement in academic tracks 80. You have just begun your teacher preparation program. As a result, you will encounter a number of reforms in teacher preparation that are currently being implemented with the goal of increasing the professionalism of teachers. Which of the following is not one of these reforms? a. You will, or have been, expected to meet higher standards for admission into your teacher-preparation program. b. This course, and other courses you‘ll take, will be more academically rigorous than courses have been in the past. c. It may take you five years to complete your teacher preparation program. d. You will be taking teacher preparation courses more nearly grounded in accepted learning theory 81. A percentage of students in the geographical district in which you teach attend private schools with the support of financial aid from your state.

This process best illustrates which of the following? a. Your district‘s efforts to keep class sizes in mainstream schools to an acceptable level

b. Parental choice in where they send their children to school c. A response to students‘ inability to meet prescribed standards d. A response to your district‘s efforts to hold students and teachers accountable to academic performance Essay Items 82. Describe three prominent reform efforts in education, and explain how they will influence your life as a teacher.

83. Increased emphasis on professionalism, combined with criticism suggesting that too many under-qualified teachers enter the field, have resulted in a number of reforms in teacher education. Describe four of the most prominent, and describe the common feature that they have.

84. Teacher testing is part of current reform efforts in education, but the process is controversial.

Describe three arguments that support teacher testing as a way to improve the teaching profession, and describe three arguments opposed to teacher testing.

Chapter 2: Changes in American Society: Their Influences on Today’s Students

CHAPTER TWO CHANGES IN AMERICAN SOCIETY: THEIR INFLUENCES ON TODAY’S STUDENTS Changes in American Families Knowledge-Level Items 1. In America, at this point in history, the institution primarily responsible for meeting the needs of young people and helping them adapt to the world is the: a. family. b. schools. c. church. d. government.

2. The ―traditional‖ American family–a father who is the primary breadwinner, a mother who stays at home, and two school-aged children now makes up what percentage of the households in the United States? a. About 5% b. About 25% c. About 50% d. Slightly more than 65% 3. Families headed by married couples now make up about what percent of all households in the United States? a. About 10% b. About 25% c. About 50% d. About 70% 4. Of the following, which best describes the percentage of students you will likely have in your classes who live with only one parent (the vast majority of which live with their mothers)? a. Approximately 1 of 10 b. Approximately 1 of 5 c. Approximately 1 of 3 d. Approximately 1 of 2 5. Which of the following statements best describes the implications for teachers of the changing American family? a. Because both parents work in many American families, more children are affluent, they come to school better prepared to learn, so you can raise your academic standards. b. Parents spend more time working away from home than parents have spent in the past, so teachers will need to be more flexible in reaching out to families.

Chapter 2: Changes in American Society: Their Influences on Today’s Students

c. Parents are better informed about school activities than they have been in the past, so teachers can be confident that they will understand communications that they send home to parents. d. Education has become politically important, parents tend to be more politically active in school policy than they have been historically, so teachers will need to be politically informed.

6. Which of the following are appropriate adaptations that teachers can make in response to the changing American family?

1. When asking students to introduce parents, use statements such as, ―Please introduce the adult with you,‖ since many students may be living with a single parent or other caregiver.

2. Lower expectations for students of single parents, since they are likely to have less support for schooling at home.

3. Be flexible with meeting times to accommodate the complex job situations of many working parents.

4. Avoid calling on children from troubled homes in your classes to prevent ―putting them on the spot‖ and embarrassing them. a. 1, 2, 3, 4

b. 1, 2, 3

c. 1, 2, 4

d. 1, 3

7. Of the following, which best describes the number of working mothers for whom quality childcare is an important issue? a. About 1 of 10 b. More than 1 of 3 c. More than half d. About 3 of 4 8. Children who return to empty houses after school and who are left alone until parents arrive from work are best described as: a. resilient children. b. children placed at risk. c. children of poverty. d. latchkey children.

9. When researchers and leaders express concern for children‘s safety, lack of supervision, excessive amounts of time watching television, and lack of support for school work, they are most likely describing which of the following? a. Members of cultural minorities b. Resilient children c. Children from low SES families d. Latchkey children

Chapter 2: Changes in American Society: Their Influences on Today’s Students

Higher-Level Items 10. Of the following, which family is most likely to need high-quality childcare services? a. Maria, a single mother working for minimum wage as a part-time custodian b. Vishni, a recent immigrant from India working as an analyst for a large computer firm c. Karen, a stay-at-home mom, and Kevin, her husband, who works for a small banking firm. d. Sophia, a working mother and teacher, whose husband is also a teacher Use the following example for items 11 and 12.

Four 5th grade teachers are working with their students on finding equivalent fractions.

Danielle Jenkins carefully demonstrates the process for finding equivalent fractions, and she demonstrates the process with three different examples. She then gives a homework assignment where students are required to find equivalent fractions for given fractions.

Caleb Hendricks uses questioning to ―walk‖ his students through the process of finding equivalent fractions, having them do several examples in the process. He then gives a homework assignment where the students are required to find equivalent fractions for given fractions. She has the students begin the homework assignment, and she then walks among the students, offering suggestions, and answering questions until the end of their allocated math time. She then tells the students to complete the rest of the assignment at home that evening.

Noah Williams demonstrates the process for finding equivalent fractions, solving several examples in the process. He gives the students a homework assignment and then has them solve a problem similar to the problems on the homework assignment and watches as they attempt the problem. He then tells the students to solve the rest of the problems on the homework assignment using the same process they used in solving the sample problem.

Sonja Norton demonstrates the process for finding equivalent fractions and then gives her students a homework assignment of 10 problems to complete for the next day. She has the students solve the first homework problem, and watches the students as they work on the problem. After they‘ve all attempted the problem, she discusses the problem, and she then repeats the process with a second problem. She tells the class to work on the assignment until the end of their allocated math time, reminding them that they should be able to complete at least two more problems, which will leave them with 6 to do at home.

11. Which teacher most effectively prepared his or her students to be successful on the homework assignment? a. Danielle b. Caleb c. Noah d. Sonja 12. Which teacher least effectively prepared his or her students to be successful on the homework assignment? a. Danielle b. Caleb

Chapter 2: Changes in American Society: Their Influences on Today’s Students

c. Noah d. Sonja Essay Items 13. Describe important changes in the American family. Describe the implications that these changes have for you as a teacher.

14. What does research indicate about high-quality childcare and children‘s learning and development?

Changes in Our Students Knowledge-Level Items 15. Of the following, what is the most accurate approximation of the percentage of teens who are sexually active? a. 10% b. 25% c. 50% d. 65% 16. Of the following, which percentage most accurately describes the number of teenagers who report not using any form of contraception the first time they had sex? a. 1 of 10 b. 1 of 5 c. 1 of 3 d. 1 of 2 17. Of the following, which statement most accurately compares the teenage birthrate in the United States to that in other industrialized countries? a. The teenage birthrate in the United States is much lower (about half) than the teenage birthrate in other industrialized countries. b. The teenage birthrate in the United States is slightly lower (about 10% lower) than the teenage birthrate in other industrialized countries. c. The teenage birthrate in the United States is about the same as the teenage birthrate in other industrialized countries. d. The teenage birthrate in the United States is higher than in any other industrialized country.

18. According to national polls, which of the following statements best describes parents‘ attitudes toward sex education? a. The vast majority of parents are opposed to sex education of any kind in the schools. b. A majority of parents are opposed to sex education, except for discussions of the biology of reproduction. c. A slight majority of parents favor sex education in schools. d. The vast majority of parents favor sex education in schools.

Chapter 2: Changes in American Society: Their Influences on Today’s Students

19. According to research surveys, which statement best describes the experiences of LGBTQ students in schools? a. LGBTQ students experience a much higher incidence of harassment than do students in general (over 90% of gay students report hearing anti-gay comments) b. LGBTQ students experience an incidence of harassment similar to that of heterosexual girls (about 80% having experienced some form of harassment) c. LGBTQ students experience less harassment than heterosexual girls but more than heterosexual boys. d. LGBTQ students experience a level of harassment similar to students in general, since many of their peers don‘t know that they‘re LGBTQ. 20. Of the following, which statement most accurately compares drug use in the LGBTQ student population to drug use by students in general? a. Drug use in the LGBTQ student population is much lower (about 50% less) than drug use by students in general. b. Drug use in the LGBTQ student population is slightly lower than drug use by students in general. c. Drug use in the LGBTQ student population is about the same as drug use by students in general. d. Drug use in the LGBTQ student population is higher than drug use by students in general.

21. LGBTQ students make up between 3% and 10% of the student population, but they commit a disproportionate number of youth suicides each year. Of the following, which is the most likely reason for this disproportionate rate? a. LGBTQ youth are disproportionately subjected to harassment in schools, which leads to depression and suicide. b. LGBTQ youth have an innate tendency toward depression, which often leads to suicide. c. LGBTQ youth get lower grades in school, which leads to depression and suicide. d. LGBTQ youth tend to come from low SES backgrounds, which leads to depression and suicide.

22. Which of the following is the most accurate estimate of the number of women teachers who report being sexually harassed? a. 1 of 10 b. 1 of 4 c. 1 of 2 d. 2 of 3 23. Which of the following is the best description of sexual harassment, and particularly sexual assault? a. It is the result of a high sex drive that is not being fully satisfied. b. It is the result of frustration after frequent periods of rejection by the opposite sex. c. It is the result of perceptions of entitlement by people of high social status. d. It is the result of an abuse of power against those that are vulnerable.

Chapter 2: Changes in American Society: Their Influences on Today’s Students

24. According to a survey on alcohol and other drug use, of the following, what is the most accurate approximation of the number of 12th graders who report having used alcohol during their high school years? a. Approximately 1 of 10 b. Approximately 1 of 4 c. Approximately 1 of 2 d. Approximately 6 of 10 25. According to many experts, which of the following statements best describes the opioid crisis in our country? a. The drug crisis that is the deadliest in American history b. A drug crisis as important as cocaine and marijuana use c. A drug crisis nearly as damaging as alcohol abuse in our country d. A drug crisis that needs both state and local intervention 26. Of the following, which is the best estimate of the number of students aged 6-19 who are overweight? a. 10% b. 15% c. 25% d. 40% 27. Of the following, which are problems associated with being obese as a student?

1. They are rejected by their peers more than students of normal weight.

2. They are teased by their peers more than students of normal weight.

3. They experience more health problems later in life than students of normal weight.

4. They achieve academically at rates lower than do students of normal weight. a. 1, 2, 3, 4

b. 1, 2, 3

c. 1, 2, 4

d. 1, 2

28. In response to widely publicized school shootings, which of the following are arguments supporting the arming of teachers?

1. Arming teachers would be a psychological deterrent for potential school shooters.

2. Arming teachers would make students feel safer, because they would know their teachers are carrying guns.

3. Arming teachers would cost schools less than providing armed security guards for schools.

4. Arming teachers would shorten the time taken to respond in the case of a school shooting. a. 1, 2, 3, 4

b. 1, 3, 4

c. 1, 2, 3

d. 2, 4

29. In response to school shootings, which of the following are arguments against arming teachers?

1. The cost of training teachers to use guns wisely and effectively would be prohibitive.

2. Statistics in other areas where guns are used, such as the Department of Homeland Security, indicate that guns are likely to be lost or misplaced.

Chapter 2: Changes in American Society: Their Influences on Today’s Students

3. A number of incidents of guns being fired accidentally in schools have occurred.

4. With the training teachers would likely get, they wouldn‘t be effective deterrents in the case of a school shooting. a. 1, 2, 3, 4

b. 2, 3, 4

c. 1, 3

d. 3, 4

30. A form of school violence that involves a systematic or repetitious abuse of power between students is best described as: a. sexual harassment. b. bullying. c. zero tolerance. d. gang warfare.

31. According to researchers, which of the following are considered to be forms of bullying?

1. Face-to-face attack 2. Threats 3. Teasing about sexual orientation 4. Telling students that they can‘t play with others 5. Spreading malicious rumors a. 1, 2, 3, 4, 5

b. 1, 2, 3, 5

c. 1, 2, 3, 4

d. 1, 2, 3

e. 1, 2

32. In surveys of students, what percent reported being bullied in their school? a. Between 10 and 20% b. Between 20 and 35% c. Between 35 and 50% d. Between 50 and 75% 33. Of the following, which most accurately describes general patterns related to the backgrounds of bullies? a. They come from homes where the parents were victims of bullying. b. They come from homes where parents teach students that dominating others can help one succeed in life. c. They come from homes where parents are authoritarian, hostile, and rejecting. d. They come from homes where parents emphasize physical aggression as a way to solve interpersonal problems.

34. Which of the following is the most accurate description beginning teachers‘ responses to bullying compared to their peers with more experience? a. Beginning teachers are much more likely than veteran teachers to respond to incidents of bullying. b. Beginning teachers are slightly more likely than veteran teachers to respond to incidents of bullying. c. Beginning teachers and veteran teachers are about equally likely to respond to incidents of bullying.

Chapter 2: Changes in American Society: Their Influences on Today’s Students

d. Beginning teachers are less likely to respond to incidents of bullying than are veteran teachers.

35. Automatic suspensions that result from school disruptions, evidence of alcohol or other drug use, or bringing weapons to school are most commonly labeled: a. school safety programs. b. school-wide security programs. c. zero-tolerance policies. d. drug-education programs.

36. A form of bullying that occurs when students use electronic media to harass or intimidate other students, is best described as: a. twenty first century intimidation. b. cyber-bullying. c. electronic harassment. d. electronic media bullying.

37. Of the following, which best describes the relationship between cyber-bullying and other forms of bullying? a. Students who conduct incidents of cyber-bullying are more likely to be high achieving and popular students who are technologically literate than are traditional bullies. b. Cyber-bullying tends to be more commonly conducted by students who have high technological skill but be social outcasts and have few friends and social contacts. c. Cyber-bullying tends to be most commonly conducted by low achieving students who have acquired simple technology skills, such as using Facebook and Twitter. d. Cyber-bullying tends to follow the same patterns that are similar to bullying in general; students who are bullies and victims on the playground play similar roles in cyberspace.

38. Of the following, which best describes the number of students who report that they have been victims of cyber-bullying? a. 1 of 10 b. 1 of 2 c. 6 of 10 d. 4 of 5 39. Which of the following is the most commonly voiced criticism of zero-tolerance policies? a. Zero-tolerance policies are ineffective, because it is impossible to implement them consistently and uniformly. b. Zero-tolerance policies are ineffective, because they don‘t discriminate between major and minor offenses (such as a first grader being suspended for kissing a classmate). c. Zero-tolerance policies are ineffective, because it is virtually impossible to catch and convict the perpetrators of the most serious violations. d. Zero-tolerance policies are ineffective, because they are very unpopular with parents and other taxpayers.

40. Which of the following are indicators of child abuse?

Chapter 2: Changes in American Society: Their Influences on Today’s Students

1.

2.

3.

4.

5.

Neglected appearance Sudden changes in academic or social behavior Disruptive behavior Overly-compliant behavior Injuries, such as bruises or welts

a. 1, 2, 3, 4, 5

b. 1, 2, 3, 5

c. 1, 2, 5

d. 1, 2, 4, 5

Higher-Level Items 41. You observe that Jerome, a LGBTQ student in your class, is being repeatedly harassed by Calvin and David, two other boys in your class. Of the following, which is your most appropriate response? a. Jerome isn‘t being physically harmed, so ignore the incidents, since students should learn to work problems out for themselves. b. Take Calvin and David aside and tell them that you realize that their behavior is in fun, but that you believe it is hurting Jerome‘s feelings, and ask them how they would feel if they were being teased. c. Take Calvin and David aside and tell them that harassment is unacceptable, apply an appropriate consequence, such as putting them in timeout, and use the incident to discuss issues of bullying and harassment with the class. d. Talk to Jerome and tell him that you will support any form of retaliation that he directs toward Calvin and David.

Use the following information for items 42 and 43. ―I want you in by 10,‖ Ellen‘s dad says to her as she gets ready for her roller-skating party, and then he turns back to his computer. ―Aw, Dad,‖ Ellen protests. ―The party isn‘t over‖ till 11, and a bunch of parents will be chaperoning. ―I said 10.‖ ―Gee, Dad, why.‖ ―Ellen, I said 10 on school nights.‖ ―But, Dad, there‘s no school tomorrow. It‘s a teacher planning day.‖ ―Ellen, I said 10. The discussion is over,‖ her dad says with frustration in his voice. ―Tell me about school,‖ Tanya‘s dad says to her over dinner.

They talk for several minutes about school, social activities, and life in general. ―Now, when is your concert? I‘ve sort of forgotten.‖ ―Thursday,‖ Tanya replies. ―Oh, yeah, remind me to call George and tell him I won‘t be able to meet him on Thursday,‖ he says to Tanya‘s mother. ―Tanya‘s concert is that night, and I don‘t want to miss it.‖ They finish dinner, and her dad finally says, ―Better get started with your homework.‖ ―Aw, Dad,‖ Tanya grumbles. ―No, get going. I‘m working in here, so let me know if you get stuck on any of it, and I‘ll help you. I want to see it when you‘re finished.

Chapter 2: Changes in American Society: Their Influences on Today’s Students

―Where‘s Ian?‖ Her dad asks her mother at 9:30 Thursday evening. ―She called after school and said she was going home with Christy,‖ her mother responded. ―Didn‘t she say she had a test tomorrow? . . .When is she going to study?‖ ―She said she was fine, and besides she‘s not too crazy about biology. I know her grades aren‘t as good as they could be, but you‘re only young once.‖ 42. If the young people‘s characteristics are consistent with generalizations identified by research, the person or persons most likely to develop bullying behaviors is(are): a. Ellen. b. Tanya. c. Ian. d. Tanya and Ian. 43. If the young people‘s characteristics are consistent with generalizations identified by research, the person or persons least likely to develop bullying behaviors is(are): a. Ellen. b. Tanya. c. Ian. d. Tanya and Ian. Use the following information for Items 44 and 45.

You notice that Katrina, one of your higher-achieving 8th graders, has abruptly begun doing slipshod work. She hasn‘t turned in your last three assignments, and she failed your latest test.

She also seems very withdrawn in learning activities, giving one-word, barely audible answers when you call on her. Always a well-groomed girl, she has begun coming to school looking disheveled and unkempt.

44. Of the following, what is the best assessment of your observations of Katrina? a. She has become sexually active, and her interest in school and school activities has declined as a result. b. She has begun using hard drugs (such as cocaine), and the drug use has decreased her interest in school. c. She is displaying indicators of child abuse, and her loss of interest in school and life itself are the result. d. She is displaying the symptoms of sexual harassment, and as a result, she is withdrawing from school-related activities.

45. Of the following, what is your most appropriate action in working with Katrina? a. Continue to watch her closely to see if her former patterns of behavior return. b. Talk to her and remind her that she must begin studying and turning in her work, or her grades will suffer. Offer to accept the missing assignments. c. Contact a school counselor or school psychologist immediately, explain the changes you‘ve seen in Katrina‘s behavior, and seek advice.

Chapter 2: Changes in American Society: Their Influences on Today’s Students

d. Talk to one of her classmates, and ask if he or she knows of any problems that Katrina might be experiencing. Remind that classmate that anything said will be held in confidence.

46. You notice that Joanne, one of your second graders, frequently comes to school disheveled with bruises on her arms. When you ask her what caused the bruises, she says that she keeps falling from her bike. Suspecting child abuse, you report what you‘ve seen to school authorities. After an investigation, it turns out that Joanne has told the truth, and the bruises were indeed the result of falling from her bike. Furious over the allegation of child abuse, the parents file a lawsuit against you and the school.

Of the following, which is the most accurate assessment of your situation? a. You are not protected from liability, since you mistakenly alleged that the parents abused Joanne. b. You are not protected from liability, since the only evidence of child abuse was Joanne‘s disheveled appearance and bruises on her arms. c. Because of the seriousness of child abuse, teachers are often protected from liability if they can prove their claims. d. You are protected from liability since you honestly reported the allegation based on her disheveled appearance and bruises.

Essay Items 47. Describe what you as a teacher can do to help prevent your students from abusing alcohol and other drugs.

48. Describe two ways in which schools contribute to the problem of students being overweight and obese.

49. Describe the most effective short-term response to bullying, and also describe an effective long-term response to bullying 50. Describe your legal obligation in cases of suspected child abuse. Also describe your legal liability.

51. Describe three criticisms of zero-tolerance policies that lead to school suspensions. Explain the criticism in each case.

The Influence of Socioeconomic Factors on Students Knowledge-Level Items 52. Which of the following are part of the definition of socioeconomic status (SES)?

1. Parents‘ level of education 2. Parents‘ intelligence (I.Q.) 3. Parents‘ occupation 4. The amount of money parents make

Chapter 2: Changes in American Society: Their Influences on Today’s Students

a. 1,2

b. 1,2,3

c. 1,2,4

d. 1,3,4

53. Which of the following best describes people with low incomes who continually struggle with economic problems? a. Underclass b. Lower middle class c. Resilient class d. Poverty class 54. Which of the following statements best describes the lower socioeconomic class in the United States? a. About 1 of 5 families fall into this class, and the percentage is increasing. b. About 1 of 5 families fall into this class, but the percentage is decreasing. c. About 1 of 4 families fall into this class, and the percentage is increasing. d. About 1 of 4 families fall into this class, but the percentage is decreasing.

55. Of the following, which best describes the income defined by the federal government as the poverty line for a family of four? a. Slightly more than $12,000 in family income per year. b. Slightly less than $25,000 in family income per year. c. Approximately $30,000 in family income per year. d. Approximately $35,000 in family income per year.

56. Of the following which most accurately describes the fraction of the students in our nation‘s schools who live in poverty? a. 1 of 20 b. 1 of 10 c. 1 of 5 d. 1 of 2 57. Of the following, which best describes the rate of poverty in the United States compared to other industrialized countries? a. The rate of poverty is much lower in the United States than it is in other industrialized countries. b. The rate of poverty in the United States is slightly lower than the rate of poverty in other industrialized countries. c. The rate of poverty in the United States is about the same as the rate of poverty in other industrialized countries. d. The rate of poverty is consistently higher than the rate of poverty in other industrialized countries.

58. Of the following, which best describes the reason that the problem of poverty in our country—basically a very wealthy country—is so hard to combat? a. Teachers in our country aren‘t prepared to teach children of poverty. b. The problem of poverty in our country has never been addressed by our federal government.

Chapter 2: Changes in American Society: Their Influences on Today’s Students

c. Most people who live in poverty are intellectually handicapped, so little can be done for them. d. Politicians disagree about the root causes of poverty, so they can‘t agree on solutions.

59. Of the following, which statement most accurately describes the likelihood of students who live in poverty dropping out of school compared to their more affluent peers? a. Children of poverty are less likely to drop out of school, because they realize that education is the only way out of poverty. b. Children of poverty and their more affluent peers are about equally likely to drop out of school. c. Children of poverty are about twice as likely to drop out of school as are their more affluent peers. d. Children of poverty are five times more likely to drop out of school than are their more affluent peers.

60. Of the following, which most accurately reflects experts‘ estimates of the number of homeless children in the United States? a. Up to 100,000 students b. Slightly more than a quarter of a million students c. More than a million students d. Nearly five million students 61. Socioeconomic status influences learning through which of the following ways?

1. Parental attitudes and values 2. Cultural and ethnic practices 3. Interaction patterns in the home 4. Physical and safety needs a. 1, 2, 3

b. 1, 2, 4

c. 2, 3, 4

d. 1, 3, 4

62. Which tends to be true of students from lower socioeconomic status homes? a. They have fewer school-related background experiences than students from higher SES backgrounds. b. They are unable to learn in regular classrooms, and usually are placed in classes for students with exceptionalities. c. They tend to gravitate to activities out of the academic mainstream, such as sports, music, and art. d. They tend to have more fully developed social lives that students from higher SES backgrounds.

63. As a generalization, of the following, low SES parents tend to place greater emphasis than high SES parents on: a. autonomy and initiative. b. affiliation and sensitivity. c. achievement and independence. d. conformity and obedience.

Chapter 2: Changes in American Society: Their Influences on Today’s Students

64. According to research, which of the following generalizations is the most accurate comparison of high and low SES parents? a. In interacting with their children, low SES parents are more likely to give reasons for their directions than are high SES parents. b. In interacting with their children, high SES parents are more likely to give reasons for their directions than are low SES parents. c. In interacting with their children, low and high SES parents are equally likely to give reasons for their directions. d. In interacting with their children, low and high SES parents are about equally likely to give reasons for their directions, but high SES parents are more likely to demand that the directions are followed.

65. Students exposed to a combination of conditions that decrease their chances for success, not only in school but also later in life best describes which of the following? a. Low SES students b. Minority students c. Resilient students d. Vulnerable students 66. Schools that serve as family resource centers designed to provide a range of social and health services to create a safety net for students and their families are called: a. schools for vulnerable students. b. social and health service schools. c. schools for members of cultural minorities. d. full-service schools.

67. You‘re a new teacher hired to teach in an inner-city school and want to know what adjustments you need to make to work with vulnerable students. Which of the following is the most important adjustment? a. Allow the students to work individually, such as on worksheets and computer drill and practice activities. b. Carry the content to the students personally through interactive teaching. c. Expect student apathy and boredom; be prepared to maintain high levels of classroom discipline. d. Decrease expectations to ensure that students will be successful.

68. According to research examining effective teaching practices with vulnerable students, the most effective intervention for increasing their achievement is to: a. increase the number of assignments and quizzes given. b. increase the number of A‘s and B‘s given. c. slightly relax the standards for classroom management and discipline. d. give the students more opportunity to respond to written materials, such as worksheets.

Chapter 2: Changes in American Society: Their Influences on Today’s Students

69. Which of the following best describes the primary criticism of the term ―at-risk?‖ a. It is not linked to instructional interventions. b. It is antiquated and doesn‘t address modern concerns. c. It doesn‘t recognize the diversity found in populations of vulnerable students. d. It has a negative connotation about students‘ ability to learn.

70. Of the following, which most strongly contributes to the development of resilience? a. The nurturing of a caring adult b. A variety of experiences in the preschool years c. Positive identity with cultural attitudes and values d. An instinctive desire to succeed 71. Which of the following best describes the relationship between high teacher expectations and promoting resilience in vulnerable students? a. High expectations are effective for some vulnerable students, but not all, because many vulnerable students are unable to meet the expectations. b. High expectations are effective for all vulnerable students, because it communicates that they‘re capable learners. c. High expectations are not effective with vulnerable students because it increases the failure rate of vulnerable students, who are than more likely to drop out of school. d. High expectations are effective for vulnerable students who are intelligent, but not with vulnerable students at the lower end of the ability continuum.

72. Which of the following are characteristics of schools that are effective for promoting resilience in students?

1. Slightly more relaxed classroom management systems, because vulnerable students lack structure in their home lives.

2. Emphasis on students learning to accept personal responsibility and develop selfregulation.

3. Slightly lower expectations to help ensure that students experience as much success as possible.

4. Emphasis on cooperative, sense of community, and prosocial values.

5. Teachers who communicate that they both care about their students as people and are committed to their students‘ learning. a. 1, 2, 3, 4, 5

b. 1, 2, 4, 5

c. 3, 4, 5

d. 2, 4, 5

73. Which of the following are accurate descriptions of effective instruction for promoting resilience in students?

1. It emphasizes how to learn as well as what to learn.

2. It stresses the importance of student responsibility and self-regulation.

3. It simplifies the curriculum and makes it more accessible to students.

4. It provides greater structure, support and feedback than might be provided for student not at risk. a. 1, 2, 4

b. 1, 3, 4

c. 2, 3, 4

d. 1, 2, 3

Chapter 2: Changes in American Society: Their Influences on Today’s Students

Higher-Level Items Use the following information for items 74 and 75.

Ariel Nagales, a 7th grader, is an immigrant from the Dominican Republic. He struggles with English, but it is improving rapidly. He says that his family practices speaking English at the dinner table each evening. His father makes $44,000 a year as a foreman on one of the shifts at a local oil refinery. Ariel‘s mother stays at home, since he has a sister in the second grade and a brother in kindergarten, and she has to pick Ariel up from soccer practice each evening. He is a star on the junior high team.

Latisha Brown, an African American student and also a 7th grader, lives with her single mother who has a full-time job working for a maid service. Latisha helps with cooking and housekeeping at home, since her mother is usually exhausted when she comes home, and Latisha has a younger brother and two younger sisters. She usually finishes the housework by 8 p.m., and she then finishes her homework while her mother helps her brother and sisters with their school assignments. ―It‘s sometimes hard,‖ Latisha laments, ―because I‘m tired on the days that I have choir practice, but it‘s worth it. I have a solo part in the next concert.‖ Henry Martinez, comes to your class a month after school began. You check Henry‘s background and you find that his parents were divorced shortly after they had immigrated to this country from the Philippines. Henry lives with his mother who is transferred regularly in her job as a government liaison for minority federal programs. Henry has attended four different schools in the last three years. In a letter to the school, Mrs. Martinez expressed concern over the frequent moves, but said she couldn‘t afford to give up her forty thousand dollar a year job. She also proudly pointed out that Henry was an all-star on his youth soccer team at the last school he attended. Henry spoke of her and his two younger sisters often, frequently citing examples of some of the fun things they did together on the weekends and the interesting stories his mother read to them in the evenings.

Calvin Henry, another African American 7th grader, lives in Brentwood, a local inner-city area. Calvin has been living with his grandmother, an energetic 65-year-old, since his parents‘ divorce four years ago. They struggle to make ends meet, since his grandmother‘s only source of income is social security. Calvin is both athletic and musical, and his grandmother continually encourages him to begin playing a musical instrument and go out for the junior high track team. ―You would be a star,‖ she smiles. Calvin shrugs and says maybe when he gets into high school.

Right now, he would rather hang out with his friends after school.

74. If the students fit patterns identified by research, the student who has the greatest likelihood of being a vulnerable student is: a. Ariel. b. Latisha. c. Henry. d. Calvin.

Chapter 2: Changes in American Society: Their Influences on Today’s Students

75. If the students fit patterns identified by research, the student who has the least likelihood of being a vulnerable student is: a. Ariel. b. Latisha. c. Henry. d. Calvin.

Use the following information for items 76 and 77.

Donna Keenan, Enita Barrett, Keith Van Nagel, and Joe Lynch all teach in an urban school with large numbers of students who are at risk.

Donna works very hard with her students. She carefully explains each of her topics, and gives the students plenty of seat work to provide them with practice with the topics they‘re studying.

Enita attempts to provide her students with successful experiences, so she tells them exactly what will be on all of her homework and quizzes. She is careful to avoid exercises and quiz items that might be too hard for the students, and she emphasizes that once they have something memorized, they have it forever.

Keith attempts to motivate his classes by using the most successful students as role models for the others. He posts the students‘ scores for each quiz on the board and reminds the students that if they work hard, they could also have their name on the board. He says that learning to work on their own will help them learn self-discipline, so he has the students spend much of their class time on individual seat work.

Joe starts his lessons with a question or problem taken from the school or neighborhoods around the school. He then uses questioning to guide his students into an understanding of the concept or skill he is trying to help is students develop. He gives the students a quiz each Thursday, and they discuss the quizzes in detail on Fridays.

76. If the students‘ achievement in each class is consistent with patterns identified by research, the teacher who is most likely to be successful in in promoting resilience in his or her students is: a. Donna. b. Enita. c. Keith. d. Joe. 77. If the students‘ achievement in each class is consistent with patterns identified by research, the teacher who is least likely to be successful in promoting resilience is: a. Donna. b. Enita. c. Keith. d. Joe. Essay Items

Chapter 2: Changes in American Society: Their Influences on Today’s Students

78. Describe three ways in which socioeconomic status can influence student learning. In your description compare patterns in high-SES families to patterns that tend to exist in low-SES families.

79. Describe an important caution teachers should keep in mind when working with students from different socioeconomic backgrounds.

80. Read the vignette below. a) Identify two characteristics that would make Henry a vulnerable student. b) Identify two other characteristics that don‘t contribute to Henry being a vulnerable student.

Henry Martinez, comes to your class a month after school began. You check Henry‘s background and you find that his parents were divorced shortly after they had immigrated to this country from the Philippines. Henry lives with his mother who is transferred regularly in her job as a government liaison for minority federal programs. Henry has attended four different schools in the last three years. In a letter to the school, Mrs. Martinez expressed concern over the frequent moves, but said she couldn‘t afford to give up her forty thousand dollar a year job. She also proudly pointed out that Henry was an all-star on his youth soccer team at the last school he attended. Henry spoke of her and his two younger sisters often, frequently citing examples of some of the fun things they did together on the weekends and the interesting stories his mother read to them in the evenings.

81. Describe the personal, economic, and educational consequences of dropping out of high school compared to graduating from high school.

82. Describe effective schools for promoting resilience in students.

83. Describe effective teaching practices for promoting resilience in students.

Chapter 3: Student Diversity: Culture, Language, Gender, and Exceptionalities

CHAPTER THREE STUDENT DIVERSITY: CULTURE, LANGUAGE, GENDER, AND EXCEPTIONALITIES Cultural Diversity Knowledge-Level Items 1. The collective knowledge, attitudes, values, and customs that characterize a social group are best described as: a. culture. b. ethnicity. c. exceptionalities. d. socioeconomic status.

2. A person‘s ancestry and the way individuals identify themselves with the nation from which they or their ancestors came is best described as: a. culture. b. ethnicity. c. exceptionalities. d. socioeconomic status.

3. Which of the following statements illustrates the relationship between culture and ethnicity? a. Culture and ethnicity are unrelated. b. Culture and ethnicity are the same thing. c. Culture is a part of ethnicity. d. Ethnicity is a part of culture.

4. Which of the following is not a component of ethnicity? a. Customs and traditions b. Language c. Value systems d. Socioeconomic status 5. Shared biological traits, such as bone structure and skin, hair, and eye color, best describe which of the following? a. Culture b. Race c. Ethnicity d. Genetics 6. Consider the following ethnic groups: Hispanics, African Americans, Asian/Pacific Islander, American Indian/Alaskan Native and Non-Hispanic white. Experts estimate that by 2020 significant increases in percentage of the school population will occur in each of these groups

Chapter 3: Student Diversity: Culture, Language, Gender, and Exceptionalities

except one, and this one will decrease in percentages. The group that will decrease in percentage is: a. Hispanic. b. African American. c. Asian/Pacific Islander. d. Non-Hispanic white.

7. People who migrate to another country, typically with the intent of living there permanently best describe which of the following? a. Members of cultural minorities b. Refugees c. English language learners d. Immigrants 8. Which of the following is the most accurate statement describing the relationship between immigrants and crime rate? a. Immigrants commit significantly more crimes per capita than do people born in the United States. b. Immigrants commit about the same number of serious crimes, such as armed robbery, as people born in the United States, but they commit significantly more minor crimes, such as petty theft. c. Immigrants are less likely to commit crimes than people born in the United States. d. The crime rate for immigrants and people born in the United States is about the same.

9. People who come to the United States because they are fleeing unsafe conditions in their home countries best describe which of the following? a. Immigrants b. Refugees c. Members of cultural minorities d. Migrants 10. The process of socializing cultural minorities so that their behaviors fit the social patterns of the majority is best described as: a. cultural inversion. b. assimilation. c. multicultural education. d. culturally responsive teaching.

11. Research indicates that which of the following is most strongly correlated with the lower achievement of members of cultural minorities? a. The existence of oppositional peers cultures among members of cultural minorities b. The lack of effective school leadership in schools with higher percentages of cultural minorities c. The existence of stereotype threat in schools with higher percentages of cultural minorities d. Poverty rate differences between White and Black students‘ schools

Chapter 3: Student Diversity: Culture, Language, Gender, and Exceptionalities

12. Which of the following tend to be characteristics of schools in high poverty areas attended by high percentages of minority students?

1. They are often staffed by inexperienced teachers who lack the professional knowledge and skills needed to meet the unique needs of minority students.

2. Schools may lack adequate facilities, and incidents of violence and disruption are more frequent.

3. Parents of students in these schools may have fewer resources that can be used to benefit their children‘s education.

4. Teachers in these schools sometimes have low expectations for students of color. a. 1, 2, 3, 4

b. 1, 2, 4

c. 2, 3, 4

d. 3, 4

13. Researchers have attempted to understand the high success rates of Southeast Asian students who have been in the United States a relatively short period of time. Of the following, which is the most accurate description of the researchers‘ findings? a. The researchers found that the families of these children placed heavy emphasis on the importance of education and hard work. b. The researchers found that these children were innately superior to American children as measured by intelligence tests. c. The researchers found that, because the children‘s families had come from war-torn areas, teachers gave the children added support and attention. d. The researchers found that the children had virtually no involvement in extracurricular activities, so they devoted all their energies to academics.

14. Researchers have examined the effects of teachers changing their instruction so they ask more open-ended questions, such as ―What do you notice about the information on the overhead?‖ instead of asking questions requiring specific answers. Which of the following is the most accurate description of the effects of this change in instruction? a. The participation of African American students in the class increased compared to questions requiring specific answers. b. The participation of African American students in the class was not changed compared to questions requiring specific answers. c. The participation of African American students was not changed compared to questions requiring specific answers, but the answers the students gave to the open-ended questions indicated less thought on the part of the students. d. The participation of African American students decreased compared to questions requiring specific answers.

15. Evidence indicates that the concept of America as a ―melting pot‖ never fully occurred.

Which of the following statements provides the best evidence indicating that America never was a true and complete ―melting pot?‖ a. Neighborhoods and groups continue to celebrate unique cultural festivals and maintain cultural habits. b. Many people came to the United States as non-native English speakers.

Chapter 3: Student Diversity: Culture, Language, Gender, and Exceptionalities

c. The number of minority students in America‘s schools is rapidly increasing. d. The achievement of some minority groups tends to lag behind the achievement of white students.

16. If they fit general patterns identified by research, which of the following parents are most likely to provide their children with supplementary science materials? a. African Americans b. Chinese Americans c. Hispanic Americans d. Native Americans 17. Which of the following are characteristics of culturally responsive teaching?

1. Accepting and valuing differences among ethnic groups 2. Emphasizing that all ethnic groups are Americans 3. Accommodating different cultural learning styles 4. Building on students‘ cultural backgrounds 5. Individualizing instruction for different cultural minorities a. 1, 2, 3, 4, 5

b. 2, 3, 4

c. 1, 3, 4

d. 1, 3, 4, 5

Higher-Level Items 18. Pedro is a boy living in a small Mexican village. Every day he rises early to walk the two miles to his school. He has breakfast of beans and tortillas made from ground corn, leaves the house and begins his trek. He likes the walk for he can wave to his papa toiling daily in the cornfields that provide the food and income for the family.

When Pedro comes home from school he often plays soccer with his friends in the village, and after dinner his mother usually plays songs on a guitar while papa sings.

The activities Pedro is involved in, such as playing soccer and listening to his mother and father play and sing best illustrate which of the following? a. His culture b. His ethnicity c. His race d. His assimilation 19. Rafael, a recent immigrant from Mallorca, an island in the Mediterranean off the coast of Spain, is very proud of his Spanish heritage. He usually speaks Spanish at home and loves evenings and weekends where he basks in the laid back, relaxed lifestyle and lack of concern about time that are characteristic of the way he grew up. However, he never misses school, turns in all his assignments, and is always on time for school and his classes. Rafael‘s Spanish heritage and identification with Mallorca best describes his: a. culture. b. ethnicity. c. diversity. d. assimilation.

Chapter 3: Student Diversity: Culture, Language, Gender, and Exceptionalities

20. Ann Henderson announces to her 2nd graders, ―All right everyone, let‘s put our math papers away now.‖ Don, a white student, puts his math materials away, while Daron, an African American student, does not. If the students behavioral patterns are typical for white and African American students, according to research, which of the following is the most likely explanation? a. Daron is more likely to be disobedient than is Don, so he is more likely to disregard the directive. b. Daron is more likely to ―misread‖ Mrs. Henderson‘s directive, not interpreting it as a command than is Don. c. Daron is less likely to be attentive than is Don, so his is more likely to not hear the directive. d. Daron is more likely to socialize with his peers than is Don, so he is more likely to be offtask than is Don. 21. Wayne Villegas is involved in a question and answer session with his 4th graders. During the lesson Wayne attempts to call on all his students as equally as possible, and he wants to ask questions and have the students answer at a quick pace to try to maintain all the students‘ attention. In the process he directs a question to Bill, a white student, and then another to Michael, one of his Native American students. If Bill and Michael fit patterns identified by research in lessons like Wayne‘s, which of the following is the most valid conclusion. a. Both Bill and Michael are likely to be attentive and responsive in the lesson. b. Michael is likely to be responsive, but Bill is likely to ―drift off.‖ c. Michael is more likely to be uncomfortable in a lesson like Wayne‘s than is Bill. d. Bill is more likely than Michael to be uncomfortable in a lesson like Wayne‘s than is Michael.

Essay Items 22. Describe the changes expected in the makeup of the student population during the next 20 years. What implications do these changes have for you as a teacher?

23. Describe three characteristics of ―culturally responsive teaching.‖ Include a specific, concrete example to illustrate each characteristic.

24. Mrs. Bodin attended a workshop designed to improve her effectiveness in working with members of cultural minorities. She attempted to implement the information in her class the following day.

She began a reading group by having the students read a story and then discuss it. She started by reminding the students to remember who the story was about and what the people were doing. After the students were finished reading the story, she began discussing it by asking questions, such as, ―Now tell us some things about the story,‖ and ―Describe the story for us,‖ distributing the questions equally among the students in the class. She also asked questions, such as, ―What was the boy‘s name in the story?‖ directing these questions equally to both minority and non-minority students and giving them plenty of time to answer.

Finally, as the time approached to finish the activity, she said, ―Now, everyone, close your reading books, and take all your materials back to your desks.‖

Chapter 3: Student Diversity: Culture, Language, Gender, and Exceptionalities

Based on the information in the case study, describe three actions Mrs. Bodin took that were effective for working with members of cultural minorities.

Language Diversity Knowledge-Level Items 25. Students who participate in language assistance programs to help ensure that they attain English proficiency and meet the same academic content and achievement standards that all students are expected to meet best describes which of the following? a. Students who are non-native English speakers b. Students who are English learners c. Students who are language deficient d. Students who are multilingual 26. The number of English learners attending American P-12 schools is rapidly increasing.

Which of the following is the most accurate estimate of the number of EL‘s in our nation‘s schools? a. Approximately 1 of 10 b. Approximately 1 of 5 c. Approximately 1 of 3 d. Approximately 2 of 3 27. A program for EL students which focuses on learning English, and only English is spoken best describes a(n): a. maintenance program. b. transition program. c. immersion program. d. English as a Second Language program.

28. One type of EL program is called immersion. When using immersion: a. teachers instruct learners only in their native tongue. b. teachers instruct learners only in English. c. teachers instruct learners in both languages. d. teachers instruct learners in their native tongue and then transition to English.

29. Three of the programs listed below are types of EL programs. The one that is not an EL program is a(n): a. immersion program. b. assimilation EL program. c. maintenance EL program. d. ESL pullout program.

30. Which of the following is the most accurate description of maintenance bilingual programs? a. It builds on language skills that children already bring with them to class through their native language.

Chapter 3: Student Diversity: Culture, Language, Gender, and Exceptionalities

b. It can be used effectively when several different languages are spoken in a classroom or school. c. It maximizes language development, although studies show initial losses in math and reading due to the catch-up time involved in learning English. d. It will be needed less and less in the future as the influx of non-English-speaking students decreases.

31. Which of the following best describes the primary advantage of maintenance bilingual programs? a. Students become literate in two languages. b. Students have increased exposure to English. c. It is an easy program to deliver. d. It helps students learn content.

Higher-Level Items 32. David Nalbandian, a third grader, has recently come to the United States from Armenia. He is quickly learning English on his own, since all of his instruction is in English and his school provides him with no extra support with learning English. The EL program he is in is best described as: a. an immersion program. b. a transitional EL program. c. a sheltered English program. d. a maintenance EL program.

33. Andrei, whose native language is Russian, gets all of his instruction in English except for one period a day. During that period he goes to another room and works with a teacher who helps him with pronunciation, grammar, vocabulary, and oral comprehension in English. The EL program he is in is best described as: a. an immersion program. b. an ESL pullout program. c. a sheltered English program. d. a maintenance EL program.

34. As you move into your teaching career, you are almost certain to have non-native English speakers in your classroom. Which of the following is the most effective way to help your non-native English speakers as their language skills are developing? a. Explain everything you do slowly and clearly, so your non-native English speakers have time to try and grasp the language. b. Use as many concrete examples as possible to provide real and tangible reference points for new concepts and vocabulary. c. Have students explain topics to other students in their own language, because students often better identify with other students‘ language than the language of the teacher. d. Avoid having a classroom that is too highly structured, since some cultural groups are not comfortable in highly structured environments.

Chapter 3: Student Diversity: Culture, Language, Gender, and Exceptionalities

Essay Item 35. Describe and illustrate four guidelines that can help you as you work with culturally and linguistically diverse students.

Gender Knowledge-Level Items 36. Which of the following is not true of research on gender differences? a. Males are more likely to be found in remedial and special education classes. b. Males score lower on tests such as the SAT and ACT. c. Males receive lower grades in school. d. Males earn proportionally fewer bachelor‘s and master‘s degrees.

37. Research suggests that three of the following are characteristics of girls. Which one is not a characteristic of girls? a. They develop faster than boys. b. They have slightly higher self-esteem than boys. c. They develop motor skills at an earlier age than boys. d. They are more trusting than boys.

38. According to research on gender differences, which of the following are true?

1. Boys score higher than girls on standardized tests, such as the math sections of the SAT and ACT. 2. Boys get higher grades than girls, and they score higher on measures of writing ability.

3. Boys earn a higher percentage of both bachelor‘s and master‘s degrees.

4. Boys have more behavior problems in school than do girls.

5. Boys are more likely to drop out of school than are girls. a. 1, 2, 3, 4, 5

b. 1, 3, 5

c. 1, 4, 5

d. 1, 3, 4, 5

39. With respect to genetic differences between boys and girls that could impact their learning in various subjects, which of the following is most accurate according to research? a. Boys are innately superior in math but are innately inferior in reading. b. Girls are innately superior in elementary school but fall behind later. c. Girls are innately superior in most subjects but are discriminated against in school. d. Innate differences between boys and girls are very small.

40. Which of the following is the most accurate description of a gender-related difference in achievement? a. Girls generally score higher on the SAT than do boys. b. Women score higher on the Graduate Record Exam than do boys. c. Girls score higher on measures of reading and writing ability than do boys. d. Slightly more bachelor‘s degrees are earned by men than by women.

Chapter 3: Student Diversity: Culture, Language, Gender, and Exceptionalities

41. Which of the following statements is the best description of gender bias? a. The ―glass ceiling‖ in the workplace inhibits the advancement of women. b. Forces in schools and the larger society limit the growth and academic potential of either boys or girls. c. Reverse discrimination against boys detracts from their academic potential. d. Discrimination against girls detracts from their inclination to take ―male‖ courses, such as physics or computer science.

42. Of the following, what is the most likely cause of gender-role identity? a. It is primarily determined by genetics, which determines not only physical characteristics but also factors such as temperament and verbal ability. b. It is primarily environment, resulting from different treatment by parents, peers, and teachers. c. It is a combination of genetics and environment, with both contributing in varying degrees. d. It is the result of gender-specific treatment during infancy, resulting in behavioral traits that endure throughout life.

43. Of the following, which is the most likely cause of gender-stereotyped views of appropriate careers for boys and girls (such as engineering or computer science being inappropriate careers for girls)? a. Parental attitudes, and particular the attitudes of fathers b. Parental attitudes, and particularly the attitudes of mothers c. Teachers‘ subconscious discouragement of non-stereotyped careers (such as a teachers subtly discouraging a girl from majoring in engineering in college) d. The media portraying men‘s and women‘s careers in stereotypic ways (such as computer scientists in the media being usually portrayed as men) 44. Which of the following is the most commonly cited criticism of single-gender schools? a. Girls in single-gender schools take fewer science courses than they take in traditional school settings. b. Boys in single-gender schools have higher levels of character development than do boys in traditional school settings. c. Girls in single-gender schools are more apt to assume leadership roles that are often reserved for boys in traditional school settings. d. Both boys and girls in single-gender schools develop more gender-stereotyped attitudes of the opposite sex than they develop in traditional school settings.

Higher-Level Items 45. Albert believes that since he is a boy, he is supposed to be strong and in charge, but he isn‘t supposed to reveal uncertainties about himself. This belief is best described as: a. gender stereotyping. b. gender-role identity. c. gender self-efficacy. d. gender-specific behavior.

Chapter 3: Student Diversity: Culture, Language, Gender, and Exceptionalities

46. Janet and Peter are in the second grade. If their reading achievement fits typical patterns for boys and girls, which of the following is most likely? a. Janet is slightly more likely to have problems with reading than is Peter. b. Janet is much more likely to have problems with reading than is Peter. c. Peter is more likely to have problems with reading than is Janet. d. They are equally likely to have problems with reading.

47. Darren James, a chemistry teacher, attended a series of workshops designed to make him aware of gender stereotypes in secondary math and science. As a result, he made a conscious effort to eliminate the stereotype of math and science as the domain of male students, and he consciously made an effort to improve his female students‘ attitudes toward math and science. If his results were consistent with research outcomes in the area, which of the following is most likely? a. His female students‘ attitudes toward math and science are likely to become more positive. b. His female students‘ attitudes toward math and science are likely to become more negative. c. No change in the attitudes of his female students is likely. d. His female students‘ attitudes toward math and science are likely to become more positive, but at the same time his male students‘ attitudes will become more negative.

48. Katy and John are pre-kindergartners. If the children are consistent with patterns of development identified by research, which of the following would be the most valid prediction? a. Katy‘s verbal ability will be superior to John‘s. b. John‘s verbal ability will be superior to Katy‘s. c. Their verbal abilities will be about equal. d. No prediction of verbal ability differences can be made as early as pre-kindergarten.

Essay Items 49. Describe five differences between boys and girls with respect to their classroom behavior and academic achievement. (For example, boys outnumber girls in remedial English and math classes. Now, list five more differences.)

50. Describe three guidelines that can help teachers as they attempt to eliminate gender bias and gender stereotyping in their teaching, and provide an example of each.

Learners with Exceptionalities Knowledge-Level Items 51. The statement, ―the ability to acquire and use knowledge, solve problems and reason in the abstract, and adapt to new situations in our environments,‖ most closely relates to a description of which of the following?

Chapter 3: Student Diversity: Culture, Language, Gender, and Exceptionalities

a. b. c. d.

Intelligence Learning style Field independence Critical thinking

52. Which theorist suggests that intelligence consists of eight relatively independent factors? a. Binet b. Sternberg c. Gardner d. Guilford 53. Using Gardner‘s theory of intelligence, in which of the following dimensions would sales people be most likely to score highly? a. Intrapersonal intelligence b. Visual-spatial intelligence c. Logical-mathematical intelligence d. Interpersonal intelligence 54. Which of the following would be Gardner‘s primary criticism of existing intelligence tests? a. They are too difficult for most students. b. They are culturally biased against certain minorities. c. They are not developmentally appropriate. d. They ignore certain important dimensions.

55. Of the following, which is the primary criticism of Gardner‘s theory of multiple intelligences? a. Gardner‘s theory has not considered the impact of emotions on intelligence. b. Gardner‘s theory has not been validated by credible research. c. Gardner‘s theory fails to consider the role of experience in intelligence. d. Gardner‘s theory doesn‘t consider personal learning style in intelligence.

56. The ability to manage our feelings so we can cope with our world and accomplish goals, is best described as: a. personal development. b. personal well-being. c. moral compass. d. emotional intelligence.

57. Which of the following are considered to be characteristics of emotional intelligence?

1. Making and defending conclusions based on evidence.

2. Controlling impulses 3. Managing negative emotions 4. Behaving in socially acceptable ways 5. Demonstrating a strong work ethic a. 1, 2, 3, 4, 5

b. 2, 3, 4, 5

c. 2, 3, 5

d. 2, 3, 4

Chapter 3: Student Diversity: Culture, Language, Gender, and Exceptionalities

58. Which of the following statements tend to be true of students with high levels of emotional intelligence?

1. They are happier and better adjusted than their peers with lower levels of emotional intelligence.

2. They are better able to make and keep friends than are their peers with lower levels of emotional intelligence.

3. They are higher achievers than are their peers with lower levels of emotional intelligence.

4. They tend to use language as a tool to examine and monitor their emotions a. 1, 2, 3, 4

b. 1, 2, 3

c. 1, 2

d. 2, 3

59. Your preferred way of learning, studying, or thinking about the world, best describes your: a. emotional intelligence. b. cultural values. c. socioeconomic status. d. learning style.

60. Which of the following best describes credible experts‘ views about the wisdom of teachers allocating energy and resources to accommodate each student‘s distinctive learning style? a. Experts believe that effective teachers devote considerable energy to accommodating their students‘ learning styles. b. Experts believe that teachers should accommodate low achieving students‘ learning styles, but accommodating high achieving students‘ learning styles is less important. c. Experts believe that accommodating students‘ learning styles is one of the most important aspects of their jobs. d. Experts question the wisdom of allocating energy and resources to accommodate their students‘ learning styles.

61. Of the following, based on research, which is the most valid implication of learning style research for the way we teach? a. We should be aware that students are different and vary the way we teach. b. We should try to match our instruction to the individual learning styles of our students. c. We should assess our students‘ learning styles and group students according to the assessment results. d. We should try to do as much cooperative learning as possible, because cooperative learning capitalizes on learning style differences.

62. Learning or emotional needs that result in students needing special help to succeed and reach their full potential best describes which of the following? a. Learning disabilities b. Learning exceptionalities c. Learning handicaps d. Learning deficits

Chapter 3: Student Diversity: Culture, Language, Gender, and Exceptionalities

63. Public Law 94-142 is referred to as the: a. No Child Left Behind Act. b. Education for all Children: Birth to 21 Act. c. Individuals with Disabilities Education Act. d. Student Support Services for Success Act. 64. Which of the following is not a provision under IDEA? a. Free and Appropriate Public Education b. Educate children in the least restrictive environment. c. Develop an individualized education program of study for each student. d. Provide extra before- and after-school assistance for all special-needs learners.

65. Of the following, which is the best description of an individualized education program (IEP)? a. A written statement describing the process of making content relevant to students‘ lives and creating a learning environment that‘s safe, orderly, and free of distractions b. A written statement that provides a framework for delivering a free and appropriate education to every eligible student with an exceptionality c. The process of designing instructional materials and activities to make content accessible to all learners d. The process of having general education teachers, special educators, outside services providers, and families work as a team to provide services for learners with exceptionalities 66. Which of the following are considered as students with exceptionalities?

1. Students who have intellectual disabilities 2. Students who are learning disabled 3. Students who are behaviorally disordered 4. Students who are gifted and talented a. 1, 2, 3, 4

b. 1, 2, 3

c. 1, 2

d. 1, 2, 4

67. The major difference between mainstreaming and inclusion is that: a. inclusion addresses both cognitive and social adaptations, whereas mainstreaming does not. b. mainstreaming is designed to help teachers accelerate learning for students with exceptionalities, whereas inclusion is not. c. mainstreaming is intended to provide support, within the classroom, for regular classroom teachers, whereas inclusion does not provide these services. d. inclusion provides a comprehensive web of services for learners with exceptionalities, and it is broader than mainstreaming.

68. A plan created for every student having an exceptionality that includes an assessment of the student‘s current level of performance, objectives, strategies to ensure that the student is making academic progress, schedules for implementing the plan, and criteria for evaluating the plan‘s success is called a(n):

Chapter 3: Student Diversity: Culture, Language, Gender, and Exceptionalities

a. b. c. d.

individualized education program. special needs outline. exceptionalities development program. program for academic success.

69. A team of educators will create a plan for every student having an exceptionality. Which of the following most accurately describes the composition of the team? a. You as the classroom teacher, a special education specialist, and parents b. A special education specialist, a resource professional, and parents c. You as the classroom teacher, a special education specialist, and a resource professional d. You as the classroom teacher, a special education specialist, a resource professional, and parents 70. If you have students with exceptionalities in your classes, into which of the following categories are they most likely to fall? a. Students with visual impairments b. Students with intellectual disabilities c. Students with learning disabilities d. Students with behavioral disorders 71. A disability associated with difficulties in acquiring and using listening, speaking, reading, writing, reasoning, or mathematical abilities is best labeled as a(n): a. intellectual disability. b. learning disability. c. behavior disorder. d. communication disorder.

72. A disability associated with the display of serious and persistent age-inappropriate behaviors that result in social conflict, personal unhappiness, and school failure is labeled a(n): a. intellectual disability. b. learning disability. c. behavior disorder. d. communication disorder.

73. A disability associated with limitations in cognitive and social functioning, as indicated by difficulties in learning, and problems with adaptive skills, such as communication, self-care, and social interaction is labeled a(n): a. intellectual disability. b. learning disability. c. behavior disorder. d. communication disorder.

74. As a regular classroom teacher you have three important responsibilities in working with students who have exceptionalities. Which one below is not one of those responsibilities? a. Assisting in identifying students who may need additional help b. Specifying the number of learners with exceptionalities who will be in their classes

Chapter 3: Student Diversity: Culture, Language, Gender, and Exceptionalities

c. Modifying their instruction to best meet the needs of students with exceptionalities in their classes d. Encouraging acceptance of all students in their classes 75. Which of the following statements best describes effective instruction for students with exceptionalities? a. With extra support such as one-on-one help, instruction that is effective with students in general is also effective with students having exceptionalities. b. Instruction that is effective with students in general is also effective with students having exceptionalities if a special education specialist is in the room to supervise the instruction. c. Instruction that is effective with students in general is also effective with students having exceptionalities, and students are expected to adapt their learning strategies so they can succeed. d. Effective instruction for learners with exceptionalities is different than effective instruction in general, and teachers need special training to learn how to conduct this instruction.

Higher-Level Items 76. We have all met people who seem to be very adept at getting along with other people, even though our perception is that they are only modestly ―bright.‖ Which of the following provides the most valid explanation for this phenomenon? a. Socioeconomic factors cause individuals to develop different dimensions of intelligence to different degrees. b. Gardner‘s theory of multiple intelligences suggests that the eight different intelligences are relatively independent. c. Some people score high on the verbal component of intelligence tests, but low on performance components. d. Most theories of intelligence emphasize adaptive ability as an indicator of intelligent behavior.

Use the following information for Items 77 and 78.

Tony, a high school junior, has a somewhat difficult time in school compared to his peers, particularly with word problems in math and other areas that aren‘t tangible. In spite of high motivation, he still struggles, and new situations and problems ―throw him‖ more than they do his classmates. In order to succeed, he needs a lot of practice, and his approach is somewhat more ―mechanical‖ than that of his peers. He comments, ―I need to be able to ‗see it‘ to understand it. Some of these ideas are just too abstract for me. Who cares about what would have happened if the Crusades had been more successful for Christianity? I can get it though, if I get enough practice.‖ When he gets frustrated, he retreats to his room where he plays his guitar; he has even done some of his own arrangements. Tony is very skilled at working with people, and some of his peers turn to him as an arbitrator when clashes occur in club and other organizational meetings.

Chapter 3: Student Diversity: Culture, Language, Gender, and Exceptionalities

77. If we were asked to assess Tony‘s intelligence according to researchers‘ and experts‘ traditional conceptions of intelligence, which of the following is the most valid prediction? a. He will probably score lower on a test of intelligence than his typical peers. b. He will probably get a score on an intelligence test that is similar to that of his typical peers. c. He will probably score higher on an intelligence test than his typical peers. d. We don‘t have enough evidence in the case study to assess his intelligence based on researchers‘ traditional conceptions of intelligence.

78. Consider Tony‘s intelligence according to Gardner‘s Theory of Intelligence. Based on information in the case study and Gardner‘s work, which of the following statements is most valid? a. Tony would be described as low in intelligence according to each of Gardner‘s dimensions of intelligence. b. Tony would be described as high in intelligence according to each of Gardner‘s dimensions of intelligence. c. Tony would be described as high in intelligence for some of Gardner‘s dimensions and unintelligent for the rest of the dimensions. d. Tony would be described as low in intelligence for some dimensions, high in intelligence for others, and information is lacking for the rest of the dimensions.

Use the following information for items 79 and 80.

Four teachers each have learners with exceptionalities in their classrooms, and each is attempting to adapt instruction to best meet the students‘ needs.

Mr. Robinson works hard to help his students learn study strategies, such as outlining, highlighting descriptions of examples in the information his students read, summarizing, and self-questioning.

Mrs. Lake goes over each math homework assignment with her students and gives the students feedback on problems that are frequently missed.

Mrs. Weber separates her students with exceptionalities from the rest of the class during learning activities and gives them seatwork assignments to complete until she can work with them in a small group.

Mr. Edwards calls on his students with exceptionalities when he is conducting learning activities, but he avoids calling on them too much to prevent them from possibly being embarrassed if they‘re unable to answer.

79. The teacher who is most effective in adapting instruction to meet the needs of his or her students with exceptionalities is: a. Mr. Robinson. b. Mrs. Lake. c. Mrs. Weber. d. Mr. Edwards.

Chapter 3: Student Diversity: Culture, Language, Gender, and Exceptionalities

80. The teacher who is least effective in adapting instruction to meet the needs of his or her students with exceptionalities is: a. Mr. Robinson. b. Mrs. Lake. c. Mrs. Weber. d. Mr. Edwards.

Essay Items 81. Describe the primary difference between Gardner‘s view of intelligence and traditional views of intelligence.

82. Describe three characteristics typically associated with high levels of emotional intelligence.

83. Describe differences in the way students who are high in emotional intelligence function in school compared to students who are lower in emotional intelligence.

84. Describe two strategies that you, as a teacher, can use to help develop emotional intelligence and self-regulation in your students.

85. What are the four most common types of exceptionalities found in today‘s classrooms?

Describe each briefly.

86. Explain why it is important for you as a prospective teacher to understand learners with exceptionalities.

Chapter 4: Education in the United States: It’s Historical Roots

CHAPTER FOUR EDUCATION IN THE UNITED STATES: IT’S HISTORICAL ROOTS The Colonial Period (1607-1775) Knowledge-Level Items 1. The historical period in American education that most contributed to the strong link between religion and education (which remains to today) was the: a. Colonial period. b. Early National Period. c. Common school movement. d. Progressive Era. 2. Schooling during the colonial period was designed primarily for which of the following groups? a. Wealthy males b. Males of all socioeconomic classes c. Wealthy males and wealthy females d. Males of all socioeconomic classes and wealthy females 3. While religion was an important influence in all the colonies–Northern, Middle, and Southern–during the colonial period, it was the most dominant influence in the: a. Northern colonies. b. Middle colonies. c. Southern colonies. d. Western colonies.

4. Which of the following is most significant about the Colonial Period in helping us understand American education today? a. It helps us understand why teacher preparation programs (such as the one you‘re in) came to exist. b. It helps us understand why the federal government has turned much of the responsibility for education over to the states. c. It helps us understand how the present organization of elementary, middle, and high schools came to exist. d. It helps us understand why religion remains an important issue in American education.

5. Which of the following statements best describes the significance of the ―Old Deluder Satan Act‖ (the Massachusetts Act of 1647), which was designed to create citizens that were literate with respect to the Bible? a. It established a link between education and religion in the Southern states, such as Alabama, Mississippi, and Louisiana that remains today. b. It set a precedent for controversies surrounding religion that led to the principle of ―separation of church and state.‖

Chapter 4: Education in the United States: It’s Historical Roots

c. It provided the legal foundation for public support of education. d. It established a precedent that led to the widespread system of parochial schools that exist in the United States today.

6. During the colonial period of American Education, the thinking of some European philosophers, such as Locke, Rousseau, and Pestalozzi, began to influence education. Of the following, which is the most accurate description of their influence? a. These philosophers emphasized memorization and recitation as ―training for the mind.‖ b. These philosophers emphasized the importance of first-hand experiences for children as the foundation for their education. c. These philosophers emphasized education for all citizens instead of reserving education for the wealthy elite. d. These philosophers emphasized differences between religion and education that contributed to establishing the principle of separation of church and state.

Higher-Level Items 7. Consider the schools in the Southern colonies–Maryland, Virginia, the Carolinas and Georgia–during the colonial period. Which of the following statements is most valid? a. The colonies were religiously diverse, so each colony created parochial schools for the children of the colony. b. Because many people lived on plantations that were long distances from each other, wealthy parents hired tutors to educate their children. c. Because many people lived and worked in agriculture, education was more egalitarian than in the Middle and Northern colonies. d. Education focused primarily on religious training, which was grounded in the belief that humanity was evil, by its nature, having fallen in the sin of Adam and Eve. 8. Consider the schools in the Middle colonies–New York, New Jersey, Rhode Island, Delaware, and Pennsylvania–during the colonial period. Which of the following statements is most valid? a. The colonies were religiously diverse, so each colony created parochial schools for the children of the colony. b. Because many people worked in towns that had industry and commerce, families collaborated to hire tutors for several families‘ children. c. Because many people came from working class–instead of aristocratic–backgrounds, education was more egalitarian than in the Northern and Southern colonies. d. Education focused primarily on religious training, which was grounded in the belief that humanity was evil, by its nature, having fallen in the sin of Adam and Eve. 9. Consider the schools in the New England colonies–Massachusetts, Connecticut, and New Hampshire–during the colonial period. Which of the following statements is most valid? a. The colonies were religiously diverse, so each colony created parochial schools for the children of the colony. b. Because many people worked in towns that had industry and commerce, families collaborated to hire tutors for several families‘ children.

Chapter 4: Education in the United States: It’s Historical Roots

c. Because many people came from working class, rather than aristocratic, backgrounds, education was more egalitarian than in the Middle and Southern colonies. d. Education focused primarily on religious training, which was grounded in the belief that humanity was evil by its nature, having fallen in the sin of Adam and Eve. 10. The colonial period in our nation‘s history shaped education in three important ways. Of the following which is not one of those ways? a. It maintained European ideas of class structure, which helps explain why equality of educational opportunity didn‘t come until much later in our nation‘s history. b. It laid the foundation for public support of education and local control of schools. c. It established the precedent that has resulted in the majority of today‘s teaching force being women. d. It helps us understand why religion continues to be an important and contentious issue in our schools today.

11. You‘re a 6th grade teacher working in today‘s schools. Which of the following teaching practices can be best traced back to the Colonial Period? a. Your school is a P-6 elementary school, and the curriculum is organized so that each grade level has specific learning outcomes that students in your school are expected to meet. b. The majority of the faculty at your school are women, and you have all graduated from an accredited teacher-preparation program at a college or university. c. You teach in a public school, and all your students attend school free of charge, and many of them ride a bus to school, also free of charge. d. You emphasize experience-oriented instruction, such dropping two balls of unequal weight, and your students see that they hit the floor at the same time to demonstrate the acceleration of gravity.

Essay Items 12. Describe the cultural and economic differences in the Southern, Middle, and Northern colonies during the colonial period, and explain how the types of schools that were created were the result of these differences.

13. Describe the primary legacy of the Colonial Period (1607-1775) which remains in our country‘s educational system today.

The Early National Period (1775-1820) Knowledge-Level Items 14. The leaders that framed the U.S. Constitution refused to establish a national religion in the United States. Which of the following is the best description of the reason for the leaders‘ refusal? a. The leaders were afraid that a national religion might lead to a national system of schools and churches.

Chapter 4: Education in the United States: It’s Historical Roots

b. The leaders adopted the principle of separation of church and state that had been established in England during the 1600s. c. The leaders recognized that a great deal of religious diversity existed in the colonies and concluded that no religion should be placed above others. d. The leaders wanted to eliminate the influence of religion in America, and they believed that the refusal to establish a national religion would help them reach that goal.

15. Which of the following statements best describes the contribution of the Land Ordinance of 1785 to education in America? a. It formally established the principle of separation of church and state by providing tracts of land for different religious groups. b. It was the law that removed the federal government from direct involvement in running America‘s schools. c. It was the law that used the sale of land to provide the money to allow the free public education of members of cultural minorities. d. It was the law that set aside land that would be used to financially support public education.

16. Which of the following best describes the legal action that resulted in every state in the United States now having its own office of education? a. The First Amendment to the Constitution, which established the principle of separation of church and state. b. The Land Ordinance of 1785 which provided a basis for financial support of education. c. The Tenth Amendment to the Constitution, which said that areas not assigned to the federal government would be the responsibilities of the states. d. The Old Deluder Satan Act which provided for public support of education.

Higher-Level Items 17. Of the following, the two most significant contributions of the Early National Period (17751820) that remain today are: a. establishment of public support for education and the development of the comprehensive high school. b. the separation of church and state and the removal of the federal government from a central role in running America‘s schools. c. the establishment of the Department of Education as a federal cabinet post and the creation of vouchers to support religion for all free members of society. d. the ―Old Deluder Satan Act‖ and the establishment of a widespread system of parochial schools.

18. Public school officials are not allowed to mandate prayer in their schools. Which of the following best explains why officials are not allowed to mandate prayers? a. The Land Ordinance of 1785, which called for a secular versus a religious orientation for public education b. The Old Deluder Satan Act, which established the principle of non-religious public education.

Chapter 4: Education in the United States: It’s Historical Roots

c. The First Amendment to the Constitution that established the principle of separation of church and state d. The 10th Amendment to the Constitution that mandated that education be largely governed by the states instead of the federal government Essay Items 19. The 1st and 10th Amendments to the Constitution, established during the Early National Period (1775-1820) both continue to have a major impact on education in our country today.

Describe the impact of each.

20. Describe the important legacies of the Early National Period (1775-1820) which remain in our country‘s educational system today.

The Common School Movement: The Rise of State Support for Public Education (1820-1865) Knowledge-Level Items 21. Which of the following is the best description of the Common School Movement? a. An historical attempt to make education available to all children in the United States b. An attempt to create common learning goals for all students attending public schools c. The process of reserving public land specifically for the purpose of funding public education d. The process of putting common people in leadership roles in education 22. Which of the following statements best describes the contribution Horace Mann made to American education? a. He spearheaded legislation that led to the principle of separation of church and state. b. He spearheaded the idea that all citizens should have the right to attend a tax-supported elementary school. c. He was the leader of the movement to remove the federal government from direct involvement in running America‘s schools. d. He was the person who wrote and spearheaded the passing of the Northwest Ordinance of 1785.

23. Which of the following contributed to the idea that a free public education should be the right of all citizens?

1. The principle of separation of church and state.

2. The increasing industrialization of the United States during the approximate period between 1820 and 1865.

3. The large influx of immigrants from Europe and other parts of the world that began in about the 1830s.

4. The Land Ordinance of 1785 that established an economic basis for public education. a. 1, 2, 3, 4

b. 1, 4

c. 1, 3, 4

d. 2, 3

Chapter 4: Education in the United States: It’s Historical Roots

24. Which of the following is the best description of normal schools? a. Schools designed to educate all members of society, not just the elite b. Schools designed to focus on secular more than religious education c. Schools designed to prepare young men for careers in law or the ministry d. Schools designed to prepare prospective teachers for America‘s schools 25. Which of the following most contributed to the increase in quality of America‘s schools during the period from approximately 1820-1865? a. Improvement in teacher preparation and the introduction of grade levels in elementary schools b. The Land Ordinance of 1785 and the establishment of the comprehensive high school c. The practice of using people preparing for the ministry as teachers and the establishment of middle schools d. Tax support for public schools and control of education being given to the states 26. Which of the following best describes an important problem with tax support for public schools? a. Citizens are reluctant to pay school taxes, so adequate funding sometimes isn‘t available. b. Funding is often inequitable, because some districts have high tax bases, whereas others have very low tax bases. c. Most of the taxes are paid by wealthy people who are unwilling to support education for all citizens. d. Only a small portion of tax money goes to education, so education is consistently underfunded.

Higher-Level Items 27. In order to teach, you will be required to have a license, and you will likely have to pass a test to demonstrate that you are competent to work with young people. During which period in our nation‘s educational history was this precedent established? a. The Colonial Period (1607-1775) b. The Early National Period (1775-1820) c. The Period of the Common School Movement (1820-1865) d. The 20th Century (1900-2000) 28. Universities in our country today, such as Eastern Michigan University, San Jose State University, and the University of California at Los Angeles (UCLA) began as normal schools. Which of the following best explains why these normal schools were originally established? a. Competent teachers were seen as the key to improving schools, and normal schools were established to improve teaching competence. b. Normal schools were established because the age of the common man focused on ―normal people,‖ people who made up mainstream America. c. Normal schools were mandated by the Land Ordinance of 1785, which mandated that public education should be supported with tax dollars.

Chapter 4: Education in the United States: It’s Historical Roots

d. Normal schools were established by the 10th amendment to the Constitution, which mandated that education should be the responsibility of the states rather than the federal government.

Essay Items 29. Horace Mann is sometimes described as the father of public education in the United States.

What is the most important reason he is described this way?

30. Describe three reasons for the enormous growth of the Common School Movement during the middle 1800s.

31. Describe the legacy of the Common School Movement (1820-1865) which remains in our country‘s educational system today.

The Evolution of the American High School Knowledge-Level Items 32. Approximately what percent of all high school-age students attended school at the beginning of the 20th century? a. Less than 10% b. About 25% c. About 50% d. About 75% Use the following information for items 33-35.

While the comprehensive American high school wasn‘t well established until the 20th century, its roots go back to the Latin Grammar School established in 1635, Benjamin Franklin‘s Academy, which first opened in 1751, and the English Classical School (later changed to the English High School), which opened in 1821.

33. Which of the following best describes the goal of the Latin Grammar School? a. To create a school for college-bound students preparing for a career in law and the ministry b. To help students develop practical skills, such as math, navigation, bookkeeping and logic c. To design a school that prepared some students with practical job skills and others with college-bound abilities d. To help students acquire basic skills, such as reading, writing, and math 34. Which of the following best describes the goal of Franklin‘s Academy? a. To create a school for college-bound students preparing for a career in law and the ministry b. To help students develop practical skills, such as math, navigation, bookkeeping and logic

Chapter 4: Education in the United States: It’s Historical Roots

c. To help some students develop practical job skills and others prepare for college d. To help students acquire basic skills, such as reading, writing, and math e. To help students acquire basic skills, such as reading, writing, and math, as well as develop high moral values and character 35. Which of the following are contributions that Franklin‘s Academies made to American education?

1. They shifted emphasis to a practical, career-oriented curriculum.

2. They removed religion from its former role in the curriculum.

3. Both boys and girls attended the schools.

4. They were partially supported by public funds. a. 1, 2, 3, 4

b. 1, 2, 4

c. 2, 3, 4

d. 1, 2, 3

36. Which of the following best describes faculty psychology? a. A view of learning that suggests that students learn best when taught by well-prepared teachers b. A view of learning that emphasizes the role of experience and hands-on activities in learning c. A view of learning suggesting that the best education involves mental discipline and training the powers of the mind d. A view of learning that emphasizes a study of classic literature, such as Shakespeare, that has endured throughout history 37. Of the following, what are reasons that the Committee of Ten recommended that all students–both college-bound and non-college-bound–meet the same high school requirements?

1. The Committee was composed of college professors and administrators, who had a bias in favor of a college preparatory curriculum.

2. The Committee believed in the need for basic skills–reading, writing, and math–that all students should master.

3. The members of the Committee believed in faculty psychology, which emphasized mental training for all students.

4. The members of the Committee believed that a different curriculum for college-bound and non-college bound students might result in separation of social classes. a. 1, 2, 3, 4

b. 1, 3, 4

c. 2, 3, 4

d. 2, 4

38. Of the following, which event most nearly led to the development of the American high school as we know it today? a. The development of the English High School, whose curriculum included English, math, science, history, and geography b. The preparation of the report titled The Cardinal Principles of Education, which established goals for high schools c. The establishment of Normal Schools, which resulted in a teaching force able to work effectively in modern high schools

Chapter 4: Education in the United States: It’s Historical Roots

d. The establishment of different grades in elementary schools, which better prepared students for the rigorous content of high schools Higher-Level Items 39. Janet, a math teacher, Cal, who teaches American history, Lamont, an English teacher, and Karen, a science teacher are meeting during their common planning period to discuss several students who appear to be having problems in each of their classes. They also are working on integrating their curriculum. Lamont agrees to have his class begin reading Uncle Tom‘s Cabin since Cal‘s students are studying the American Civil War, and the publication of the book was one of the factors that precipitated the war. Their discussion then continues. Based on this information, it most likely that these teachers teach in a(n): a. elementary school. b. middle school. c. junior high. d. high school.

40. Junior highs were created in part as a response to developmental psychologists‘ assertions that early adolescence is a time of intellectual, emotional, and physical transition, and students undergoing these transitions require a different kind of school.

Of the following, which best describes the outcomes of this movement in our nation‘s educational history? a. Junior highs strongly emphasize curricula and programming specifically designed to meet the developmental needs of adolescents. b. Junior highs combine the best practices of learner-centered elementary schools with the academic emphasis found in high schools. c. Junior highs are very similar to middle schools in philosophy, organization, and teaching practice. d. Junior highs are largely imitations of high schools with emphasis on academic disciplines and minimal attention to adolescents‘ developmental needs.

Essay Items 41. You likely graduated from a comprehensive high school. Explain how the idea of a comprehensive high school evolved in our country.

42. Explain why junior high and middle schools were established in our country.

Searching for Equality: The Education of Cultural Minorities Knowledge-Level Items 43. The educational movement that attempted to bring cultural minorities into mainstream American life by teaching basic skills and white middle class values is best described as: a. separate but equal. b. progressive education.

Chapter 4: Education in the United States: It’s Historical Roots

c. assimilation. d. mainstreaming.

44. The assimilation movement in education was most strongly attempted with: a. Native American students. b. African American students. c. Hispanic students. d. Asian American students.

45. The policy separate-but-equal in education was most prominently implemented in: a. Native American education. b. African American education. c. Hispanic education. d. Asian American education.

46. The fastest growing cultural minority group in the United States is: a. Native American students. b. African American students. c. Hispanic students. d. Asian American students.

47. As a generalization, the cultural minorities who have experienced the greatest success in American schools are: a. Native American students. b. African American students. c. Hispanic students. d. Asian American students.

48. Which of the following is most commonly cited as an important reason for the lack of success of Hispanic students? a. The lack of motivation of many Hispanic students b. Language differences that symbolized the differences between Hispanics and the dominant culture c. Differences between the learning styles of most Hispanic students and the patterns of instruction found in most American schools d. Antagonism between Hispanic students and other cultural minorities that resulted in Hispanic students being isolated from the rest of the school population Higher-Level Items 49. Of the following, which description most accurately explains how the education of Native Americans in our country differed from the education of other cultural minorities? a. The education of Native Americans focused more on native languages and customs than did the education of other cultural minorities. b. The education of Native Americans more nearly attempted to create students who were college-ready than attempts with other cultural minorities.

Chapter 4: Education in the United States: It’s Historical Roots

c. The education of Native Americans attempted to integrate Native American students into all types of school activities. d. The education of Native Americans attempted to completely socialize students to American values and customs through boarding schools.

50. St. Ignatius, Montana, is a small town that originally grew up around a school intended to help cultural minorities assimilate into mainstream culture. Of the following, which cultural minority or minorities, would we most expect to see in the area around St. Ignatius? a. African Americans b. Hispanic Americans c. Native Americans d. Asian Americans Essay Items 51. Explain the assimilation movement in education in detail. Assess its success, and provide evidence for your assessment.

52. Describe the differences between Booker T. Washington‘s and W.E.B. Dubois‘ suggestions for improving the education of African Americans. Describe differences in their personal backgrounds that could have contributed to their views.

The Modern Era: Schools as Instruments for National Purpose and Social Change Knowledge-Level Items 53. The event of the Cold War period that had the most important implications for education was: a. the Berlin airlift that resulted from the Communist blockade of Berlin. b. the Korean War and the ―Domino Theory.‖ c. the Soviet launching of Sputnik. d. the Cuban missile crisis that nearly caused World War III. 54. Which of the following is the most important result of Russia‘s launching of Sputnik in 1957? a. It resulted in a dramatic increase in funding for math, science, and teacher training. b. It precipitated the progressive education movement that made the school curriculum much more relevant to students‘ lives. c. It resulted in a standardized high school curriculum that raised the standards for the education of all students. d. It precipitated the modern reform movement that emphasized standards-based education and school accountability.

55. ―A federal compensatory pre-school education program designed to help three- and fouryear-old disadvantaged students enter school ready to learn,‖ is most accurately labeled: a. Head Start. b. Title I.

Chapter 4: Education in the United States: It’s Historical Roots

c. Progressive Education. d. Individuals with Disabilities Education Act. 56. ―A federal compensatory education program that funds supplemental education services for low-income students in elementary and secondary schools‖ is most accurately labeled: a. Head Start. b. Title I. c.

National Defense Education Act. d. Individuals with Disabilities Education Act. 57. The Supreme Court decision that made the policy,‖ separate but equal‖ illegal was: a. the Civil Rights Act. b. Brown vs. the Board of Education of Topeka . c. Title IX. d. the National Defense Education Act. 58. The legislation intended to eliminate gender discrimination in schools was: a. Title IX. b. PL 94-142. c. the Gender Equity Legislative Mandate. d. the Civil Rights Act. 59. Schools that attempt to attract and integrate cultural minority and white students through quality instruction or innovative programs are most accurately labeled: a. progressive schools. b. Title I schools. c. integrated schools. d. magnet schools.

Higher-Level Items 60. If you were a classroom teacher during the 1950s and 1960s, which of the following would have been a major outcome of the ―Cold War‖? a. More educational opportunities for women and members of cultural minorities existed compared to before the ―Cold War.‖ b. Math, science, and foreign languages were emphasized to a greater extent than they had been prior to the ―Cold War.‖ c. The federal government reduced its impact on controls, constraints, and mandates compared to before the ―Cold War.‖ d. Technology and programmed instruction were emphasized much more strongly than they had been prior to the ―Cold War.‖ 61. De facto segregation and de jure segregation have both presented problems for cultural minorities, which included factors such as housing and schooling. Of the following, which best describes an important difference between the two forms of segregation?

Chapter 4: Education in the United States: It’s Historical Roots

a. De facto segregation is harder to address with federal or state laws. b. De facto segregation Is prevalent in rural and suburban communities but not in urban communities. c. De facto segregation was effectively eliminated by mandated busing of students. d. De facto segregation can more easily be addressed through government actions.

62. If you were a female student prior to the enactment of Title IX in 1972, which of the following would you have been most likely to experience? a. You would have had fewer opportunities to take rigorous and advanced courses in science and math. b. You would have had physical education taught by both male and female teachers. c. You would have had fewer opportunities to participate in sports and other extracurricular activities than you do now. d. You would have been less likely to drop out of school because of pressures to contribute to your family‘s income.

63. Of the following, which best describes the initial impetus for the ―standards movement‖ in education in our country? a. Fear that an inadequate educational system was causing our country to lose its military competitive advantage with our enemies, such as the Soviet Union b. Fear that the cultural achievement gap between cultural minorities and mainstream students was leading to excessive levels of poverty in our country c. Fear that white Americans were losing their preeminence in mainstream American society d. Fear that an inadequate educational system was causing our country to lose its economic competitive advantage with other countries in the world 64. The number of girls participating in high school athletics increased from fewer than 300,000 in 1972 to over 3.5 million in 2016, and the number of female college athletes increased more than fivefold in that same time span. Of the following, which piece of legislation was primarily responsible for these statistics? a. The Civil Rights Act of 1964 b. Title IX of the Education Amendments of 1972 c. Brown vs. the Board of Education of Topeka d. The Gender Equity Legislative Mandate Essay Items 65. Using research as a basis, write an assessment of the success of Head Start and Title I. Carefully explain the success (or lack of success) in each case.

66. Describe the controversies that exist with respect to civil rights and equity for women. Cite arguments for both sides of the issues in describing the controversies.

Chapter 5: Educational Philosophy and Your Teaching

CHAPTER FIVE EDUCATIONAL PHILOSOPHY AND YOUR TEACHING Philosophy and Philosophy of Education Knowledge-Level Items 1. At a most basic level, philosophy is often described as: a. a search for meaning. b. a set of fundamental principles. c. a guide for action in our daily lives. d. a system of beliefs about how the world works.

2. ―A framework for thinking about educational issues and a guide for professional practice‖ best describes which of the following? a. An epistemology of education. b. A metaphysics of education. c. An axiology of education. d. A philosophy of education.

3. Which of the following best describes the role of philosophy in teacher professionalism? a. It helps ensure that professional teachers will be ethical in their dealings with students. b. It is an essential part of the knowledge base teachers use to make decisions. c. It is an essential part of teachers‘ classroom strategies. d. It ensures that students who are members of cultural minorities will be instructed without cultural bias.

4. Which of the following statements best describes the relationship between theory and philosophy? a. Theories explain observations in the world, and philosophy explains people‘s thoughts and emotions. b. Philosophy is used to analyze ideas, but theories go beyond philosophy to explain observations and events. c. Theories explain observations in the world, but philosophy goes beyond theory to describe how things ought to be. d. Theories are based on principles, and philosophy is used to form the principles.

5. A description of the way education, architecture, and any other profession ought to practice is called: a. professional theory. b. normative philosophy. c. character education. d. values clarification.

Chapter 5: Educational Philosophy and Your Teaching

6. Which of the following is not a branch of philosophy? a. Paleontology b. Epistemology c. Metaphysics d. Axiology 7. The branch of philosophy that deals with questions of how we come to know what we know is: a. axiology. b. metaphysics. c. epistemology. d. ethics.

8. The branch of philosophy that considers the nature of reality is: a. epistemology. b. metaphysics. c. axiology. d. logic.

9. The branch of philosophy that considers values and ethics is: a. epistemology. b. metaphysics. c. psychology. d. axiology.

Higher-Level Items Use the following information for Items 10 and 11.

Claire Rodriguez and Antonio Rivera, two middle school teachers, are involved in a discussion. ―This ‗feel good‘ stuff has set education back 30 years,‖ Claire asserts. ―We know that people are motivated by the extent to which they expect to succeed on challenging tasks. So, what we should be doing is challenging them and helping them to succeed. There is information everyone needs in order to function in today‘s world, and we need to hold kids‘ feet to the fire to be sure that they learn it.‖ ―That‘s all well and good,‖ Antonio responds, ―but how do you know what knowledge is the most important for them to learn? Who is going to decide what is most important? I think kids need to learn how to get information on their own. Then, they‘ll be better equipped to function in today‘s world.‖ 10. Which of the following statements best describes Claire‘s comments? a. Her comments include explanations based on theory, but not statements that reflect philosophy. b. Her comments include statements that reflect philosophy, but not explanations that are based on theory.

Chapter 5: Educational Philosophy and Your Teaching

c. Her statements include both explanations based on theory and statements that reflect philosophy. d. Her statements reflect neither explanations based on theory nor statements that reflect philosophy.

11. Which of the following statements best describes Antonio‘s comments? a. His comments include explanations based on theory, but not statements that reflect philosophy. b. His comments include statements that reflect philosophy, but not explanations that are based on theory. c. His statements include both explanations based on theory and statements that reflect philosophy. d. His statements reflect neither explanations based on theory nor statements that reflect philosophy.

12. ―We‘re never sure an idea is true until it‘s tested with factual evidence‖ is a statement that best reflects: a. epistemology. b. metaphysics. c. axiology. d. logic.

13. Which of the following most closely relates to the conflict between one view of teaching morals, a view suggesting that values, such as honesty should be emphasized, taught, and rewarded, and another view suggesting that morals are most effectively developed with moral reasoning? a. epistemology. b. metaphysics. c. axiology. d. logic.

14. One person argues that reality is objective and observable, and another argues that reality is actually perceived, since our behavior depends on our perceptions. This debate is most closely related to: a. epistemology. b. metaphysics. c. axiology. d. logic.

15. A teacher says, ―I‘m getting paid to help kids learn, and I‘m not earning my salary if I don‘t give it my very best,‖ is making a statement most closely related to: a. epistemology. b. metaphysics. c. axiology. d. logic.

Chapter 5: Educational Philosophy and Your Teaching

16. A person decides that Japanese built cars are more reliable than American built cars, saying he looked in a consumer rating magazine that cited the average incidents of repair for Toyotas, Nissans, Hondas, Chevrolets, Fords, and Chryslers. Which of the following best describes his decision? a. It is primarily based on deductive reasoning. b. It is primarily based on inductive reasoning. c. It is primarily based on epistemological reasoning. d. It is primarily based on metaphysical reasoning.

17. Brad Gilbert believes that learners construct their own understanding of the topics they study.

He provides a variety of experiences for learners and leads discussions intended to help them construct valid understandings of the way the world works. Ann Wilson believes that authority is the most important way of knowing, and she presents carefully organized lectures that cover the topics she wants her students to understand. The differences in the two teachers‘ decisions are most nearly suggested by which of the following? a. Logic b. Metaphysics c. Axiology d. Epistemology Use the following information for Items 18-21. ―I‘m eating too much,‖ Jennifer complains. ―How do you know?‖ Luanne wonders. ―When you take in more calories than you burn, you gain weight, and I‘ve gained 5 pounds in the last 6 months,‖ Jennifer responds.

18. Jennifer‘s statement, ―I‘m eating too much,‖ is best described as a: a. major premise. b. minor premise. c. conclusion. d. result of inductive reasoning.

19. Jennifer‘s statement, ―When you take in more calories than you burn, you gain weight,‖ is best described as a: a. major premise. b. minor premise. c. conclusion. d. result of inductive reasoning.

20. Jennifer‘s statement, ―I‘ve gained 5 pounds in the last 6 months,‖ is best described as a: a. major premise. b. minor premise. c. conclusion. d. result of deductive reasoning.

Chapter 5: Educational Philosophy and Your Teaching

21. Jennifer‘s comments are best described as: a. deductive reasoning but not inductive reasoning. b. inductive reasoning but not deductive reasoning. c. both inductive and deductive reasoning. d. both inductive and metaphysical reasoning.

Essay Items 22. Compare philosophy and theory including the essential difference between the two.

23. Explain how philosophy is related to teacher professionalism, and illustrate your explanation with an example.

24. Explain the term normative philosophy, and illustrate your explanation with a classroom example.

25. Describe the four branches of philosophy and provide a classroom example of each.

26. A teacher comments, ―I believe I‘m promoting learning with my students because I frequently assess my students and give them detailed feedback, and I know that frequent assessment with feedback promotes learning.‖ Identify the major premise, the minor premise, and the conclusion in her statement.

Philosophies of Education Knowledge-Level Items 27. Some schools strongly emphasize basic skills, such as reading, writing, math, and now, even computer literacy. The educational philosophy most closely associated with this emphasis is: a. perennialism. b. essentialism. c. progressivism. d. social reconstructionism.

28. Reforms aimed at improving teacher training have emphasized that teachers have stronger backgrounds in the content areas in which they‘ll be teaching (such as people preparing to be math teachers having stronger backgrounds in math). This position is most strongly grounded in: a. perennialism. b. essentialism. c. progressivism. d. social reconstructionism.

29. Which of the following statements best describes the primary difference between perennialism and essentialism?

Chapter 5: Educational Philosophy and Your Teaching

a. Essentialism is more strongly grounded in idealism and realism than is perennialism. b. Essentialism more strongly emphasizes the importance of knowledge and skills that are useful in today‘s world than does perennialism. c. Essentialism emphasizes learner-centered instruction, whereas perennialism emphasizes teacher-centered instruction. d. Essentialism emphasizes epistemology (how we know), whereas perennialism emphasizes metaphysics (what we know).

30. A teacher believing that students are best educated when they study the ideas that have endured through history, such as math, science, and great literature, is most strongly guided by: a. perennialism. b. essentialism. c. progressivism. d. social reconstructionism.

31. Which of the following statements best describe essentialists‘ and perennialists‘ positions with respect to learner-centered instruction and the development of learner self-esteem? a. Both philosophies strongly emphasize learner-centered instruction, and the development of self-esteem is a primary goal for both. b. Essentialism strongly emphasizes learner-centered instruction and the development of self-esteem, whereas perennialism does not. c. Perennialism strongly emphasizes learner-centered instruction and the development of self-esteem, whereas essentialism does not. d. Both philosophies are wary of learner-centered instruction, and the development of selfesteem is not a goal for either.

32. The educational philosophy emphasizing curriculum that focuses on real-world problem solving and individual development best describes: a. perennialism. b. essentialism. c. progressivism. d. social reconstructionism.

33. Of the following, what is the most commonly voiced criticism of perennialism? a. It is elitist and places too much emphasis on ideas that are unrelated to students‘ lives. b. It places too much emphasis on individual growth and students‘ self-esteem. c. It is too strongly influenced by an emphasis on basic skills. d. It is not appropriately grounded in one of the traditional philosophies.

34. Which of the following is the most commonly voiced criticism of progressivism? a. It too strongly emphasizes content that isn‘t relevant to students‘ present-day world. b. It places too much emphasis on students‘ interest and self-esteem at the expense of understanding. c. It places too much emphasis on basic skills, such as reading, writing, and math, and doesn‘t place enough emphasis on other content areas, such as science and social studies. d. It is too teacher-centered, and as a result, it detracts from student motivation.

Chapter 5: Educational Philosophy and Your Teaching

35. Of the following, the most commonly voiced criticism of social reconstructionism is: a. It is elitist and places too much emphasis on historical ideas irrelevant to students‘ lives. b. It has abandoned schools as places for learning, instead using schools for political purposes. c. It places too much emphasis on the individual and student self-esteem. d. It places too much emphasis on basic skills at the expense of other parts of the curriculum.

36. Of the following, which is the most likely reason that progressive education declined after the middle of the 20th century? a. The content of the progressive education curriculum was criticized as not being relevant to the lives of students. b. Progressive education was very costly to implement and maintain, and the excessive costs eventually caused it to decline in prominence. c. Teaching according to the progressive education philosophy required a great deal of professional development for teachers, which school districts were unable to provide. d. Critics denounced ―life adjustment‖ features of progressive education as watered down and devoid of content and intellectual rigor.

Higher-Level Items 37. Because students must be able to function effectively in, and adapt to, a changing world, Regina Fuentes, a middle school social studies teacher, emphasizes developing the ―whole person‖—physical, social, emotional, and intellectual—in her students. She stresses and models physical fitness, involves her students in discussions to help them practice social skills and perspective taking, and involves them in problem solving about modern day topics.

Of the following, to which of the educational philosophies are Regina‘s efforts most closely related? a. Perennialism b. Essentialism c. Progressivism d. Social reconstructionism 38. Constructivism is a learning theory which says that learners don‘t behave like tape recorders, i.e., they don‘t store information in their memories in the same form as they heard or read it.

Rather, they create understanding that makes sense to them by relating what they hear or read to what they already know, and they store in memory the understanding they created for themselves.

This view of learning is most strongly grounded in: a. perennialism. b. essentialism. c. progressivism. d. social reconstructionism.

Chapter 5: Educational Philosophy and Your Teaching

39. Of the following, which example best illustrates a learning activity based on progressive education ideas? a. Jackie Manning carefully explains the concept of camouflage. After explaining the concept, she shows the students colored slides of a snake camouflaged in some grass, and an insect camouflaged on a leaf. b. Molly Miller puts students into groups of three and each group reads a section of their textbook that describes how animals protect themselves, with camouflage being one of the ways. The groups each then report back to the whole class. c. Ashley Wilson takes a box each of red, green, yellow, and blue toothpicks and randomly distributes them on a section of the school grounds. She then takes the students outside and gives them 5 minutes to collect as many toothpicks as they can find. They discuss reasons why they found different numbers of each color. d. Ken Davis has his students search the Internet for information on camouflage. The students find articles and research reports, print them, and then make oral reports to the class about the information they‘ve gathered.

40. A teacher has her seventh graders study the novel The Yearling because she believes students should examine moral dilemmas, since moral dilemmas have existed throughout history.

This teacher‘s philosophy is most likely to be: a. perennialism. b. essentialism. c. progressivism. d. social reconstructionism.

41. Seaside Elementary School places particular emphasis on reading, writing, math, and science, because, ―If the kids get good in these areas, they have the tools needed to understand the world around them.‖ The philosophy of Seaside Elementary School is most likely grounded in: a. perennialism. b. essentialism. c. progressivism. d. social reconstructionism.

42. Juan Chaves is a strong proponent of problem-based learning, an approach to instruction in which students are given an ill-defined, real world problem that requires an extended period of time to solve. As the students work, Juan provides only enough guidance to keep the students from going too far down blind alleys and wasting time. Juan‘s philosophy is most likely grounded in: a. perennialism. b. essentialism. c. progressivism. d. social reconstructionism.

43. Karen Ravitch has her fifth graders working on activities in which they determine the densities of different liquids, such as water, alcohol, cooking oil, and glycerin, by putting equal volumes on balances and seeing which ones are heavier. The also see which ones will

Chapter 5: Educational Philosophy and Your Teaching

float on others by pouring them together. ―This is the only way they get to where they really understand the ideas,‖ Karen contends.

Karen‘s approach to science is most strongly grounded in: a. perennialism. b. essentialism. c. progressivism. d. social reconstructionism.

44. A teacher has her students read Maya Angelou‘s I Know Why the Caged Bird Sings because she wants them to increase their sensitivity to literature written by cultural minorities.

This teacher‘s goal is most likely grounded in: a. perennialism. b. essentialism. c. progressivism. d. social reconstructionism.

Use the following information for Items 45 and 46.

Samantha Ramos, presenting information about the New World, emphasizes that Columbus‘s discovery of the new world was a critical point in European expansion and colonization, and it marked the beginning of modern history in North and South America. ―Kids need to know about their historical roots,‖ she asserts.

Sara Alvarez notes that Columbus‘s discovery opened the Western Hemisphere but emphasizes that conquering and colonization were the Spaniards‘ primary goals and that Native Americans were brutalized and enslaved by the Spaniards.

45. Samantha‘ orientation is most likely grounded in: a. perennialism. b. essentialism. c. progressivism. d. social reconstructionism.

46. Sara‘ orientation is most likely grounded in: a. perennialism. b. essentialism. c. progressivism. d. social reconstructionism.

Essay Items 47. Cite the most common criticisms of each of the educational philosophies. Explain in each case.

48. Native American, African, and Asian cultures have been described as having particular philosophical perspectives. Outline these descriptions, and then cite the sharp criticisms that have been directed at this approach to philosophy.

Chapter 5: Educational Philosophy and Your Teaching

49. Identify the educational goal, curriculum emphasis, and teaching methods that are most closely associated with each of the educational philosophies–perennialism, essentialism, progressivism, and social reconstructionism.

50. Describe four different perspectives, i.e., normative philosophies, with respect to the utilization of technology in schools and the educational philosophy, or philosophies, to which each is most closely related.

Developing Your Philosophy of Education Knowledge-Level Items 51. The explanation and rationale you provide for your educational goals–what you want to accomplish in your classroom, will most strongly depend on: a. your personal philosophy. b. your personal needs. c. your self-esteem. d. your work ethic and sense of responsibility.

52. Of the following, which is the decision most closely related to forming your own philosophy of education? a. Deciding whether you want to be a teacher b. Deciding if you want to remain in teaching as a career c. Deciding if you are able to balance a career with a family d. Deciding what kind of teacher you want to be 53. As you form your personal philosophy, which of the following statements best describes the personal philosophy that you will form? a. Your personal philosophy will closely parallel one of the educational philosophies that you studied in the chapter. b. Your personal philosophy will closely follow the general philosophical patterns characterized by the ethnic group of which you are a member. c. Your personal philosophy will be refined and change as you gather experience and learn. d. Once your personal philosophy is formed, it will influence your thinking about teaching, but it will have limited influence on your teaching practice.

54. As you begin the process of forming your own philosophy of education, which of the following best describes the first step you will take? a. Identifying your personal and professional goals b. Identifying your professional needs c. Identifying your professional beliefs d. Summarizing your personal experiences

Chapter 5: Educational Philosophy and Your Teaching

Higher-Level Items 55. Expert teachers are able to clearly explain what they‘re doing with their students and why they‘re doing it. Of the following, which is the most likely reason they‘re so clear about their approaches to teaching. a. They have extensive background knowledge, upon which they draw to make professional decisions. b. They have extensive teaching experience, which provides them with ―the wisdom of practice.‖ c. They have a clearly defined and understood philosophy of education d. They engage in ongoing professional development, which helps them improve their practice.

56. Kevin Anderson, a 5th grade teacher in a large urban district, comments to his friend and colleague, Ann Thompson, ―These kids need concrete examples that illustrate the topics we teach. Their backgrounds are limited, so the examples help them develop the background they need.‖ With respect to a personal philosophy of education, Kevin‘s comment most closely relates to which of the following? a. His beliefs about teaching and learning b. His understanding about the way students learn c. His decisions about the most effective way to promote student learning d. His description of the learning process 57. Of the following, which is the most important factor in helping you critically examine your beliefs about learning and teaching? a. Epistemology b. Metaphysics c. Axiology d. Logic Essay Items 58. Explain why forming a personal philosophy is important for teachers. Provide a specific, concrete example to illustrate your explanation.

59. As you begin to form your personal philosophy, you should keep three ideas in mind.

Describe the three ideas.

60. Describe the first two steps you should take as you begin to form your philosophy of education. Explain why these steps are important.

Chapter 6: Governance and Finance: Regulating and Funding Schools

CHAPTER SIX GOVERNANCE AND FINANCE: REGULATING AND FUNDING SCHOOLS Governance: How Are Schools Regulated and Run? Knowledge-Level Items 1. With respect to education, which of the following best describes the significance of the Tenth Amendment to the Constitution? a. It established the principle of separation of church and state. b. It set land aside for the purposes of funding public education in the United States. c. It assigned legal responsibility for the education of its citizens to the fifty states. d. It mandated that all teachers must be licensed in order to teach students in public school classrooms.

2. Which of the following statements best describes the similarities and differences in states‘ approaches to governing education? a. Most states have organizational structures that are unique to the geographical, economic, and political characteristics of the state. b. States in similar parts of the country, such as the northeast, the Midwest, and the deep South have similar organizational structures, but differ significantly from the organizational structures in other parts of the country. c. States with large urban populations, such as New York and California, have similar organizational structures, but they differ significantly from the organizational structures of rural states, such as Wyoming and South Dakota. d. In spite of their differences in geography, economy, and politics, each of the fifty states has a surprisingly similar organizational structure.

3. State boards of education regulate and advise schools by doing which of the following?

1. Hiring and releasing teachers 2. Establishing the length of the school year 3. Issuing and revoking teaching licenses 4. Publishing curriculum standards to guide teachers‘ instruction 5. Implementing a system for gathering educational data (such as standardized test scores) a. 1, 2, 3, 4, 5

b. 2, 3, 4, 5

c. 1, 2, 3, 4

d. 1, 2, 4, 5

e. 1, 2, 3, 5

4. Which of the following best describes the relationship between state boards of education and state offices of education? a. State boards make policies, and state offices implement policies for individual states. b. Both state boards and state offices make policies, which are then implemented by schools‘ districts in individual states. c. State boards provide the philosophical foundations for policies, which are then made by state offices for individual states.

Chapter 6: Governance and Finance: Regulating and Funding Schools

d. State boards make policies, which are implemented by individual districts, and are evaluated by state offices for individual states.

5. Which of the following best describes the staffing of state boards of education and state offices of education? a. State boards are staffed by professional educators, whereas state offices are staffed by lay people (people who are not trained as professional educators). b. Both state boards and state offices are staffed by professional educators. c. Both state boards and state offices are staffed by lay people, who hire professional educators as consultants. d. State boards are staffed by lay people, whereas state offices are staffed by professional educators.

6. As a new teacher, to which of the following will you apply for an initial teaching license? a. The state board of education for your state b. The state office of education for your state c. The commissioner of education for your local state d. The local district in which you hope to teach 7. A geographical area given the legal responsibility for education within its borders is best described as a: a. school system. b. school testing region. c. school district. d. state board of education.

8. Which of the following is given the responsibility for determining the curriculum that will be taught at an individual school? a. The state office of education for the state b. The local school district in which the curriculum is taught c. The local school in which the curriculum is taught d. The individual teacher within the school in which the curriculum is taught 9. Which of the following exists in every school district?

1. A district superintendent 2. A district school board 3. A district central staff 4. A district curriculum council 5. A district school-community relations council a. 1, 2, 3, 4, 5

b. 1, 2, 3, 4

c. 1, 2, 3, 5

d. 1, 2, 3

e. 2, 3, 4

10. Of the following, what is the best description of a local school board? a. Groups of elected lay citizens responsible for setting school district policy b. Groups of trained education professionals appointed by state committees

Chapter 6: Governance and Finance: Regulating and Funding Schools

c. Groups of elected citizens who have earned at least bachelor‘s degrees at an accredited college or university d. Groups of district teachers, elected by their individual schools, who advise the superintendent on matters of district policy 11. Which of the following is not a function of local school boards? a. Implementing curriculum guidelines specified at state levels b. Specifying teaching techniques that increase student achievement c. Raising and disbursing money to schools within the district d. Hiring and firing individual teachers in schools 12. Which of the following is responsible for defining the curriculum and implementing general guidelines developed by states? a. State level education boards b. Local school boards c. Individual schools (led by school principals) d. Individual teachers 13. Which of the following best describes the composition of local school boards? a. Male, cultural minority, lower SES, older (over 40) b. Female, white, older, wealthy c. Male, white, young, lower SES d. Male, white, older, wealthy 14. Which of the following is a school district‘s head administrative officer? a. The state superintendent of education b. The district superintendent c. The chairperson of the local school board d. A school principal elected by all the teachers in the district 15. Which of the following is responsible for overseeing the implementation of policies in specific schools in a school district? a. A staff member from the state‘s office of education b. The local school board c. The district‘s superintendent and his or her staff d. The principals of each school in a district 16. The person or persons most responsible for establishing and maintaining high expectations for teachers and students is: a. the superintendent for the local school district. b. the local school board for the district. c. the principal of the individual school. d. the teachers, themselves, in the individual school.

17. With respect to promoting student learning, which of the following is/are often considered to be the most important person, or persons, in a school district‘s administrative structure?

Chapter 6: Governance and Finance: Regulating and Funding Schools

a. The members of the local school board b. The district superintendent c. The district superintendent‘s staff (such as a math or science curriculum specialist for the local district) d. The principal of each local school Higher-Level Items 18. You‘re a teacher serving on a curriculum committee that is searching for a new textbook series for math. Which of the following statements best describes the parameters (if any) within which you must operate? a. There are no parameters within which you must operate. Your committee can select the series you believe is highest in quality. b. You must select a textbook series that is on a state-approved list. c. You are encouraged to select a textbook series that is on a state-approved list, but you may select a series that isn‘t on the list if your district approves your selection. d. You must select a series that is on both a state-approved list and a school-approved list.

19. You have just secured your first teaching job. If your district is consistent with historical trends in the creation of school districts, which of the following is most likely? a. You are likely to teach in a smaller district than in the past, since the trend is toward the creation of smaller school districts that are more personalized for both teachers and students. b. If you‘re teaching in a rural area, you‘re likely to be teaching in a larger district than in the past, but if you‘re teaching in a large city, you‘re likely to teach in a smaller district than in the past, since the trend is toward larger school districts in rural areas (such as sparsely populated areas of Wyoming, Montana, and Nevada) but toward smaller school districts in large cities (such as New York and Chicago). c. You‘re likely to teach in a larger district than in the past, since the trend is toward fewer and larger school districts, in general, across the country. d. If your job is in the South or West, you‘re likely to be teaching in a larger district than in the past, but if you‘re teaching in the Midwest or Northeast, you‘re likely to be teaching in a smaller district than in the past, since the population of the United States is moving South and West.

20. You‘ve just been hired for your first teaching position. Which of the following best describes the composition and selection of members of the local school board for the school district in which you‘re teaching? a. Local school boards are composed of lay people (people who are not trained as professional educators) appointed by superintendents of the districts in which they serve. b. Local school boards are composed of professional educators selected by the city governments in which they serve. c. Local school boards are composed of professional educators who are elected by the citizens of the districts in which they serve. d. Local school boards are composed of lay people who are elected by the citizens of the districts in which they serve.

Chapter 6: Governance and Finance: Regulating and Funding Schools

21. You‘re working in your first teaching job and the issue of a student in one of your classes missing school to participate in a foreign exchange program comes up. Which of the following is most responsible for establishing the general policies for student attendance in this case? a. The state office of education for your state b. The local school board for your district c. The school in which you teach d. You 22. You‘re a high school teacher, and the students in your school are allowed to participate in sports only if they maintain a C average for all their courses. Of the following the group most responsible for setting this policy is: a. the local school board for the district in which you teach. b. the administration for your school (the principal and vice-principal or assistant principals). c. the administration for your school with input from the teachers in the school. d. the teachers in your school (working through the school‘s committee structure).

23. You‘re applying for a job. Of the following, which will be most influential in determining whether or not you get the job? a. The local school board for the district in which you want to teach b. The district superintendent for the district in which you want to teach c. The school principal for the school in which you want to teach d. A committee composed of teachers in the school (a search committee), in which you want to teach Essay Items 24. Identify and explain one advantage and one disadvantage each of small and large school districts.

25. Describe five functions of local school boards, and provide an example that illustrates each.

26. Describe two important disparities between the composition of school boards and the people they serve. Explain why these disparities are important.

School Finance: How Are Schools Funded?

Knowledge-Level Items 27. According to polls examining public opinion, which of the following is the biggest problem facing local schools? a. Ineffectively prepared teachers, such as too many teachers who aren‘t certified b. Inadequate school leadership, such as under-qualified school principals c. Inadequate district leadership, such as lack of effective leadership from the district superintendent

Chapter 6: Governance and Finance: Regulating and Funding Schools

d. Lack of financial support and funding for the schools, such as inadequate resources for textbooks and other necessities 28. Approximately what percentage of a school district‘s education budget is supplied by states? a. 25% b. 45% c. 65% d. 85% 29. Of the following, which best approximates the percentage of educational funding that comes from the federal government? a. 10% b. 20% c. 30% d. 50% 30. Of the following, which best describes the respective proportion of funding that schools receive from local, state, and federal sources? a. Local and state shares are about equal, and the federal share is much smaller. b. State and federal shares are about equal, and local shares are much smaller. c. Local sources provide about three fourths of all funding with the remaining fourth being about evenly split between state and federal sources. d. Each of the three sources provide about the same proportion of the funding for local districts.

31. The majority (about three fourths) of funding for schools at the local level comes from which of the following? a. Traffic fines b. Federal and state grants c. Fees for building permits d. Property taxes 32. For most states in the United States, the largest source of state revenues is which of the following? a. Sales taxes b. State gasoline taxes c. Property taxes d. ―Sin‖ taxes (such as taxes on cigarettes and alcohol) 33. Of the following, which is most controversial with respect to funding sources for education? a. Sin taxes, such as taxes on alcohol, because they disproportionately affect low income tax payers. b. Sales taxes, because they unfairly target high income families. c. Property taxes, because wealthy districts have access to much more revenue that do poorer districts. d. State income taxes, because not all states have a state income tax.

Chapter 6: Governance and Finance: Regulating and Funding Schools

34. Which of the following best describes the source of funding for programs such as Title I, Head Start, and the Bilingual Education Act of 1972? a. The programs are funded by federal categorical grants and block grants. b. The programs are funded by state categorical grants and block grants. c. The programs are funded by federal block grants (but not categorical grants). d. The programs are funded by federal categorical grants (but not block grants).

35. Based on research examining educational expenditures and educational quality, which of the following is the most accurate statement? a. Little relationship exists between the amount of money spent on education per pupil and the amount students learn. b. Increased educational funding improves school physical facilities (such as school buildings), but little evidence of improved learning exists. c. Increased educational funding increases the size of administrative staffs, but does little to improve working conditions for teachers. d. Increased educational funding results in better qualified teachers and smaller class sizes, which result in increased learning.

36. Of the following, which best approximates the percentage of the money allocated to education that is actually spent on instruction? a. 10% b. 25% c. 60% d. 85% 37. Of the following, which best describes the comparison between the amount of education money that is spent on administration and maintenance of schools compared to administration and the maintenance of physical plants in industry? a. Education spends a much higher percentage of its total budget (about 50% more) on administration and the maintenance of schools than does industry for its administration and maintenance of physical plants. b. Education spends a slightly higher percentage of its total budget (about 15% more) on administration and the maintenance of schools than does industry for its administration and maintenance of physical plants. c. Education and industry spend comparable percentages of their total budgets on administration and the maintenance of schools and physical plants. d. Education spends a significantly lower percentage of its total budget (about 20% less) on administration and the maintenance of schools than does industry for its administration and maintenance of physical plants.

38. Of the following, which is the closest approximate percentage of district funds that are spent on administrative services? a. 5% b. 10%

Chapter 6: Governance and Finance: Regulating and Funding Schools

c. 20% d. 25% 39. Of the following, which is the most accurate estimate of yearly per-pupil spending in the United States? a. $ 3,000 b. $ 6,000 c. $ 10,000 d. $ 20,000 40. Of the following, which is the best approximation of the range of yearly per-pupil spending in the United States? a. $2,000 to $11,000 b. $5,000 to $12,000 c. $6,000 to $17,000 d. $7,000 to $22,000 Higher-Level Items 41. You have taken your first job in an urban school in a low-income area of your city, and you realize that your school may have fewer resources to support teaching and learning than you would have had in a suburban school. Of the following which is the most likely reason for this disparity? a. Because your school is in a low-income area, it will receive less revenue from sales taxes than a suburban school is likely to receive. b. Because your school is in a low-income area, your state board of education is less likely to view your school as a high priority, so it will provide fewer resources for the school. c. Because your school is in a low-income area, it is less likely to receive categorical or block grants to support teaching and learning. d. Because your school is in a low-income area, property tax revenue is likely to be lower than in a suburban district, so your school will receive fewer resources.

42. Your city is proposing a half-cent increase in the sales tax designed to increase educational funding in your district. If your city‘s residents vote is a way that is consistent with their attitudes—as measured by opinion polls—toward educational funding, which is the most likely outcome of the vote for the increase in sales tax? a. Residents will vote for the tax increase, because polls indicate that the general public believes that lack of funding for public schools is an important problem facing local schools. b. Residents will vote for the tax increase, because polls indicate that the general public understands that sales taxes are the primary source of revenue for schools across our country. c. Residents will vote against the tax increase, because polls indicate that the general public believes that lack of money is not the primary problem facing schools in our country. d. Residents will vote against the tax increase, because polls indicate that the general public resents being taxed to support public education.

Chapter 6: Governance and Finance: Regulating and Funding Schools

Essay Items 43. Describe and explain the most important disadvantage of sales taxes as sources of revenue for states?

44. Describe and explain two important disadvantages in using property taxes as the basis for funding schools in local districts.

45. Describe the difference between federal block grants and federal categorical grants. Which type has most strongly influenced education at the local level? Explain your answer.

Emerging Issues in School Governance and Finance Knowledge-Level Items 46. Which of the following best describes the funding of urban school districts compared to their suburban counterparts? a. Since the needs are greater, urban districts are better funded than are suburban districts. b. Since the majority of funds for districts come from states, the funding of urban and suburban districts is about equal. c. The funding of large urban districts, such as New York and Los Angeles is better than their suburban counterparts, but the funding of medium-sized smaller urban districts is similar to their suburban counterparts. d. Since property taxes are higher, suburban districts are better funded than are urban districts.

47. Which of the following best describes a charter school? a. A private school that is partially funded by school vouchers b. A religious school that receives public funding (such as money that comes from personal property taxes) to help educate students with exceptionalities c. A school that is publicly funded (such as money from property taxes) but is governed independent of the structure of a local school district d. A school that is publicly funded, but is governed by a local advisory council appointed by the local school board of the district in which the school exists 48. According to research, which is the most accurate assessment of for-profit (designed to make money for the people managing the school) charter schools? a. The educational experiences they provide for students are generally superior to the experiences students have in public schools. b. The educational experiences they provide for students are generally about equivalent to the experiences students have in public schools. c. The educational experiences they provide for students are generally superior to the experiences students have in public schools and about equivalent to the experiences notfor-profit charter schools provide. d. The educational experiences they provide for students are generally inferior to the experiences students have in public schools.

Chapter 6: Governance and Finance: Regulating and Funding Schools

Higher-Level Items 49. You‘ve taken a job in a school district and you‘ve agreed to teach in an inner-city school.

When you enter the school for the first time, you‘re uneasy, seeing that the school building is somewhat run down, the school is not air conditioned, and textbooks in some of the curriculum areas are outdated.

You‘re surprised, because you recently visited a school in a different district only a few miles away, and the school was very modern and well equipped. Which of the following is the most likely reason for the difference in the two schools? a. The administration of the first school is less effective than the administration of the second school. b. The goals for the local school board in the first district aren‘t as clear as are the goals for the local school board in the second district. c. The first school doesn‘t have a mission that is as clear and focused as is the mission for the second school. d. The property taxes in the first district are lower than the property taxes in the second district.

50. You see that a number of your students walk into your room carrying soft drinks and sugary snacks that they‘ve purchased from vending machines in your school, and you‘re concerned about the lack of nutritional value of the purchases, and you see that some of your students already display signs of being overweight.

Of the following, which is the most effective response to your concerns? a. Do nothing. What your students eat and drink is not your business and is outside the realm of your responsibility. b. Tell your students that soft drinks and sugary snacks are unhealthy, and explain the longrange consequences of obesity. c. Tell your students that they are not allowed to come into your classroom with unhealthy foods. d. Conduct a lesson in which you have the students investigate the nutritional value and sugar content of various foods.

Essay Items 51. Explain what the weighted student formula is and what implications it could have for you as a teacher.

52. Research indicates that for-profit schools and performance contracting have failed, that is, they didn‘t raise test scores as called for in their contracts. Explain the most likely reason for these failures and what implications they have for you as a teacher.

Chapter 7: School Law: Ethical and Legal Influences on Teaching

CHAPTER SEVEN SCHOOL LAW: ETHICAL AND LEGAL INFLUENCES ON TEACHING Law, Ethics and Teacher Professionalism Knowledge-Level Items 1. Of the following, what is the best definition of a professional? a. A person able to complete tasks according to well-defined criteria b. A person able to make decisions in ill-defined situations c. A person who cares about the well-being of young people d. A person who is able to effectively explain complex forms of knowledge 2. Of the following, which best describes laws that regulate the rights and responsibilities of teachers? a. They are purposely written in general terms so they can be applied to a variety of specific situations. b. They are written in very specific terms with the intent of avoiding misinterpretation. c. Laws describing teachers‘ responsibilities with respect to students‘ safety in school are written in very specific terms, whereas laws describing the required behavior of teachers in instructional situations are written in general terms. d. Laws regulating the professional preparation of teachers are very specific, and all other laws are described in general terms.

3. Of the following, which best describes an important limitation of laws that regulate the rights and responsibilities of teachers? a. They are written so specifically that the huge volume of laws and regulations are virtually impossible to remember. b. The laws are written in response to problems in the past, so they don‘t necessarily apply to situations that exist today. c. The laws apply primarily to the protection of students, and few laws regulate the professional behavior of teachers. d. The laws apply primarily to the administration of schools within school districts, and they provide little guidance for individual teachers‘ decision making.

4. Which of the following is the best definition of ethics? a. Legal mandates that specify acceptable conduct for classroom teachers b. Constitutional amendments that provide standards for moral behavior c. School district guidelines that outline teachers‘ responsibilities d. Principles used to decide whether or not acts are right or wrong 5. Which of the following statements best describes the relationship between teachers‘ legal responsibilities and their ethical responsibilities? a. Both their legal and ethical responsibilities describe what teachers must do, as required by law, when they work with students.

Chapter 7: School Law: Ethical and Legal Influences on Teaching

b. Their legal responsibilities describe the limitations for teachers (such as requiring that teachers avoid romantic relationships with students), whereas ethical responsibilities describe what teachers must do to protect students (such as intervening in an issue involving student safety). c. Legal responsibilities describe what teachers must do (such as protecting students‘ safety), whereas ethical responsibilities describe what teachers should do (such as objectively presenting both sides of a controversial issue). d. Legal responsibilities describe what teachers must do in working with administrators and colleagues, whereas ethical responsibilities describe what teachers much do in working with students.

6. Which of the following statements best describes codes of ethics in different professions? a. All professions have codes of ethics that are designed to guide practitioners and protect clients. b. Education, because helping young people learn is involved, has a code of ethics, but other professions do not. c. Professions, such as medicine and education, which directly involve health and education of people have codes of ethics, but professions that create products (such as architecture) do not. d. Professions that involve supervision from administrators, such as education, have codes of ethics, but professions with high levels of autonomy, such as medicine, do not.

Higher-Level Items 7. As a new teacher, you realize that both your legal rights and responsibilities and codes of ethics are limited because they provide only general guidelines for your professional practice.

Of the following, what is the most effective and practical process you can use to accommodate the general nature of laws and ethics? a. Know as many of the laws that apply to education as possible and keep your code of ethics handy as a reference. b. In cases involving decision making, contact a supervisor, such as a grade-level chairperson, department head, or assistant principal. c. Develop a well-defined personal philosophy that will guide your specific decisions in your day-to-day work as a professional. d. Create a relationship with another teacher who can be your confidant and mentor to help you with your day-to-day decisions.

8. We know that involving students in our learning activities is important for promoting student learning. Victoria, one of your students, is shy and reluctant to participate in class, but you decide to call on her anyway, using open-ended questions, such as, ―What do you observe here?‖ with the goal of helping her overcome some of her shyness.

A school administrator observing your class criticizes your actions, arguing that Victoria is observably uncomfortable when you question her. You rebut your administrator‘s criticism on ethical grounds, asserting that the NEA code of ethics says, that as teachers we shall not ―Deny benefits to any student,‖ and by not calling on her you would be denying her some of the learning benefits of your activity.

Chapter 7: School Law: Ethical and Legal Influences on Teaching

a. b. c. d.

Of the following, which is the most valid assessment of this issue?

You are on solid ethical and legal grounds, because you are consistent with the ethical mandate, and the law doesn‘t address instructional actions with students.

You are on solid legal grounds because the law doesn‘t address instructional actions with students, but you are violating the code of ethics by making Victoria uncomfortable.

You are on shaky grounds, both legally and ethically, because both the law and the code of ethics prohibit us from making students uncomfortable in our classes.

Neither the law nor the code of ethics applies in this case, because they don‘t address issues related to classroom instruction.

9. You encounter a situation where two students are bullying a third student. You stop momentarily to think about what to do. Of the following, which description provides the best guidance for your actions? a. Your actions should be guided by ethical considerations but not legal considerations. b. Your actions should be guided by legal considerations but not ethical considerations. c. Your actions should be guided by both legal and ethical considerations. d. Neither legal nor ethical considerations should guide your actions.

10. As a new teacher, you realize that both your legal rights and responsibilities and codes of ethics have limitations and don‘t provide specific provisions for guiding your actions. Of the following, what is the most effective and practical process you can use to accommodate these limitations? a. Create a relationship with another teacher who can be your confidant and mentor to help you with your day-to-day decisions. b. Know as many of the laws that apply to education as possible and keep your code of ethics handy as a reference. c. Contact a supervisor, such as a grade-level chairperson, department head, or assistant principal in cases involving decision making. d. Develop a well-defined personal philosophy that will guide your specific decisions in your day-to-day work as a professional.

Essay Items 11. Describe two limitations of laws that regulate the rights and responsibilities of teachers.

Illustrate each with a specific example.

12. Describe an important limitation of codes of ethics, such as the National Education Association‘s code of ethics, for teachers. Illustrate the limitation with a specific example.

The U.S. Legal System Knowledge-Level Items 13. Three of the following statements are true of federal influences on educational law. Which one is not true of federal influences on educational law?

Chapter 7: School Law: Ethical and Legal Influences on Teaching

a. Federal influences are largely based on our country‘s Constitution and its amendments. b. Federal influences tend to be too specific, so they often don‘t apply to individual situations. c. Federal influences are written so they provide guidance that can be applied in all 50 states. d. Federal influences are written so they can override decisions at lower levels of government.

14. The decision about whether or not you will become a certified teacher will be made at which of the following levels of government? a. The federal level b. The state level c. The district level d. The school level 15. Which of the following are ways in which the federal government influences teachers and education?

1. Federal laws 2. Amendments to the Constitution 3. School district policies 4. Teacher licensure a. 1, 2, 3, 4

b. 1, 2, 4

c. 1, 3, 4

d. 1, 2

16. Within limits, your freedom of speech rights are protected by the Constitution. Which amendment protects this right? a. The 1st Amendment b. The 4th Amendment c. The 10th Amendment d. The 23rd Amendment 17. The statement, ―nor shall any State deprive any person of life, liberty, or property without due process of law,‖ is a provision of which of the following amendments to the constitution? a. The 1st Amendment b. The 4th Amendment c. The 10th Amendment d. The 14th Amendment 18. You will almost certainly be required to hold a bachelor‘s degree to teach, and you may be required to have a major in an academic area, such as math, science, or history. These mandates come from: a. the federal government. b. the state in which you hope to teach. c. the local district in which you hope to teach. d. the school in which you hope to teach.

Chapter 7: School Law: Ethical and Legal Influences on Teaching

Higher-Level Items 19. Which of the following best illustrates a legal influence on you as a teacher that is generated by the federal government? a. You will be required to have a teaching license before you‘re allowed to accept a job as a teacher. b. You will be a candidate for tenure, most commonly after three years of successful teaching experience. c. You will be required to use a textbook from a state-adopted list. d. You are virtually certain to have members of cultural minorities in your classes.

20. You‘ve taken a job as a third-grade teacher. Which of the following best illustrates a legal influence on you that comes from your state? a. You are likely to have some students pulled out of your class because they are receiving Title I support. b. You are virtually certain to have some students with exceptionalities in your class, because of the Individuals with Disabilities Education Act, which mandates that learners with exceptionalities be taught in as normal an education setting as possible. c. You will be required to have a teaching license before you are allowed to take the job in your school. d. You will have been hired as a result of a recruiting process that most likely includes an interview with your school principal.

21. You are a high school biology teacher and notice that, in your professional opinion, the text you‘ve been given to teach your courses does an inadequate job of presenting the theory of evolution. You believe this is a serious omission, but also realize that this is a controversial topic in the community in which you teach and live. Your decisions about what to do next would be most influenced by which amendment to the Constitution? a. The First Amendment b. The Fourth Amendment c. The Tenth amendment d. The Fourteenth Amendment 22. You have been hired to teach biology at an urban high school. Three days before the school year begins, you‘re told you will also coach the school lacrosse team. Knowing you have been a basketball and volleyball player, your principal argues that you will be able to handle the job, and also points out that you will receive a monetary bonus for your work. You object, saying you know nothing about lacrosse. Your principal insists, citing the statement in your contract which describes as part of your duties ―and related extracurricular activities.‖ It doesn‘t mention the lacrosse team, however.

Which of the following best describes how this issue will be resolved? a. This is a local school issue, so it must be resolved at the local level, which may include the hiring of legal counsel by both you and your school. b. Further attempts will be made to resolve the issue at your school level, but if unsuccessful, it will move to the state level.

Chapter 7: School Law: Ethical and Legal Influences on Teaching

c. Further attempts will be made to resolve the issue at your school level, but if unsuccessful, it will move to the federal level. d. The issue will move to the state level, and no further attempts will be made to resolve it at the local level.

Essay Item 23. Explain how the federal government, the states, and local districts, respectively each influence teachers and education. Provide an example to illustrate each.

Teachers’ Rights and Responsibilities Knowledge-Level Items 24. A process designed to ensure that teachers are competent and morally fit to work with youth is best described as: a. ethical endorsement. b. validation. c. accountability. d. licensure.

25. A legal agreement between a teacher and a local school board is best described as: a. teacher licensure. b. a teaching contract. c. a code of ethics. d. a high-stakes test.

26. Which of the following is the best description of teacher tenure? a. Protection from dismissal without cause and without observing due process b. Promotion to the rank called tenured teacher after completing three years of experience and earning an advanced degree c. Protection from dismissal except in cases of overstaffing or reduced student enrollments d. Protection from dismissal except in cases of ―riffing‖ (reduction in force) 27. For which of the following may a new teacher be legally dismissed?

1. Incompetence 2. Overstaffing 3. Controversial political views 4. Reduced student enrollments 5. Dishonesty in a job application a. 1, 2, 3, 4, 5

b. 1, 2, 4, 5

c. 1, 3, 5

d. 1, 3, 4 5

28. For which of the following may a tenured teacher be legally dismissed?

1. Incompetence 2. Controversial political views 3. Immoral behavior

Chapter 7: School Law: Ethical and Legal Influences on Teaching

4. Unethical conduct 5. Insubordination a. 1, 2, 3, 4, 5

b. 1, 3, 4, 5

c. 1, 2, 3, 4

d. 1, 3, 4

29. Which of the following best describes the practice called reduction in force (―riffing‖)? a. The process of eliminating incompetent teachers before they‘re given tenure b. The process of eliminating non-tenured teachers in the event of declining student numbers, program cancellations or budget cuts c. The process of eliminating either tenured or non-tenured teachers in the event of declining student numbers, program cancellations, or budget cuts d. The process of eliminating tenured teachers who have demonstrated incompetence for three consecutive years 30. Teachers‘ rights to choose content and teaching methods based on their professional judgment is best described as: a. due process. b. tenure. c. freedom of speech. d. academic freedom.

31. Of the following, which is the best description of academic freedom? a. Teachers‘ rights to choose both the content to be taught and the methods used to teach the content based on their professional judgment b. Teachers‘ rights to choose the methods to be used to deliver the curriculum, but not the content of the curriculum itself c. Teachers‘ rights to make decisions about the ethical treatment of students based on the general guidelines of the National Education Association code of ethics d. Teachers‘ rights to have input into administrative decisions that ensure the smooth functioning of the school 32. Policies that specify limitations on the use of print, video, and software materials are best described as: a. copyright laws. b. fair use guidelines. c. academic principles. d. academic freedom.

33. A principle requiring teachers to use the same judgment and care as parents in protecting children under their supervision is best identified as: a. a code of ethics. b. academic freedom. c. unconditional positive regard. d. in loco parentis.

Chapter 7: School Law: Ethical and Legal Influences on Teaching

34. To prevent charges of negligence, for which of the following are teachers always responsible?

1. Making reasonable attempts to anticipate dangerous situations 2. Establishing procedures to prevent injuries 3. Warning students of possible dangerous situations 4. Providing proper supervision 5. Preventing student injury a. 1, 2, 3, 4, 5

b. 1, 2, 3, 4

c. 2, 3, 4, 5

d. 1, 3, 4

e. 3, 4, 5

35. Of the following, which is the best description of notoriety? a. A teacher being prosecuted for violating a copyright law b. A teacher with AIDS failing to report his or her condition to school authorities c. A teacher committing a felony d. A teacher behaving in a way that becomes known and controversial 36. Of the following, what is the most important factor in determining court decisions about teachers‘ private behavior? a. Context. Is the behavior consistent with the norms of behavior for the community in which the teacher works? b. Notoriety. Is the teacher‘s behavior well-known and controversial? c. Leadership. Does the school leadership condone or condemn the behavior? d. Religion. Does the teacher‘s behavior violate the prevailing religious beliefs for community in which the teacher works?

37. Which of the following statements best describes the law with respect to teachers‘ private sexual lives? a. The law is ambiguous with respect to teachers‘ private sexual lives; court decisions have historically varied. b. Once under contract, teachers are legally prohibited from having sexual experiences outside marriage; teachers‘ past sexual experiences are not an issue. c. The law is ambiguous with respect to teachers‘ private sexual lives except in relationships with students; a sexual relationship with a student will result in dismissal. d. Teachers are legally restricted from having sexual relationships with students or colleagues, but the law does not address teachers‘ sexual lives outside the professional environment.

Higher-Level Items 38. As a beginning teacher you‘re likely to be asked to pass a competency test that measures basic skills, such as reading, writing, and math; your background in a content area, such as biology or history; and an understanding of learning and teaching. With respect to the legality of these tests, which of the following is the most accurate response? a. While generally required for employment, you are not legally bound to take the tests in order to apply for employment.

Chapter 7: School Law: Ethical and Legal Influences on Teaching

b. You will be legally bound to take the tests if you want to become eligible for a teaching license. c. While you‘re not legally bound to take the tests, your chances for employment are reduced if the test results are not on your record. d. You are legally bound to take the tests if you don‘t have a degree in a specific content area, such as math, but if you have a degree, you‘re not legally bound to take the tests.

39. You have signed a contract to teach in a local school district, and later you decide that you want to take another job in a different state. Which of the following best describes your legal obligations? a. While you‘re ethically bound by a teaching contract, you are not legally bound, and you can legally take the job in the other state. b. You are neither legally nor ethically bound by the contract, since you want to move out of the state. c. You are legally bound by the contract, and in many states you could lose your license for breaking the contract. d. You are legally bound by the contract, and you could be subject to some forfeiture of your first-year salary if you take the job in the other state.

40. Which of the following best describes your legal obligations to perform non-teaching duties (such as sponsor a debate club or coach an athletic team) as part of your teaching job? a. You have no legal obligations to perform non-teaching duties as part of your job. b. You are legally obligated to perform any non-teaching duties specified by your local school district‘s policies. c. You are legally obligated to perform non-teaching duties specified by your state, but your district cannot impose additional non-teaching duties. d. You are legally obligated to perform non-teaching duties specified by your local district‘s policies if the duties are connected to your teaching assignment (such as a science teacher being required to be a science club sponsor).

41. A tenured teacher in your school has been charged with gross incompetence and the school is following due process procedures. This teacher‘s rights to due process are protected by: a. local school policies. b. local district policies. c. state law. d. federal law.

42. A first-year teacher in your school is not being offered a contract for her second year because the school enrollments have gone down, and the teaching staff is being reduced. Which of the following best describes the teacher‘s legal rights? a. The school has to follow a due process procedure just as it would in the case of a tenured teacher being dismissed for incompetence. b. The school has to follow a due process procedure just as it would in the case of a nontenured teacher being dismissed for incompetence. c. In some states a hearing will be required, but in most states the teacher can be dismissed without a hearing.

Chapter 7: School Law: Ethical and Legal Influences on Teaching

d. The teacher cannot be dismissed after the first year for any reason other than immoral behavior or committing a felony. Once the teacher has signed a legal contract, a district is legally obligated to give her a second year of employment.

43. A fifth-grade teacher, in an effort to motivate his students, allows them to go out and play on the playground for designated periods of time as rewards for turning in their homework on time. Students who don‘t turn in their homework on time are required to serve detention after school. The principal warns the teacher three times that this practice is unacceptable, but the teacher protests each time that the students‘ motivation has increased significantly as a result of this practice. The teacher is dismissed, but then sues, arguing that his academic freedom has been violated. If this case is consistent with other cases involving academic freedom and freedom of speech, which of the following is the most likely outcome? a. The district‘s dismissal will be overturned in court, since the students‘ motivation has increased. b. The district‘s dismissal will be overturned in court, since playing on the playground is part of children‘s typical school activities. c. The district‘s dismissal will be upheld in court, since the teacher used unconventional methods, and the teacher was warned three times. d. The district‘s dismissal will be overturned in court, because the teacher used both rewards (letting the students play) and punishers (keeping students after school) as part of his methods.

44. You‘re a high-school health teacher, and you‘re considering sexual abuse as a topic in your class. You want the students to understand the signs of sexual abuse as well as understand some of the emotions that can lead to sexual abuse. ―I want to prevent sexual abuse if possible,‖ you reason, ―and the only way this will happen is through understanding.‖ A number of parents complain, arguing that the topic is too controversial, and it shouldn‘t be a part of the school curriculum. You defend your decision, citing academic freedom as a rationale. With respect to your academic freedom, which of the following is the most valid conclusion? a. Your right to teach the topic will likely be overturned, since a number of parents have complained. b. Your right to teach the topic will likely be overturned, because sexual abuse isn‘t part of the mainstream health curriculum. c. Your right to teach the topic will likely be upheld, since you have cited academic freedom as a rationale. d. Your right to teach the topic will likely be upheld, since you have a clear educational goal and rationale for wanting to teach the topic.

45. You want to record a television program for use in your classroom. Which of the following statements best describes the copyright restriction in this case? a. You may record and show the program as many times as you want, since television programs are not subject to copyright laws. b. You may record the program if given written permission by the network or independent station that airs the program.

Chapter 7: School Law: Ethical and Legal Influences on Teaching

c. You may record the program and show it twice, but it must be deleted within 45 days. d. You may not legally record any television program (even though many people do).

46. You‘re walking across the courtyard at your school and you see two large boys pushing a smaller boy back and forth between them. None of the boys are in any of your classes. While the smaller boy doesn‘t seem to be hurt, he is shouting at the other boys to stop. Which of the following best describes your responsibility in this case? a. You have no legal or ethical responsibility in this case, since the boys are not in your classes. b. You have no legal or ethical responsibility in this case, since the incident is occurring outside of your classroom. c. You have no legal responsibility, since the boys are not in your classes, and the incident is occurring outside your classroom, but you have an ethical responsibility to protect the smaller boy‘s feelings. d. You are legally required to intervene, and failing to do is grounds for a lawsuit charging negligence.

47. You notice that Sanchia, one of your third graders, frequently comes to school disheveled with bruises on her arms. When you ask her what caused the bruises, she says that she got them rough-housing with her older brothers. Suspecting child abuse, you report what you‘ve seen to school authorities.

After an investigation, it turns out that Sanchia has told the truth, and the bruises were indeed the result of rough-housing. Furious over the allegation of child abuse, Sanchia‘s mother, a single parent, files a lawsuit against you and the school. Of the following, which is the most accurate assessment of your situation? a. You are not protected from liability, since you mistakenly alleged that the parents abused Sanchia. b. You are not protected from liability, since the only evidence of child abuse was Sanchia‘s disheveled appearance and bruises on her arms. c. Because of the seriousness of child abuse, teachers are protected from liability in all allegations of child abuse, so you are protected from liability. d. You are protected from liability since you honestly reported the allegation based on her disheveled appearance and bruises.

48. As a first-year teacher, you went to a weekend party, had a bit too much to drink, and were picked up and convicted for ―driving under the influence.‖ With respect to your teaching job, of the following, which is the most valid conclusion? a. The incident has no professional implications for you as a teacher, since it occurred outside of normal working hours. b. The incident has no legal implications for you as a teacher, but you may be reprimanded for a violation of professional ethics. c. A description of the incident will be placed in your permanent record, and a second similar incident will result in a letter of reprimand. d. The incident could result in dismissal, since teachers are legally and ethically responsible for being role models for students.

Chapter 7: School Law: Ethical and Legal Influences on Teaching

49. A teacher in your school has been diagnosed with AIDS. If the issue is resolved in a way that is consistent with legal precedent, which of the following is the most likely legal outcome? a. The teacher will be dismissed, since AIDS-infected teachers are a health risk to young people. b. The teacher will be dismissed, since AIDS-infected are viewed as negative role models for students. c. The teacher will be dismissed, since AIDS-infected teachers don‘t have the energy to do their jobs effectively. d. The teacher will be retained, since the teacher‘s rights to employment outweigh the minor risk of infecting students.

Essay Items 50. Describe five important features of a teacher‘s due process rights in the case of charges being filed for incompetence, immoral behavior, insubordination, or unprofessional conduct.

51. Describe the copyright laws that regulate what printed materials you may reproduce. Include a description of fair-use guidelines and the regulations for copying consumable materials (such as workbooks) in your response.

52. Describe and explain the connection between in loco parentis and negligence.

Religion and the Law Knowledge-Level Items 53. A clause that prohibits the creation of a national religion in the United States is best described as: a. the establishment clause of the First Amendment to the Constitution. b. the free exercise clause of the First Amendment to the Constitution. c. the freedom of religion clause of the Fourteenth Amendment to the Constitution. d. the separation of church and state clause of the Fourteenth Amendment to the Constitution.

54. A clause that prohibits the government from interfering with individuals‘ rights to hold and practice the religion of their choice is best described as: a. the establishment clause of the First Amendment to the Constitution. b. the free exercise clause of the First Amendment to the Constitution. c. the freedom of religion clause of the First Amendment to the Constitution. d. the separation of church and state clause of the First Amendment to the Constitution.

Higher-Level Items 55. You‘re a high school teacher, and one of your colleagues has her senior English students reading Shakespeare‘s Macbeth. A parent group, arguing that the students are being exposed to witchcraft, sues the school, attempting to eliminate study of the play. Your colleague protests that the study of classic literature is an essential part of the curriculum. If a ruling in

Chapter 7: School Law: Ethical and Legal Influences on Teaching

this case is consistent with legal precedent, which of the following is the most valid conclusion? a. The courts will rule in favor of the school, since studying the play has a clear educational purpose. b. The courts will rule in favor of the parents, since the play will be interpreted as advocating a particular religious belief. c. The courts will rule in favor of the school, since the rest of the play is non-controversial. d. The courts will rule in favor of the parents, since schools must be responsive to parental concerns.

56. A group of parents on your school advisory council believe that individual student prayer should be allowed in the school cafeteria, believing that expressions of religious belief promotes a positive emotional climate in the school. If the issue is settled in a way that is consistent with legal precedent, which of the following is the most likely conclusion? a. Prayer will be allowed if the prayer is approved by a school administrator. b. Prayer will be allowed if it is generic (isn‘t associated with a specific religion). c. Prayer will be allowed if it is initiated by a student and doesn‘t interfere with other students or the functioning of the school. d. Prayer will not be allowed under any circumstances.

57. A student in one of your classes asks you if she and some her friends can use your classroom for Christian bible study before school. You‘re not sure if this is a violation of the principle of separation of church and state. If this question was to become a legal issue, and if a ruling was consistent with legal precedent, which of the following is the most valid conclusion? a. The study group will not be allowed to meet on the school campus, since it is associated with a particular religious organization. b. The study group will be allowed to meet, since schools must allow religious groups to use school facilities on the same basis as other extracurricular organizations. c. The study group will not be allowed to meet, because it establishes the possibility of undesirable groups, such as the Aryan Nation (a neo-Nazi organization) making a similar request. d. The study group will not be allowed to meet, since religious symbols (such as the bible) are not allowed in schools.

Essay Item 58. Describe the general guideline that exists with respect to teaching religious topics in schools.

Students’ and the Law Knowledge-Level Items 59. Of the following, which is the best approximation of the percentage of students in our nation‘s schools who are children of immigrants? a. Approximately 10% b. Approximately 25%

Chapter 7: School Law: Ethical and Legal Influences on Teaching

c. Approximately 50% d. Approximately 75% 60. Which of the following best describes the status of children who are born in the United States, but whose parents are illegal immigrants? a. The children are also considered to be illegal immigrants. b. The children are also considered to be illegal immigrants until they reach the age of 18, at which time they‘re considered to be American citizens. c. The children are considered to be illegal immigrants until they finish middle school, at which time they can become American citizens if they pass a citizenship test. d. The children are American citizens from birth.

61. Of the following, which best describes the educational rights of children born outside the United States and brought to our country illegally by their parents? a. They are not allowed to attend our nation‘s schools if they have been brought to this country illegally. b. They are allowed to attend our nation‘s elementary and middle schools, but not our nation‘s high schools. c. They are allowed to attend our nation‘s schools if they demonstrate an acceptable command of English. d. They are allowed to attend our nation‘s schools with no strings attached.

62. Which of the following best describes students‘ freedom of speech rights? a. Students have the right of freedom of speech as guaranteed by the U.S. Constitution, and this right may not be violated by schools. b. Students have the right of freedom of speech unless expression of this freedom interferes with learning or running the school. c. Students have the right of freedom of speech if expression of the right is related to the school curriculum, but they do not have the right to freedom of speech outside the school curriculum. d. Students have the right of freedom of speech about any issue that is expressed in the context of extracurricular activities (such as a speech club), but their freedom of speech rights are restricted to the curriculum in the regular classroom.

63. Which of the following best describes students‘ rights with respect to permissible search and seizure? a. The Fourth Amendment to the Constitution protects all citizens from unlawful search and seizure, so students‘ personal belongings may not be searched by school officials. b. Since school safety has become an issue, school officials are allowed to search students whenever they feel it is in the best interest of school safety. c. School officials may search students‘ personal belongings if they have reasonable suspicion (probable cause) that a problem exists. d. The Fourth Amendment to the Constitution does not apply to school settings, and students‘ personal belongings may be searched at any time.

Chapter 7: School Law: Ethical and Legal Influences on Teaching

64. Which of the following best describes the most common outcome in court cases involving students with AIDS? a. Students with AIDS are not allowed to attend public schools because of the health risks involved. b. Students with AIDS are not allowed to attend public schools, because they‘re unable to complete the work typically required in the school curriculum. c. Students with AIDS are allowed to attend public schools without restriction. d. Students with AIDS are allowed to attend public schools with special safeguards to prevent blood spills.

65. Which of the following is the best description of the law commonly known as the Buckley Amendment? a. A legal act that prevents the teaching of biblical descriptions of the creation of humanity in public schools b. A legal act that prevents teachers from being terminated without access to due process c. A legal act that makes school records more open and accessible to parents d. A legal act that prevents students from being expelled without due process Higher-Level Items 66. You‘re a first-year teacher, you‘re very busy, and you‘ve fallen behind on scoring your students‘ papers. To save some time, you decide to have the students exchange papers, and score each other‘s tests (even though you don‘t do this as part of your typical routine). A parent protests, arguing that this procedure is unlawful, because it discloses confidential information (your child‘s test score) without consent. If the decision in this case is consistent with legal precedent, which of the following is the most likely conclusion? a. A court decision would rule in favor of the parent, based on one of the provisions of the Buckley Amendment. b. A court decision would rule in favor of the parent, based on the ethical principle of avoiding unnecessary embarrassment of a student. c. A court decision would rule against the parent, because this isn‘t part of your typical routine. d. A court decision would rule against the parent, because test scores on teacher-prepared tests aren‘t part of a child‘s permanent record.

67. A student shows up at school with a t-shirt that says, ―Muslims should be stoned.‖ When questioned about the t-shirt, the student replies that his free speech is guaranteed by the First Amendment. Of the following, what is the best assessment of this issue? a. Students‘ leave their First Amendment rights at the schoolhouse door; free speech is not protected by the First Amendment. b. The First Amendment guarantees freedom of speech but not of dress, and this issue involves dress, not speech. c. The First Amendment guarantees student free speech, but it is limited when that free speech may harm others. d. The First Amendment does not include the right to arouse controversy through either speech or dress.

Chapter 7: School Law: Ethical and Legal Influences on Teaching

68. A student enters your classroom, and his breath and behavior strongly indicate that he is high on something. When you confront the student, he denies it. You then threaten to have the assistant principal search his locker. He argues that doing so is against the law, and he‘ll sue both you and the school if the search is conducted. What would the courts say about this proposed search? a. School locker searches are never legal because they‘re assigned to students and become part of their legal possessions. b. School locker searches are only legal if an imminent danger is present, and no danger appears to exist in this incident. c. School locker searches require the permission of the student. Without this permission they are illegal. d. School locker searches are legal if they target a specific problem, and you have evidence that a problem exists.

69. You have tried everything to manage one of your second-grade students and are at wit‘s end.

One of your colleagues suggests some form of corporal punishment, arguing that, with some students, it‘s the only thing that works. How would experts respond to your colleague‘s suggestion? a. Corporal punishment is legal in a number of states but experts suggest that it should never be used. b. Corporal punishment is banned in all schools at all levels, so it isn‘t used with students. c. Corporal punishment should only be used as a last resort and only after receiving permission from your principal. d. Corporal punishment is legal at the elementary level but not at higher levels, so it can be used in elementary schools if necessary.

Essay Items 70. Describe parents‘ rights of access to their children‘s academic records as mandated by the Family Educational Rights and Privacy Act (FERPA) (The Buckley Amendment). Also, explain why the issue of academic records is so important.

71. In states where it is legal, describe the conditions under which corporal punishment can be administered.

72. Describe students‘ due process rights in cases of disciplinary action. How do these rights compare to teachers‘ rights in cases involving possible dismissal?

Chapter 8: Choosing the Right School

CHAPTER EIGHT CHOOSING THE RIGHT SCHOOL How Do Schools Function?

Knowledge-Level Items 1. ―An organization with established structures and rules designed to promote certain goals‖ best describes a: a. social system. b. democratic institution. c. autocratic institution. d. socioeconomic institution.

2. Of the following, which is a social system? a. A city government b. A library c. A school building d. Teachers in a school 3. From the perspective of meeting learning goals for students, which of the following is the most accurate definition of schools? a. Physical structures that house students during learning experiences b. Organizations composed of teachers, students, administrators, and support personnel c. Formal and informal curricula that present options for students‘ experiences d. Social systems designed to promote students‘ growth and development 4. Which of the following make up the personnel of a school?

1. Administrators 2. Parents 3. Teachers.

4. Support staff a. 1, 2, 3, 4

b. 1, 3, 4

c. 1, 2, 3

d. 1, 3

5. Which of the following are considered by experts to be goals of schools?

1. To help students develop the knowledge and skills needed to function in our culture 2. To guide students to become productive members of society 3. To prepare students for the world of work 4. To help students develop as happy, healthy people a. 1, 2, 3, 4

b. 1, 2, 3

c. 1, 2

d. 1, 3, 4

Chapter 8: Choosing the Right School

6. The person given the ultimate responsibility for a school‘s operation is the: a. area content supervisor. b. district superintendent. c. vice principal. d. principal.

7. Of the following, which group most strongly influences the quality of a school? a. Administrators b. Teachers c. School advisory councils d. School boards 8. Support staff best describes which of the following? a. Media center specialist b. Assistant principal c. Vice principal d. Guidance counselor 9. Individual buildings on the perimeter of school campuses that provide additional classroom space are commonly called: a. support spaces. b. temporaries. c. laboratories. d. extracurricular housing.

10. You‘re a high school math teacher. Which of the following best describes your duties?

1. Teach your math classes as effectively as possible 2. Monitor students as they move through hallways 3. Contribute to the governance of the school 4. Attend nonacademic events such as assemblies and pep rallies a. 1, 2, 3, 4

b. 1, 2

c. 1, 2, 3

d. 1, 2, 4

11. You‘re a third-grade teacher. Which of the following best describes your duties?

1. Teach your students as effectively as possible 2. Escort your students from your room to places such as the cafeteria or media center, and back 3. Supervise your students on the playground 4. Participate in school oversight a. 1, 2, 3, 4

b. 1, 2

c. 1, 2, 3

d. 1, 2, 4

12. ―What teachers teach and what students (hopefully) learn,‖ best describes: a. the school‘s mission. b. the school‘s implementation process.

Chapter 8: Choosing the Right School

c. the school‘s curriculum. d. the school‘s staff development.

13. Of the following, leaders‘ decisions about organizing schools (such as organizing middle schools into grades 6, 7, and 8) are most commonly based on: a. the backgrounds of teachers and their teaching skills. b. the developmental characteristics of students and economics (such as the cost of schools). c. the number of available administrators and the number of available teachers. d. the qualifications of administrators and the qualifications of teachers.

14. Changes in the way students think and relate to their peers, caused by maturation and experience, are best described as: a. critical thinking. b. development. c. perspective taking. d. curriculum organization.

15. Which of the following is the best description of looping? a. The process of keeping a teacher with a group of students for more than a year b. The process of covering topics with increasingly greater depth from one year to the next c. The process of organizing curriculum so that topics build on each other d. The process of having teachers specialize in different content areas, such as math, science, social studies, or language arts\ 16. Which of the following is the most likely reason that so many elementary school classrooms are self-contained (a single teacher being responsible for all the content areas)? a. Self-contained classrooms make integrating the curriculum most efficient, and the curriculum is usually integrated in elementary schools. b. Self-contained classrooms make it easier for schools to hire teachers, since elementary teachers are expert in all content areas. c. Schools with self-contained classrooms are less expensive that schools organized around different curriculum areas. d. Self-contained classrooms best allow schools and teachers to accommodate the developmental needs of young children.

17. Schools tend to be organized in ―box-like‖ structures, with separate classrooms that open into long hallways. Of the following, which is the most commonly voiced criticism of this physical organization? a. The organization makes it difficult for students to move efficiently from one room to another. b. The organization is dangerous, since large numbers of students are moving through hallways at the same time. c. The organization isolates teachers and fragments the curriculum. d. The organization makes it difficult for administrators to communicate with individual teachers in case of emergency.

Chapter 8: Choosing the Right School

18. Which of the following statements best describes the implications of the physical organization of schools (the fact that schools are organized into individual classrooms that open onto long hallways) for you as a teacher? a. When you begin teaching, you‘re essentially on your own; you‘re responsible for your students all day long every day, for example. b. In cases of emergency, you‘ll need to understand the physical layout of the school so that you can get help for students as quickly as possible. c. You‘ll need to understand how the physical organization of the school aids the efficient movement of students from one part of the school building to another. d. You‘ll need to understand how the arrangement of classrooms allows you to access resource rooms, such as the library and computer lab.

19. Schools are typically organized so that early elementary students, such as first graders, aren‘t housed in schools that also include eighth graders. Of the following, the most likely reason for organizing schools in this way is: a. the developmental differences between first and eighth graders makes housing them in different schools important. b. schools built for young children (such as first graders) need to be designed with more safety and health-related equipment than schools designed for older students, so they aren‘t housed together. c. elementary schools have fundamentally different kinds of administrators than do middle and high schools, so they aren‘t housed together. d. first and eighth graders were housed in separate schools in early colonial times, but research revealed this wasn‘t efficient.

Higher-Level Items Use the following information for items 20 and 21.

Larry Williams works at Oceanside Middle school in a suburb of a medium-sized eastern city. His responsibilities include scheduling, collecting student records–such as grades–from teachers, keeping master records for the school, and maintaining communication with districtlevel administrators and parents.

Juanita Alvarez also works at Oceanside Middle School. Her duties at the school include scheduling and coordinating the statewide assessment tests that all the students are required to take, and providing a variety of information about course offerings and future options for students.

20. Based on the way schools are typically organized, of the following, Larry is most likely to be: a. a department head in the school (such as the head of the social studies department). b. the school principal. c. a vice principal in the school. d. a guidance counselor at the school.

Chapter 8: Choosing the Right School

21. Based on the way schools are typically organized, of the following, Juanita is most likely to be: a. the school principal. b. a vice principal at the school. c. an assistant principal at the school. d. a guidance counselor at the school.

22. You‘re a teacher at Oceanside Middle School, and Karen Adams, one of your students comes to you complaining of a serious headache. Of the following, which is your most acceptable course of action? a. Offer her one or two Advil tablets, since you keep a bottle of them in your desk, and Karen‘s problem seems to be limited to her headache. b. Send her to the school nurse, since teachers are forbidden from administering any form of medication. c. Call one of the school assistant principals and ask his or her advice, since a student may not be sent out of a classroom without an administrator‘s permission. d. Call Karen‘s mother, since any medical problem, including something as minor as a headache, must be immediately reported to a parent.

23. David Leech, one of your students, is constantly disrupting instruction in one of your classes.

You‘ve tried talking to him, giving him detention, and calling his parents. Nothing has worked, and you need help, feeling as though you‘re at your wits end. Of the following, who is the most appropriate person in the school to contact? a. The school principal, since he or she is ultimately responsible for the school‘s operation. b. One of the school assistant principals, since student discipline is likely to be one of his or her duties. c. Your grade-level chairperson or department head (such as the chair of the third grade in an elementary school or the head of the English department in a middle or high school). d. The school nurse, since a chronically disruptive student is likely to have a medical problem.

24. You want your students to identify subjects and verbs in sentences, so you plan to first teach the meaning of subjects, then the meaning of verbs, followed by having students identify them in sentences. Of the following, your thinking in this case is best described as focusing on: a. instructional design. b. developmental differences in students. c. school organization. d. curriculum organization.

25. Kelly, a fourth grader, is cooperative and able to consider other students‘ perspectives in cooperative learning activities, whereas Joanne tends to be quite self-centered. These characteristics most likely reflect differences in which of the following? a. Academic development b. Cognitive development

Chapter 8: Choosing the Right School

c. Social development d. Physical development 26. Ann Peterson is teaching the same group of students in the fourth grade this year as she had in the 3rd-grade last year. This process is commonly described as: a. looping. b. cooperative learning. c. peer tutoring. d. nurturing.

Use the following information for Items 27 and 28.

Jana, a first-grade teacher, Juan, a third-grade teacher, Suzanne, a fourth-grade teacher, and Vincent, a fifth-grade teacher, want to use cooperative learning (where students are placed in groups and are expected to work collaboratively to meet a common goal) in their classrooms. All four are veterans, teach in the same school, and are viewed as highly skilled professionals.

27. If each teacher‘s students fit patterns typical for their ages, the teacher for whom implementing cooperative learning is likely to be most challenging is: a. Jana. b. Juan. c. Suzanne. d. Vincent.

28. If each teacher‘s students fit patterns typical for their ages, the teacher for whom implementing cooperative learning is likely to be least challenging is: a. Jana. b. Juan. c. Suzanne. d. Vincent.

Essay Items 29. Consider the concept social system. Now, take one of two positions: a) The family is a social system, or b) The family is not a social systems. Defend your position based on your understanding of social systems.

30. Schools tend to be organized into elementary schools that are kindergarten (or pre-K) through grades 5 or 6; middle or junior high schools, that include some combination of grades 6-9; and high schools, that are grades 9 or 10 through 12. There are at least two reasons for this system of organization. Identify the reasons, and explain your answers.

Chapter 8: Choosing the Right School

School Levels Knowledge-Level Items 31. Of the following, which is most commonly emphasized in developmental early childhood programs? a. Careful curriculum organization and clear explanations by teachers b. Specific sets of learning objectives together with learning activities designed to help students reach the objectives c. Concrete experiences for students that emphasize exploration and hands-on activities d. Classrooms in which teachers are well prepared in content areas such as math or social studies 32. Which of the following is the best description of the Montessori Method? a. An approach to early childhood education that emphasizes individual exploration and initiative through learning centers b.

An approach to elementary school education that emphasizes standards and accountability in reading and math c. An approach to middle school education that emphasizes teacher teams and integrated curriculum d. An alternative to the comprehensive high schools that creates schools within schools designed to meet the needs of adolescents.

33. Which of the following best describes the outcomes of early intervention programs for young children? a. The outcomes are generally insignificant beyond the early elementary school years. b. The outcomes are significant during the elementary school years, but they tend to disappear in middle school, high school and beyond. c. The outcomes are significant through the middle school years but tend to disappear in high school and beyond. d. The outcomes are positive, significant, and long lasting in the years after formal schooling is complete.

34. Which of the following is the most likely reason that some content areas, such as social studies, are typically de-emphasized in elementary schools? a. Expecting elementary teachers to be knowledgeable in all the content areas is unrealistic, so some, such as social studies, are de-emphasized. b. Some content areas, such as social studies, are viewed as unimportant for elementary students, so they‘re de-emphasized. c. The developmental characteristics of young children prevent them from being able to learn some content areas, such as social studies, in depth, so they‘re de-emphasized. d. Teaching some content areas, such as social studies, is very expensive, so schools deemphasize these areas.

35. Middle schools often eliminate activities such as competitive sports. Of the following, the most likely reason for organizing middle schools in this way is:

Chapter 8: Choosing the Right School

a. school leaders want to minimize attention to developmental differences among students. b. school leaders don‘t want to spend the money it takes to support activities like competitive sports. c. school leaders have difficulty hiring faculty for middle schools who are willing to perform extra duties, such as coaching competitive sports. d. school leaders believe that the primary focus in the middle years should be on academics, so other aspects of schooling are de-emphasized in these schools.

36. Of the following, which is the best description of a comprehensive high school? a. One that teaches as much of its content as possible at the comprehension level of understanding b. One that is designed to meet the needs of all students c. One that avoids tracking students into different ability areas d. One that has a course-sharing arrangement with a local university 37. Which of the following are the most commonly voiced criticisms of comprehensive high schools?

1. They‘re often staffed by unqualified teachers.

2. Students in lower-level tracks often get a substandard education.

3. They‘re too large, impersonal, and bureaucratic.

4. They lack an adequate variety of extracurricular activities. a. 1, 2, 3, 4

b. 1, 4

c. 1, 2, 3

d. 2, 3

e. 2, 3, 4

38. Which of the following best describes classes that allow students to earn college credit while still in high school? a. Academic classes b. Honors classes c. Advanced placement classes d. Accelerated and enriched classes 39. Technical schools are designed to: a. provide students with a sound basic education. b. teach computer and other high-tech skills. c. increase students‘ understanding of the world of work. d. prepare students for immediate employment after graduation.

40. Schools that emphasize relatively small learning communities (typically 200 or fewer students) working with the same groups of teachers in areas such as health and bioscience, business and finance, architecture and construction, education and child development, and information technology best describe: a. middle schools. b. junior highs. c. career academies. d. parochial schools.

Chapter 8: Choosing the Right School

41. Learning environments that involve organized instructional programs in which teachers and learners, though physically separated, are connected through technology, best describes which of the following? a. Career academies b. Career technical schools c. Rural education d. Distance education 42. Virtual schools are most closely related to which one of the following? a. Distance education b. Career academies c. Middle-level education d. Rural education Higher-Level Items 43. Liam is responsible for teaching all the content areas, such as reading, math, science, and social studies, in his work with his students. He also sets his own schedule, such as deciding how many minutes per day he will allocate to each of the content areas.

Liam most likely teaches at which of the following school levels? a. An elementary school b. A middle school c. A junior high school d. A high school 44. Four teachers, Karen, a math teacher, Tony, who teaches science, Judy, an English teacher, and Alicia, who teaches social studies, have a common planning period, and they all have the same students. Today they‘re discussing ways of coordinating topics across the four content areas. Based on this information it‘s most likely that these teachers teach in a(n): a. elementary school. b. middle school. c. junior high. d. high school.

45. Emilia Gonzalez teaches four sections of American history per day, three standard and one advanced. In her school the class periods are 55 minutes, and students have 5 minutes to pass from one class to another. Emilia tries to coordinate the topics she teaches with her colleagues in other departments, such as encouraging English teachers to have their students read The Red Badge of Courage when she is teaching the Civil War. The coordination is difficult, however, because the English teachers have different planning periods.

Based on this information, Emilia most likely teaches in which of the following? a. A junior high b. A high school c. Either a junior high or a high school d. Either a middle school or a high school

Chapter 8: Choosing the Right School

Essay Items 46. Explain why elementary schools are typically organized differently than middle, junior high, and high schools.

47. Comprehensive high schools are commonly criticized for at least two reasons. Identify the reasons, and explain your answers.

48. What is block scheduling, and why do its proponents argue for its effectiveness?

Finding a Good School Knowledge-Level Items 49. Of the following, which is the best definition of an ―effective school?‖ a. A school with a positive social climate b. A school in which administrators and teachers work as a coordinated team c. A school that is safe and orderly d. A school in which learning for all students is maximized 50. Based on research, which of the following statements best describes the relationship between socioeconomic status, learning, and school size? a. All students, regardless of SES, learn more in small schools than in large schools. b. High SES students learn more in large schools, but low SES students learn more in small schools. c. All students learn more in schools that are not too large nor too small, but the reduction in learning in very large schools is greater for high SES than for low SES students. d. All students learn more in schools that are not too large nor too small, but the reduction in learning in very large schools is greater for low SES than for high SES students.

51. Based on research, which of the following best describes the relationship between socioeconomic status, class size, and learning? (Small classes are defined as having about 15 students, and large classes are defined as having about 30 students.) a. All students learn more in small classes, particularly in the lower grades and in inner-city schools. b. Low SES students learn more in small classes, but high SES students learn more in large classes. c. All students learn more in large classes, since the amount of interaction between the students is likely to be greater in large classes. d. Low SES students learn more in small elementary school classes, but less in small high school classes; high SES students learn more in large classes at all levels.

52. Which of the following are considered to be actions taken by effective school principals?

1. Communicating the school mission to you and your colleagues 2. Demonstrating instructional leadership and serving as a resource for parents and students

Chapter 8: Choosing the Right School

3. Emphasizing extracurricular activities to promote the development of the ―whole child.‖ 4. Creating a teaching environment that allows you to maximize your instructional time a. 1, 2, 3, 4

b. 2, 3, 4

c. 1, 4

d. 1, 2, 4

53. Of the following, which best describes the role of extracurricular activities in effective schools? a. Extracurricular activities are essential in effective schools, and as much emphasis is placed on them as is placed on academics. b. Extracurricular activities are important in effective schools, but they don‘t take precedence over learning. c. Extracurricular activities are important for low SES students in effective schools, but they are not important for high SES students in effective schools. d. Extracurricular activities are not considered to be important in effective schools.

54. Teachers‘ beliefs in their schools‘ ability to promote student learning regardless of external conditions, best describes which of the following? a. Highly effective teaching b. High teacher professionalism c. High collective efficacy d. Positive teacher characteristics 55. Based on research examining the effectiveness of schools, which of the following statements is most valid? a. Gilchrist is a more effective school than Ridgeview because of its academic orientation, but it less effective because of its emphasis on testing. b. Ridgeview is an overall more effective school because it focuses on students‘ total development. c. Gilchrist is an overall more effective school than Ridgeview because of its academic focus, attitude of the teachers, and emphasis on assessment. d. Ridgeview is an overall more effective school than Gilchrist because of its emphasis on social development and self-esteem, and its de-emphasis on testing.

56. Research indicates that two factors related to school organization have a particularly negative effect on cultural minorities. These two factors are: a. low teacher efficacy and class size. b. class size and tracking. c. low teacher efficacy and tracking. d. ineffective instruction and large classes.

57. Tracking is a common practice in comprehensive high schools. Of the following, which statement most accurately describes the relationship between tracking and cultural minorities? a. Tracking allows cultural minorities to achieve at levels consistent with their background and abilities.

Chapter 8: Choosing the Right School

b. A disproportionate number of cultural minorities tend to be placed in high-level tracks where the instruction is too abstract for their background and abilities. c. Tracking is effective for cultural minorities, because it allows teachers to focus on the individual needs of students. d. A disproportionate number of cultural minorities tend to be placed in low-level tracks where instruction is often less effective than instruction in high-level tracks.

Higher-Level Items Use the following vignette for items 58 and 59.

Aiden Taylor gives a quiz each Thursday in his pre-algebra class, returns it on Friday, and the class discusses the problems most commonly missed. He gives a total of seven quizzes during the 9-week grading period. ―These quiz and feedback session are some of the best learning experiences we have,‖ he argues.

Sophia Young, Aiden‘s friend and colleague, counters that so many quizzes put too much stress on the students, so she gives three tests during the 9-week grading period. She also provides detailed feedback for each test.

58. If the results are consistent with patterns identified by research, which of the following conclusions is most accurate? a. Students will learn more in Aiden‘s class because frequent assessment provides his students with information about their learning progress. b. Students will learn more in Sophia‘s class, because too many quizzes and tests increase learners‘ test anxiety. c. Students will learn more in Aiden‘s class because his weekly quizzes are shorter than Sophia‘s longer tests. d. Students will learn more in Sophia‘s class because they will study harder when they only have three tests than they would for a weekly quiz.

59. With respect to learner motivation, which of the following conclusions is most valid? a. Students will be more motivated in Sophia‘s class than in Aiden‘s because they will feel less pressure. b. Students will be more motivated in Aiden‘s class because his quizzes are shorter than Sophia‘s tests. c. Students will be more motivated in Sophia‘s class than in Aiden‘s because they know that the consequences for doing poorly are greater when fewer tests are given. d. Students will be more motivated in Aiden‘s class, because students tend to study harder when they know they will be held accountable for their understanding.

Use the following information in answering Items 60-62.

Gilchrist Middle School is strongly committed to academics. Clubs, sports, and other extracurricular activities are important in the school, but classes are never canceled for extracurricular activities.

Chapter 8: Choosing the Right School

Most of the teachers at Gilchrist believe that they can promote learning for all students regardless of their backgrounds, and they take personal responsibility for ensuring that learning takes place. The principal of the school has involved the teachers in a great deal of professional development designed to help them develop their questioning skills.

Most of the teachers at Gilchrist give students a quiz at least once a week. The teachers then go over the quizzes with the students and carefully discuss frequently missed questions.

Ridgeview Middle School is across town from Gilchrist and has a student population of similar SES to Gilchrist‘s. Its orientation is different than Gilchrist‘s. It believes that too much emphasis on academics for middle school children can impair their overall development.

Consistent with this belief they strongly emphasize the social aspects of development, involving students in discussion groups that examine a wide range of topics.

The teachers at Ridgeview endorse the emphasis, noting, ―In some cases, because of the background of the kids, we can‘t do a whole lot about their academics, but we can help develop self-esteem.‖ Ridgeview‘s teachers emphasize orderly classrooms where the students carefully listen while they clearly explain the topics they‘re teaching. ―Many of these kids lack the background needed to answer questions,‖ they note, ―so we try to provide the background with clear explanations.‖ The teachers at Ridgeview de-emphasize testing, because of the potential damage it can have on the way students feel about themselves.

60. Consider the ―collective efficacy‖ of the two schools. Based on effective schools research, which of the following statements is most accurate? a. The ―collective efficacy‖ of Gilchrist is higher than Ridgeview, because the teachers believe they can get all students to learn. b. The ―collective efficacy‖ of Ridgeview is higher than Gilchrist, because the teachers at Ridgeview emphasize student self-esteem. c. The ―collective efficacy‖ of Gilchrist is higher than Ridgeview, because Gilchrist‘s principal has provided professional development opportunities for the teachers. d. The ―collective efficacy‖ of Ridgeview is higher than Gilchrist, because Gilchrist‘s teachers place too much emphasis on testing.

61. Based on research examining the collective efficacy of schools, which of the following statements is most accurate? a. High SES students will achieve higher than low SES students at both schools, but the achievement gap between high and low SES students will be greater at Gilchrist than at Ridgeview. b. High SES students will achieve higher than low SES students at both schools, but the achievement gap between high and low SES students will be greater at Ridgeview than at Gilchrist. c. High and low SES students will achieve at approximately the same levels at Ridgeview, but high SES students will achieve more than low SES students at Gilchrist. d. High and low SES students will achieve at approximately the same levels at Gilchrist, but high SES students will achieve more than low SES students at Ridgeview.

Chapter 8: Choosing the Right School

62. Consider the quality of instruction at the two schools. Based on research examining the effectiveness of schools, which of the following statements is most accurate? a. The instruction at Gilchrist is more effective than the instruction at Ridgeview, because the Gilchrist teachers are higher in personal teaching efficacy. b. The instruction at Ridgeview is more effective than the instruction at Gilchrist, because the Ridgeview teachers emphasize being able to provide clear explanations to students. c. The instruction at Ridgeview is more effective than the instruction at Gilchrist, because the teachers more strongly emphasize student self-esteem at Ridgeview. d. The instruction at Gilchrist is more effective than the instruction at Ridgeview, because the teachers at Gilchrist use more questioning than do the teachers at Ridgeview.

Essay Items 63. Describe the concept personal teaching efficacy. Explain how it relates to the concept highcollective-efficacy school. Explain why both concepts are important.

64. Explain how high- and low-collective-efficacy schools differ in both general student achievement and achievement differences between high and low SES students.

65. Identify the characteristics of effective teaching, and explain why they are important.

Chapter 9: The School Curriculum in an Era of Standards

CHAPTER NINE THE SCHOOL CURRICULUM IN AN ERA OF STANDARDS What is Curriculum?

Knowledge-Level Items 1. Which of the following statements best describes curriculum? a. Everything teachers teach and students learn in schools b. All the academic knowledge and skills that teachers hope to have students reach c. Everything students study in formal classroom settings d. Learning goals based on students‘ academic and social needs 2. Which of the following best describes instruction? a. Learning goals and the reasons the goals have been selected b. The ways teachers help students reach learning goals c. Learning goals and a diagnosis of students‘ needs d. Learning goals and the philosophy on which the goals are based 3. Which of the following best describes the explicit curriculum? a. What students learn as communicated through the kinds of routines teachers establish b. What students learn in clubs and organizations (such as a science club) c. What students learn through the ways teachers interact with them d. What students learn that is found in their textbooks 4. Of the following, which is the most accurate description of curriculum in elementary schools? a. Strong emphasis on science and math and relatively little emphasis on reading and social studies b. Strong emphasis on reading and science and relatively little emphasis on math and social studies c. Strong emphasis on reading and math and relatively little emphasis on science and social studies d. Strong emphasis on reading and language arts and relatively little emphasis on math and science 5. Of the following, which is the most accurate description of curriculum in middle schools? a. Strong emphasis on reading and math and relatively little emphasis on science and social studies b. Strong emphasis on making connections among topics and real-world applications c. Strong emphasis on individual content areas such as math, science social, studies and English d. Strong emphasis on math and science, moderate emphasis on reading and language arts, and little emphasis on social studies

Chapter 9: The School Curriculum in an Era of Standards

6. Of the following, which is the most accurate description of the curriculum in middle schools compared to the curriculum in junior high schools? a. The curriculum in middle schools is more likely to be integrated and focus on real-world problems than is the curriculum in junior high schools. b. The curriculum in middle schools is more likely to emphasize reading, language arts, and math than is the curriculum in junior high schools. c. The curriculum in middle schools is more likely to emphasize math topics that are advanced for adolescents, such as pre-algebra and algebra than is the curriculum in junior high schools. d. The curriculum in middle schools is more likely to be delivered with teacher-centered approaches to instruction, such as lecture, than is the curriculum in junior high schools.

7. Which of the following best illustrates integrated curriculum? a. Having students test how quickly different aspirin tablets dissolve and then read an article that describes how quickly different pain relievers begin to work b. Having students do word problems in math, where they have to carefully identify what information is given and what information they need to provide c. Having students use rulers and protractors to measure the angles and the lengths of sides of triangles d. Having students identify important dates from different historical periods 8. Which of the following best describes the implicit curriculum? a. What students learn in clubs and organizations (such as a science club) b. What students learn through curriculum guides and state standards c. What students learn that is found in their textbooks d. What students learn as communicated by the way teachers interact with them 9. Topics teachers decide to leave out of courses of study are best described as making up which of the following? a. The explicit curriculum b. The implicit curriculum c. The null curriculum d. The missing curriculum 10. Which of the following best describes students who are involved in the extracurriculum (such as sports, clubs, and school plays)? a. Marginal students more often participate in extracurricular activities than do high achievers, because these activities help marginal students feel a sense of accomplishment. b. Students who participate in extracurricular activities tend to get lower grades than students who don‘t participate, because time spent in extracurricular activities is taken away from studying. c. Cultural minorities tend to participate in extracurricular activities more than nonminorities, because these activities give minorities a feeling of cultural identity. d. Students who participate in extracurricular activities tend to get higher grades and to be more motivated than students who don‘t participate in extracurricular activities.

Chapter 9: The School Curriculum in an Era of Standards

11. Which of the following best illustrates an activity in the extracurriculum? a. Learning, in an environmental science class, that global warming is becoming an increasing problem b. Learning lines for your part in Our Town, the play your school is putting on in the spring c. Practicing your saxophone for your jazz music class d. Trying to increase the number of situps you‘re able to do in a minute as part of your physical education class 12. Which of the following statements best describes the relationship between extracurricular activities and effective schools? a. A well-developed and comprehensive extracurricular program is one of the characteristics of an effective school. b. Schools that are academically effective de-emphasize extracurricular activities, because extracurricular activities tend to detract from the academic orientation of the school. c. Effective schools emphasize extracurricular activities that are academically related (such as an astronomy club or debate team), but they de-emphasize athletics. d. Effective schools for at-risk students emphasize extracurricular activities, but effective schools for students who are not at risk de-emphasize extracurricular activities.

Higher-Level Items Use the following information for items 13 and 14.

You believe that learning to write persuasive essays is essential for students. You also believe that the only way that they‘ll learn to write them effectively is with a great deal of practice. To begin, you display two sample persuasive essays on the overhead, one that is well written and one that isn‘t. In a discussion you help them understand the characteristics of an effective persuasive essay.

13. Of the following, which are curriculum decisions?

1. You believe that learning to write persuasive essays is essential for students.

2. You believe that the only way that they‘ll learn to write them effectively is with a great deal of practice.

3. You display two sample persuasive essays on the overhead, one that is well written and one that isn‘t.

4. In a discussion you help them understand the characteristics of an effective persuasive essay. a. 1, 2, 3

b. 1

c. 1, 2

d. 2, 3

14. Of the following, which are decisions about instruction?

1. You believe that learning to write persuasive essays is essential for students.

2. You believe that the only way that they‘ll learn to write them effectively is with a great deal of practice.

3. You display two sample persuasive essays on the overhead, one that is well written and one that isn‘t.

Chapter 9: The School Curriculum in an Era of Standards

4. In a discussion you help them understand the characteristics of an effective persuasive essay. a. 2, 3, 4

b. 3, 4

c. 2, 4

d. 4

15. Whenever Calvin Green‘s students are unable to answer in question and answer sessions, he prompts them until they can give an acceptable answer. ―I want them to learn that being uncertain is all a part of the learning process,‖ Calvin explains.

Learning that ―being uncertain is all part of the learning process,‖ best illustrates the: a. explicit curriculum. b. implicit curriculum. c. extracurriculum. d. integrated curriculum.

Use the following information for items 16-18.

Anya Kuertan, an eighth-grade American history teacher, teaches a week-long unit on the American Civil War. She emphasizes the relationships between the fact that the North was industrial, whereas the South was more agricultural, and the geography of the two parts of the country. She also relates theses factors to the causes of the war, the relative advantages of the North and the South, and the war‘s outcomes.

Anya is animated in her discussions of the topic and her own interest in it is obvious. She also emphasizes that all the students have a right to express their opinions and conclusions about the topic as they study it.

As she reflects on her unit she concludes, ―The next time I teach it, I need to put more emphasis on the human sides of the issues, slavery and racism, the suffering of the people in the North and the South, and the bitterness that was left in the wake of the war.‖ 16. Which of the following best describes Anya‘s emphasis on the relationships between industry, agriculture, geography and the causes and outcomes of the war? a. They make up the explicit curriculum. b. They make up the implicit curriculum. c. They make up the focused curriculum. d. They make up the null curriculum.

17. Which of the following best describes Anya‘s enthusiasm and her emphasis on all students having the right to express opinions and conclusions? a. They make up the explicit curriculum. b. They make up the implicit curriculum. c. They make up the focused curriculum. d. They make up the null curriculum.

18. Which of the following best describes the fact that Anya, as she taught the unit this time, didn‘t emphasize the human side of the issues and other topics, such as slavery, suffering and bitterness after the war?

Chapter 9: The School Curriculum in an Era of Standards

a. b. c. d.

They make up the explicit curriculum.

They make up the implicit curriculum.

They make up the missing curriculum.

They make up the null curriculum.

Use the following information for items 19-22. ―What are you studying in geometry?‖ Jeff Torrey asks Gabriella Suarez, one of the students in his Chemistry class. ―We‘re studying theorems that we use to prove that triangles are congruent,‖ she responds. ―I was confused at first, but now I‘m catching on, and I have a B for this 9 weeks.‖ Janet Wilson, a science teacher, strongly emphasizes integration of her math topics with science topics, and she regularly works with Joe Nagel, the math teacher on her team to try and meet these goals. For example, when they study genetics, Joe has the students calculate the proportions and percentages of students who have blue eyes compared to those that have brown or green eyes.

Rosano Ramos makes a strong attempt to integrate her science topics with language arts, which she strongly emphasizes by spending about an hour a day on it. For example, she recently had the students read stories about different animals and they way they adapted to their environments, and she had the students make oral reports on what they read.

David Nalbandian, a life science teacher, sees that Jeremy Smith, one of his students, is having difficulty in his class. He asks Jeremy to come in after school, and he works with Jeremy on content he is having problems with. When they talk, David emphasizes how important the content will be for other topics Jeremy will study in high school.

19. Based on the curriculum information above, the teacher who most likely teaches in an elementary school is: a. Jeff. b. Janet. c. Rosano. d. David.

20. Based on the curriculum information above, the teacher who most likely teaches in a middle school is: a. Jeff. b. Janet. c. Rosano. d. David.

21. Based on the curriculum information above, the teacher who most likely teaches in a junior high is: a. Jeff. b. Janet. c. Rosano. d. David.

Chapter 9: The School Curriculum in an Era of Standards

22. Based on the curriculum information above, the teacher who most likely teaches in a high school is: a. Jeff. b. Janet. c. Rosano. d. David.

Essay Items 23. Describe the relationship between curriculum and instruction, and provide an example to illustrate your description.

24. Describe the differences between the explicit curriculum, the implicit curriculum, and the null curriculum, and provide an example of each.

25. Describe the differences in curriculum in elementary schools, middle schools, and junior high and high schools.

26. Describe the controversy involved in integrating curriculum. What does research indicate about the effectiveness of integrating curriculum (compared to not integrating curriculum) for increasing student learning?

27. Describe research that has examined the impact of participating in sports. Include its impact on both boys and girls in your response.

Forces that Influence the Curriculum Knowledge-Level Items 28. Of the following, which most influences the curriculum? a. States and local districts b. Professional organizations c. The individual teacher d. Textbooks 29. With respect to the amount of control middle and secondary teachers have over the curriculum, which of the following is the most accurate statement? a. Since middle and secondary teachers‘ class schedules are determined by specified period lengths, they have little or no control over the curriculum. b. Since states publish lists of standards that students are expected to meet, middle and secondary teachers have little or no control over the curriculum. c. Since most states have statewide assessment tests for students, middle and secondary teachers have little or no control over the curriculum. d. Middle and secondary teachers decide what emphasis to place on different topics in the curriculum and the depth in which the topics will be studied, so they have a great deal of control over the curriculum.

Chapter 9: The School Curriculum in an Era of Standards

30. The curriculum since the 1960s includes a much stronger emphasis on science and math than existed before that time. Of the following, what is the most likely reason for this increased emphasis? a. The federal influence on the curriculum through the passage of specific pieces of legislation b. The state influence on education through statewide testing in the area of environmental education c. The local district influence on the curriculum through the expression of districts‘ missions d. The influence of textbooks on the curriculum, because more environmental education textbooks now exist than did before the early 1990s 31. The process of focusing curriculum on predetermined goals or benchmarks that identify the content students should understand and the skills they should have after completing an area of study is best described as: a. an explicit curriculum. b. an implicit curriculum. c. content-driven education. d. standards-based education.

32. Of the following, which statement best describes the way professional organizations (such as the National Council of Teachers of Mathematics) influence curriculum? a. Professional organizations publish tests that measure students‘ understanding of content recommended by the organization (such as the National Council of Teachers of Mathematics publishing tests that measure students‘ understanding of math concepts at different ages). b. Professional organizations publish standards which students are expected to meet. c. Professional organizations recommend textbooks that then become part of state adopted textbook lists. d. Professional organizations lobby the federal government to try and influence legislation that will support the organizations‘ goals.

33. Documents published by states that typically include standards, learning activities, and performance expectations for students are best described as: a. curriculum guides. b. lesson plans. c. explicit curricula. d. implicit curricula.

34. Which of the following are arguments supporting a national curriculum?

1. Other industrialized countries with high-achieving students (such as Japan) have national standards and national testing.

2. A national curriculum would narrow the achievement gap between cultural minorities and non-minorities.

Chapter 9: The School Curriculum in an Era of Standards

3. American society is highly mobile and a national curriculum would make learners‘ backgrounds more consistent.

4. Standards and levels of achievement vary significantly from state to state. a. 1, 2, 3, 4

b. 1, 2, 3,

c. 1, 3, 4

d. 2, 3, 4

e. 1, 2

35. Which of the following are arguments made by opponents of a national curriculum?

1. Local school and local district autonomy would be weakened.

2. A huge federal bureaucracy would be created.

3. A national curriculum would not be responsive to the diversity that exists in different states.

4. A national curriculum would lower the standards that exist in many states. a. 1, 2, 3, 4

b. 1, 2, 3

c. 1, 3, 4

d. 2, 3, 4

e. 3, 4

Higher-Level Items 36. You are a first-year teacher and you‘re in a discussion with a colleague and friend. ―These kids need a solid background in as many areas as possible. There‘s important information that people need to understand in order to get by in the world.‖ ―There‘s too much information,‖ your friend counters. ―What these kids really need is the tools to be able to find the information somewhere.‖ You and your friend are in a discussion about curriculum, and of the following, your respective views are most strongly influenced by: a. the textbooks you‘re each using. b. your local district. c. state standards. d. your personal philosophies.

37. In some of your classes, your instructors are likely to encourage you to not depend heavily on textbooks as a basis for making curriculum decisions. If your behavior is consistent with patterns identified by research, which of the following is most likely? a. You will follow your instructors‘ recommendations, and you‘ll make most of your curriculum decisions on bases other than textbooks. b. You will follow your instructors‘ recommendations during your first year, but you will then revert to using textbooks as an important basis for making curriculum decisions. c. You will follow your instructors‘ recommendations your first year, but as you gain teaching experience you will largely ignore textbooks as a basis for making curriculum decisions. d. You will not follow your instructor‘s recommendations in either your first year or in subsequent years of teaching.

38. If you make decisions about using textbooks based on research examining their effective use, which of the following is your best decision? a. Since textbooks are written by experts in the field, you should cover the topics included in them and in the sequence in which they‘re presented.

Chapter 9: The School Curriculum in an Era of Standards

b. You should cover the topics included in the textbooks and supplement those topics with other topics you feel are important. c. You should cover some of the topics in detail, de-emphasize or eliminate others, and add topics you feel are important. d. You should abandon textbooks completely and generate your own curriculum based on your professional judgment.

39. Reading, writing, and math are the most strongly emphasized areas of the curriculum in elementary schools. Of the following, which is the most likely reason for this emphasis? a. Reading, writing, and math are the areas in which students are most commonly tested. b. Most teachers philosophically believe that reading, writing, and math are the most important areas of the curriculum. c. Reading, writing, and particularly math, are the curriculum areas elementary teachers most enjoy teaching. d. Reading, writing, and math are the areas in which the most hands-on learning activities can be done.

Essay Items 40. Describe an important way in which standards and accountability influence the curriculum.

41. Explain how the federal government influences curriculum.

42. Explain how textbooks influence the curriculum.

43. Explain how philosophy and teacher professionalism influence the curriculum.

Controversial Issues in the Curriculum Knowledge-Level Items 44. According to opinion polls, which of the following best describes parents‘ attitudes toward sex education being included in the curriculum? a. The vast majority of parents do on want sex education included in the curriculum. b. Parents with strong religious backgrounds are opposed to including sex education in the curriculum, but more secular parents support including it in the curriculum. c. Parents are nearly evenly split in their attitudes toward including sex education in the curriculum; approximately half are opposed and the other half support it. d. The vast majority of parents want sex education included in the curriculum.

45. Of the following, which best describes the goal of service learning (involving students in social service projects)? a. To clarify the implicit curriculum for all learners b. To expand the extracurriculum to involve more students placed at risk c. To make all students more socially responsible d. To meet state standards for improved environmental education

Chapter 9: The School Curriculum in an Era of Standards

46. Of the following, which is the best description of evolution? a. A theory suggesting that all living things change in response to environmental conditions b. A theory suggesting that all organisms and events in the world change in response to a predetermined sequence c. A theory suggesting that changes in living things are the result of work done by God d. A theory suggesting that organisms evolve because of the will of a supreme being 47. Of the following, which is the best description of creationism? a. The belief that all the events in the universe exist in a predetermined sequence b. The belief that the existence of the universe and all its parts are the result of work done

by God c. The belief that the organisms that exist on the earth at a certain time are the result of environmental conditions d. The belief suggesting that the most righteous people on earth will have eternal life and the less righteous will not 48. The relationship between creationism and intelligent design is that: a. intelligent design and creationism both advocate the teaching of evolution. b. neither intelligent design nor creationism advocate the teaching of evolution. c. intelligent design advocates the teaching of evolution but creationism doesn‘t. d. creationism advocates the teaching of evolution, but intelligent design doesn‘t.

49. Which of the following is the best description of censorship? a. The process of determining what knowledge students should have and what skills they should possess after completing a course of study b. The process of requiring teachers to follow the specifications outlined in curriculum guides c. The process of removing students from school for engaging in lewd or immoral behavior d. The process of not allowing the use of certain books or ideas in the school curriculum 50. Of the following, which is the best description of critical thinking? a. The ability to reflect on a tangible or intangible item in order to form a judgment b. The ability to use discernment, analysis, and evaluation in thinking c. The ability and inclination to use all the senses in gathering and organizing information d. The ability and inclination to make and assess conclusions based on evidence 51. Explanations for events that invoke plots or schemes by governments or other powerful actors for nefarious motives best describe which of the following? a. Fake news b. Conspiracy theories c. Sound bites d. Post truth

Chapter 9: The School Curriculum in an Era of Standards

52. Deliberate misinformation that uses exaggerated and attention-grabbing headlines for political, economic, or social gain best describes which of the following? a. Sound bites b. Post truth c. Conspiracy theories d. Fake news 53. Personal and interpersonal abilities that allow students to understand and control their actions and emotions and how they influence their success, happiness, and interactions with others best describe which of the following? a. Soft skills b. Emotion regulation c. Critical thinking d. Social development 54. The ability to perceive, understand, and manage emotions in ourselves and others, and to use this knowledge to enhance our lives best describes which of the following? a. Soft skills b. Emotion regulation c. Emotional intelligence d. Critical thinking 55. The ability to make constructive choices about personal behavior and interactions with others, based on an understanding of the consequences of our actions, best describes which of the following? a. Social-emotional regulation b. Social referencing c. Relationship skills d. Responsible decision making 56. An understanding of social and ethical norms for behavior as well as the ability to take others‘ perspectives and feel empathy for people from a variety of backgrounds and cultures best describes which of the following? a. Social awareness b. Social referencing c. Social regulation d. Social control 57. The ability to establish and maintain healthy and rewarding relationships with diverse individuals and groups best describes which of the following? a. Social regulation b. Social referencing c. Relationship skills d. Social control

Chapter 9: The School Curriculum in an Era of Standards

Higher-Level Items 58. Your school district, concerned about issues such as teen pregnancy and sexually transmitted diseases, wants to create and implement a sex education course as part of the schools‘ health curricula. A parent group sues, contending that sex education is outside the scope of the public-school curriculum.

If resolution of this case is consistent with other cases involving sex education, which of the following is the most likely outcome? a. Your district‘s right to create a sex education curriculum will be upheld in court, and parents who object will be free to remove their children from attendance. b. Your district‘s right to create a sex education curriculum will be upheld in court, and all students will be required to attend. c. Your district‘s right to create a sex education curriculum will be upheld in court, and parents who object will be free to remove their children from attendance if they can demonstrate that the curriculum is a violation of their religious beliefs. d. Your district‘s right to create a sex education curriculum will be turned down by the courts on the grounds that schools must be responsive to the wishes of parents in curriculum issues that are controversial.

59. Your state has implemented a 60-hour service-learning component which all students must complete before they will be allowed to graduate from high school. A parent group has protested and has challenged the legality of the requirement in court. If resolution of this case is consistent with other cases involving service-learning requirements, which of the following is the most likely outcome? a. Your state‘s right to require a service-learning component will be upheld in court, based on the argument that service-learning courses promote citizenship and social responsibility. b. Your state‘s right to require a service-learning component will be upheld in court, based on the argument that curriculum decisions have been placed in the hands of states, and all reasonable curricula can be offered. c. Your state‘s right to require a service-learning component will be turned down by the courts, arguing that an effective rationale for requiring service learning cannot be made. d. Your state‘s right to require a service-learning component will be turned down by the courts, arguing that service learning is technically an extracurricular activity, and participation in extracurricular activities cannot be required.

60. You are teaching your students about participles, verb forms that behave as adjectives, and you‘re analyzing the following sentence.

Lily has just put the finishing touches on her term paper.

Of the following, which teacher question will be most effective for promoting critical thinking in students? a. What is the participle in this sentence, Shannon? b. What do you see in the sentence, Nathan? c. What is the definition of a participle, Dylan? d. How do you know finishing is a participle, Carolina?

Chapter 9: The School Curriculum in an Era of Standards

Use the following example for items 61 and 62.

Ms. Wang is working on simplifying arithmetic expressions with her pre-algebra class. She has explained the rule for simplifying expressions, has demonstrated the process, and has had the students work two examples. She now displays the following problem for her students: 4 + 9(6) - 6 + 8/2 = ―What do you see in the problem, . . . Wyatt?‖ Ms. Wang asks. ―We have to add, multiply, subtract, and do that 8 slash 2 part,‖ Wyatt responds after looking at the problem for several seconds. ―What does 8/2 mean, . . . Mason?‖ ―It means 8 divided by 2,‖ Mason answers. ―What are we trying to do in the problem, . . . Carter?‖ ―Simplify the problem . . . find the answer,‖ Carter responds. ―So, what do we do first in the problem to solve it, . . . Grace?‖ Ms. Wang asks. ―We multiply the 9 and the 6.‖ ―And why do we do that, . . . Layla?‖ 61. Of the following, the question that requires the most critical thinking on the part of students would be: a. What do you see in the problem? b. What are we trying to do in the problem? c. So, what do we do first to solve it? d. And why do we do that?

62. Of the following, the question that least promotes critical thinking in the students would be: a. What do you see in the problem? b. What would we do if there was an  instead of a + between 6 and 8? c. What does 8/2 mean? d. What do we do first in the problem to solve it?

63. Mrs. Nickerson‘s students are analyzing a table illustrating the average global temperature for the years 1960-2015. She begins by asking, ―What do we have here?‖ ―A graph showing temperatures over the last 50 years,‖ Marianne replies. ―What do you notice in the data?‖ Mrs. Nickerson asks.

After students make several observations, Rafael notes, ―The temperatures are increasing, particularly in the last 20 years.‖ ―Why would Rafael say that?‖ Mrs. Nickerson responds. ―For one thing, the five hottest temperatures are all in the last 20 years,‖ Vicki responds.

After some additional discussion, Mrs. Nickerson asks, ―What are we doing here?‖ ―We‘re looking for trends in the data,‖ Sebastian responds.

The question that most nearly promotes critical thinking is: a. What do we have here? b. What do you notice in the data? c. Why would Rafael say that? d. What are we doing here?

Chapter 9: The School Curriculum in an Era of Standards

64. Gina has a classmate who is periodically rude to her and will even make rather insulting remarks about her appearance or the way she dresses. ―Sometimes I‘d like to just slap her face,‖ she comments to a close friend, but she keeps herself in check and essentially ignores the rudeness and remarks.

Gina‘s behavior best illustrates an application of which of the following social-emotional learning goals? a. Agreeableness b. Social awareness c. Self-management d. Relationship skills 65. Enrique gets along well with his classmates, and his social skills are well developed. On the other hand, Carter doesn‘t get along with the other students and says other students pick on him for no reason. If the boys‘ attitudes and academic achievement fit patterns identified by research, which of the following is the most valid conclusion? a. Enrique will be more satisfied with school than will Carter, and his achievement will be higher. b. Enrique will be more satisfied with school than will Carter, but his and Carter‘s achievement will be similar. c. Enrique will be more satisfied with school than will Carter, but Carter‘s achievement is likely to be higher than Enrique‘s. d. We can‘t make any conclusions about Enrique‘s and Carter‘s satisfaction with school and achievement based on the information above.

Essay Items 66. Explain the controversy involved in Internet filtering in schools, and describe the two most commonly cited arguments against Internet filtering.

67. Describe and explain the controversy involved in the representation of women and cultural minorities in the curriculum. Include both sides of the issue in your response, and describe the history that has led to the controversy.

68. Identify and explain the five goals of social-emotional learning programs.

Chapter 10: Classroom Management: Creating Productive Learning Environments

CHAPTER TEN CLASSROOM MANAGEMENT: CREATING PRODUCTIVE LEARNING ENVIRONMENTS How Does Effective Classroom Management Contribute to a Productive Learning Environment?

Knowledge-Level Items 1. Which of the following best describes a productive learning environment? a. A classroom environment in which learners understand and obey well-established rules. b. A classroom environment that involves collaboration and cooperation between the teacher and students. c. A classroom environment that involves order and well-established routines. d. A classroom environment that is orderly and focuses on learning.

2. Which of the following is the most important reason classroom management is so important? a. School principals try to hire teachers who are able to effectively manage classrooms. b. Students learn more and are more motivated to learn in well-managed classrooms. c. Parents want their children in classes that are well managed. d. The ability to manage classrooms is the primary factor administrators look for when they evaluate teachers.

3. Of the following, which is typically beginning teachers‘ greatest concern? a. Their knowledge of the content they teach b. Their skills, such as questioning c. Their ability to manage their classrooms d. Their repertoire of teaching strategies 4. Which of the following is not an outcome of effective management? a. Greater obedience and conformity b. Increased achievement c. Decreased disruptive behaviors d. Improved motivation 5. The description: ―Actions teachers take to create an environment that supports and facilitates both academic and social-emotional learning,‖ best describes: a. classroom discipline. b. classroom management. c. teacher organization. d. teacher withitness.

6. Based on research examining classroom management, which of the following is the best advice for beginning teachers with respect to classroom management?

Chapter 10: Classroom Management: Creating Productive Learning Environments

a. b. c. d.

Try to prevent management problems before they occur.

Develop a series of techniques that will stop misbehavior immediately.

Show students you really care about them.

Structure lessons so that students are required to actively participate.

7. Of the following, which best describes the relationship between learning, motivation, and well-managed classrooms compared to classrooms where students are less orderly? a. Students learn more and are more motivated to learn in well-managed classrooms. b. Students learn more in well-managed classrooms, but their motivation is slightly decreased. c. Students‘ motivation is increased in well-managed classrooms, but they learn slightly less. d. Low-achieving students learn more in well-managed classrooms, but high-achieving students learn slightly less.

8. Teachers‘ responses to the misbehavior of students best describes: a. classroom management. b. classroom discipline. c. behavioral approaches to management. d. teacher organization.

9. A classroom environment in which learners feel physically and emotionally safe and they feel personally connected to their teacher and peers: a. a productive learning environment. b. a well-disciplined classroom. c. a classroom with well-established routines. d. a positive classroom climate.

10. Which of the following statements best describes the relationship between classroom management and the development of learner responsibility? a. Development of learner responsibility is an important goal for well-managed classrooms. b. Development of learner responsibility is possible with high achievers but not with low achievers. c. Development of learner responsibility is part of classroom discipline but not classroom management. d. Development of learner responsibility is not related to classroom management.

11. Of the following, which most nearly describes how learner responsibility can be developed? a. Create an orderly classroom with rules and procedures that make sense to students. b. Create an orderly classroom by consistently enforcing rules. c. Create an orderly classroom by using reinforcers rather than punishers. d. Create an orderly classroom by meeting each student‘s personal needs.

12. Classroom environments where teachers and students all work together to help everyone grow and develop best describe which of the following?

Chapter 10: Classroom Management: Creating Productive Learning Environments

a. b. c. d.

A well-disciplined classroom A withit classroom A model classroom A learning community

13. The amount of time a teacher or school designates for a topic or subject matter area is called: a. allocated time. b. instructional time. c. engaged time. d. academic learning time.

14. The amount of time left after routine management and administrative tasks are completed is called: a. allocated time. b. instructional time. c. engaged time. d. academic learning time 15. The amount of time students are engaged and successful is called: a. allocated time. b. instructional time. c. engaged time. d. academic learning time.

16. Consider the concept academic learning time. Of the following, the one most closely related to the concept is: a. success. b. structure. c. specific praise. d. skills.

17. Of the following, the one most closely related to ―engaged time‖ is: a. teacher organization. b. student attentiveness. c. student success. d. teacher expectations.

Higher-Level Items 18. Jan Amos strongly emphasizes the need for her students to feel emotionally safe enough to offer their ideas and say what they think without fear of ridicule or embarrassment. She has a rule requiring that students treat each other with courtesy and respect, and she explains why it is important. Of the following Jan is most nearly attempting to: a. develop well-disciplined students. b. create a system of automatic rules and procedures.

Chapter 10: Classroom Management: Creating Productive Learning Environments

c. create a positive classroom climate. d. develop learners‘ self-concepts and self-esteem.

19. Shiela Fisher wants her students to understand that they don‘t call their classmates nasty names, for example, because they recognize that name calling hurts other people‘s feelings.

Of the following, which is Wanda most nearly attempting to develop? a. A withit learning community b. Time available for learning c. Learner responsibility d. Well-disciplined students 20. Students in your class appear to have difficulty in understanding the concept of probability.

An increase in which of the following will most increase student achievement? a. Engaged time b. Instructional time c. Allocated time d. Class time 21. Sally Harvey, an eighth-grade math teacher, typically spends about 7 minutes after the bell rings taking roll, handing out papers, and writing assignments on the board. Karen Walters, who teaches in the room next to Sally, writes her assignments on the board during the time the students are moving from one class to another. Based on this information, which of the following conclusions is most valid? a. Sally‘s allocated time is greater than Karen‘s. b. Sally‘s engaged time will be greater than Karen‘s. c. Karen‘s allocated time is greater than Sally‘s. d. Karen‘s instructional time will be greater than Sally‘s.

Essay Items 22. What are the major differences between classroom management and discipline?

23. What are the goals of an effective classroom management system? How do they contribute to a productive learning environment?

24. What are the differences between the following dimensions of classroom time: allocated time, instructional time, engaged time, and academic learning time?

Creating a Productive Learning Environment Knowledge-Level Items 25. Teachers‘ abilities to empathize with and invest in the protection and development of young people‖ best describes which of the following? a. Withitness b. Overlapping

Chapter 10: Classroom Management: Creating Productive Learning Environments

c. Caring d. Artistry 26. Of the following, which is the best indicator of teacher caring? a. Avoiding communications and learning activities that might damage learners‘ self esteem b. Demonstrating that you respect students by holding them to high standards c. Designing learning activities to ensure that students are successful virtually all of the time d. Telling the students that you value each of them as an individual 27. Of the following, the most effective way to communicate caring to students is to: a. smile at them frequently. b. compliment them on personal characteristics. c. spend time with them. d. be enthusiastic in class.

28. Which of the following is not considered to be a characteristic of a caring teacher? a. Shows respect and politeness to all students b. Praises students whether or not they try c. Helps with personal problems d. Values individuality 29. Three of the following are indicators of effective classroom organization. Which one is not an indicator of effective classroom organization? a. Greeting students as they come into class b. Starting classes and activities on time c. Creating well-established routines d. Preparing instructional materials in advance 30. Which of the following statements best describes the relationship between classroom management and effective instruction? a. Classroom management is a prerequisite to effective instruction; order must first be established before teachers can instruct effectively. b. Orderly classrooms are a result or an outcome of effective instruction; if instruction is effective, classroom management takes care of itself. c. Classroom management and effective instruction are interdependent; it is virtually impossible to effectively teach in a chaotic classroom, and orderly classrooms are virtually impossible if instruction is ineffective. d. Classroom management and effective instruction are not related; classroom management refers to students‘ behaviors, and effective instruction refers to teachers‘ behaviors.

31. Which of the following are the cornerstones of an effective classroom management system? a. The combination of a cognitive and a behavioral approach to management b. A well-defined set of logical consequences and desists c. A caring and democratic teacher d. A clear system of rules and procedures

Chapter 10: Classroom Management: Creating Productive Learning Environments

32. The routines students follow in their daily learning activities, such as how they turn in papers, sharpen pencils, and make transitions from one activity to another are best described as: a. rules. b. procedures. c. patterns. d. strategies.

33. Guidelines that provide standards for acceptable classroom behavior are best described as: a. rules. b. procedures. c. reinforcers. d. strategies.

34. Which of the following statements best describes the difference between classroom procedures and classroom rules? a. Students are often reinforced for following classroom rules, but they aren‘t reinforced for following classroom procedures. b. Classroom procedures describe acceptable behaviors, whereas classroom rules describe unacceptable behaviors. c. Classroom procedures describe routines to be followed, whereas classroom rules describe standards for acceptable behavior. d. Classroom procedures focus on a management approach to developing an orderly classroom, whereas classroom rules focus on a discipline approach to developing an orderly classroom.

35. Which of the following is the most accurate description of the need for monitoring classroom rules? a. Rules don‘t need to be monitored if they are carefully taught at the beginning of the year. b. Procedures need to be monitored to be sure they‘re followed by the students, but monitoring rules is less important. c. Rules need to be monitored in classes of low-achieving students, but they don‘t need to be monitored in classes of high-achieving students. d. Rules must be carefully monitored and discussed throughout the school year for all students.

Higher-Level Items 36. Sam Good, a new fourth-grade teacher, wants to prevent classroom problems before they occur, so he is planning carefully. As he plans his management system, which of the following is the best advice? a. Be sure to consider the characteristics of students when you plan. b. Ask other beginning teachers how they‘re planning their management systems. c. Design a token reward system and have a catalog of rewards. d. Be stern, don‘t smile, and be tough for the first few months.

Chapter 10: Classroom Management: Creating Productive Learning Environments

37. Without any announcement from the teacher, students come into class, take their seats, take out their workbooks, and begin working exercises written on the chalkboard. The aspect of classroom management illustrated in this description is best described as: a. effective use of classroom rules. b. effective use of classroom procedures. c. ineffective use of a structured environment. d. an application of classical conditioning.

Use the following vignette for items 38 and 39.

Four first-year teachers are planning for the beginning of the school year.

Justin McCall, nervous about classroom management carefully plans a system of rules and procedures that he will use to begin his class.

Julia Winters, confident in her knowledge of content, believes that she will be an effective enough teacher that classroom management won‘t be an issue, so she spends little time planning.

Joe Weiss is a veteran of the business world who has just gotten into teaching. Because he has considerable experience working with people, he spends his time learning the school policies and setting up his computer to make his grading and reporting as efficient as possible.

Angela Boyer eagerly anticipates her first day, but being new, she is somewhat uneasy, so she carefully prepares both her rules and procedures and her first week‘s lessons.

38. The teacher who is least likely to have classroom management problems is: a. Justin. b. Julia. c. Joe. d. Angela.

39. The teacher who is most likely to have classroom management problems is: a. Justin. b. Julia. c. Joe. d. Angela.

Essay Items 40. Describe planning for classroom management, including each factor you should consider as you plan.

41. What are the primary similarities and differences between rules and procedures?

42. Describe four guidelines for creating and monitoring rules. Explain why the guidelines are important.

Chapter 10: Classroom Management: Creating Productive Learning Environments

Involving Parents Knowledge-Level Items 43. According to research examining the benefits of home-school cooperation, which of the following are ways in which students benefit from parental involvement in their children‘s schooling?

1. Higher academic achievement 2. More positive attitudes toward school 3. More acceptable student behavior 4. Better attendance rates 5. Greater willingness to do homework a. 1, 2, 3, 4, 5

b. 2, 3, 4, 5

c. 1, 2, 3, 4

d. 1, 3, 4, 5

44. Research examining home-school cooperation has identified several barriers to parental involvement in school activities. Which of the following are most commonly identified as these barriers?

1. Economic barriers, such as parents holding more than one job, and lacking resources such as child care or transportation to and from school 2. Attitude barriers, such as parents feeling home-school cooperation is unnecessary, since it is the parents‘ job to parent and it‘s the school‘s job to educate.

3. Cultural barriers, such as parents having attended schools that were very different from the ones their children are now attending.

4. Language barriers, such as children coming from homes where the first language is not English. a. 1, 2, 3, 4

b. 2, 3, 4

c. 1, 3, 4

d. 1, 2, 4

e. 1, 2, 3

45. Which of the following statements best describes standards describing parents‘ roles in their children‘s learning? a. Parents should be involved in their children‘s extracurricular activities but should avoid involvement in activities directly related to what students learn in their classes. b. Parents should regularly communicate with the school, and they should play an integral role in assisting their children‘s learning. c. Parents should communicate with the school, and they should be involved in their children‘s learning, but decisions that directly affect their children‘s learning are left in the hands of school professionals. d. Parents are welcome in schools to promote communication and support for their students, but learning decisions are left in the hands of school leaders, such as principals and guidance counselors.

46. Parents with which of the following characteristics are most likely to participate in school activities? a. Member of cultural minority b. Has a child enrolled in an English-as-a-second-language program

Chapter 10: Classroom Management: Creating Productive Learning Environments

c. High socioeconomic status d. Has a child enrolled in a special education program 47. Which of the following describes the most desirable time to send a letter of introduction home to your students‘ parents? a. The second day of the school year, to establish early communication links between the school, you, and the parents b. The second week of the school year, to allow the students a chance to get settled into the routine of school c. After the first set of grades on homework and quizzes have been given, to provide parents with feedback about their youngster‘s initial work d. Together with interim progress reports, which are given during the middle of the grading period in most schools Higher-Level Items Use the following vignette for items 48 and 49.

Four teachers are planning for their communication with parents. The school in which they all teach has a beginning-of-year open house and all parents are invited. The attendance at the open house is typical for most schools. Some parents attend; others do not. Interim progress reports are also sent to parents midway in each grading period.

Ryan Hurst prepares a letter to the parents that expresses his optimism about the coming school year, and in it, he describes his rules and procedures. He has a friend read the letter to be sure there are no spelling or grammatical errors in it. He also sends packets of students‘ work home every two weeks to be signed by the parents and returned. He periodically calls parents to tell them when their son or daughter has done exemplary work.

Monica Winters sends home a letter of introduction to parents and expresses her enthusiasm about the coming school year. She also emails parents when a problem of misbehavior occurs and solicits parents‘ support in dealing with the problem.

Denise Nixon gives each of the parents that attend the open house a handout that describes her rules and procedures, and she verbally expresses her optimism about the school year and how much she believes her students are going to learn.

Jerry Conway sends a letter of introduction home to parents in which he describes his rules and procedures for the year. He also calls or emails parents in cases where problems with misbehavior occur, and he follows up with an additional call to let parents know about the progress their son or daughter has made.

48. Based on research examining home-school communication, the teacher who communicated most effectively with the parents of his students was: a. Ryan. b. Monica. c. Denise. d. Jerry.

Chapter 10: Classroom Management: Creating Productive Learning Environments

49. Based on research examining home-school communication, the teacher who communicated least effectively with the parents of his students was: a. Ryan. b. Monica. c. Denise. d. Jerry.

Essay Items 50. Describe four of the benefits of home-school communication.

51. Describe three strategies for establishing and maintaining communication with parents.

Intervening When Misbehavior Occurs Knowledge-Level Items 52. Which of the following are guidelines for intervening effectively in cases of misbehavior?

1. Demonstrate withitness and overlapping.

2. Preserve student dignity.

3. Reinforce behaviors appropriately.

4. Keep communication congruent. a. 1, 2, 3, 4

b. 1, 2, 4

c. 1, 3, 4

d. 2, 3, 4

53. A teacher‘s awareness of what is going on in all parts of the classroom all the time and communicating this awareness to students best describes: a. reflection. b. withitness. c. decision making. d. caring.

54. Demonstrating that you know what is going on in all parts of the classroom all of the time best describes: a. a cognitive approach to management. b. self-regulation. c. overlapping. d. withitness.

55. Which of the following statements most accurately describes the relationship between verbal and nonverbal behavior? a. The credibility of a message is communicated more strongly through the nonverbal than through the verbal channel of communication. b. Verbal and nonverbal behavior are two different channels of communication and one has little effect on the other. c. Warmth, empathy, and caring are communicated verbally, whereas assertiveness and management are communicated nonverbally.

Chapter 10: Classroom Management: Creating Productive Learning Environments

d. Affective factors are primarily communicated verbally, while cognitive factors are primarily communicated nonverbally.

56. Research indicates that classroom management is most effective when interventions are as brief and unobtrusive as possible. Based on this research, which is the least intrusive intervention for a minor infraction, such as a student briefly whispering to another student? a. Ignore the behavior. b. Use an indirect cue, such a moving near the student. c. Use a desist, such as a brief reminder that students speak only when given permission. d. Apply a consequence, such as time out, to maintain consistency in interventions.

57. In the case of a serious management problem, such as two students fighting, which of the following should be your immediate reaction? a. Stop the fight, if possible. b. Send a student to the main office for help. c. Go to the main office for help yourself. d. Wait for a moment to see if the students stop fighting, and if they don‘t, send a student to the main office for help.

Higher-Level Items 58. ―You can‘t get away with anything in here,‖ Crystal whispers to Sarah. ―Mrs. Marquez always knows what‘s going on.‖ The concept best illustrated in this description is: a. classroom management. b. teacher discipline. c. teacher organization. d. teacher withitness.

Use the following information for items 59 and 60.

You are leading a question-and-answer session with your students, and you notice that Jeremy is not paying attention, and that Jacinta is whispering to Gail. You call on Jeremy as you walk over and stand by Jacinta.

59. Noticing Jeremy‘s inattentiveness and Jacinta‘s whispering best illustrates: a. self-regulation. b. organization. c. active listening. d. withitness.

60. Moving near Jacinta to stop her whispering as you continue the progress of the lesson best describes which of the following? a. Using a logical consequence b. Using a desist c. Using active listening d. Using overlapping

Chapter 10: Classroom Management: Creating Productive Learning Environments

61. Two of your students are fighting, and you‘re afraid that you‘re not physically able to stop them. Of the following, which is your most effective immediate intervention? a. Send a student to the main office for help. b. Shout as loudly as you can, to see if the students will be surprised enough to stop. c. Rush to the main office yourself for help. d. Ask two of the biggest boys in your class to step in and stop the fight.

62. Two students are fighting on the playground, but neither is in any of your classes. Of the following, which is the best description of your responsibility in this case? a. You are required by law to intervene, such as attempting to stop the fight, or sending a student for help. b. You are required by law to physically break up the fight, since the continued fighting could result in student injury. c. You are required by law to report the fight to the school administration, but you are not required to intervene, since they are not your students. d. You have no legal responsibilities, since they are not your students.

Essay Items 63. Describe three goals of successful classroom interventions.

64. Describe five guidelines for intervening effectively. Explain why each is important.

Chapter 11: Becoming an Effective Teacher: Reaching all Students

CHAPTER ELEVEN BECOMING AN EFFECTIVE TEACHER: REACHING ALL STUDENTS Effective Teaching and Student Motivation Knowledge-Level Items 1. Which of the following is the best definition of effective teaching? a. Teaching that involves students in cooperative learning b. Teaching that increases students‘ self esteem c. Teaching that provides students with enjoyable learning experiences d. Teaching that maximizes learning for all students 2. Which of the following is the best description of motivation? a. The process of meeting personal needs b. The energizing force behind student learning c. Being reinforced for desirable behavior d. The process of making learning fun 3. When compared to their less motivated peers, which of the following are true of motivated students?

1. They persist longer on challenging tasks than do less motivated students.

2. They have higher natural ability than less motivated students.

3. They achieve higher than less motivated students.

4. They learn content more easily than do less motivated students.

5. They have more positive attitudes toward school than do less motivated students. a. 1, 2, 3, 4, 5

b. 1, 3, 4, 5

c. 1, 2, 3, 4

d. 1, 3, 5

4. Of the following, extrinsic motivation is best described as: a. motivation to complete an activity that meets a need for safety. b. motivation to complete a task to receive some reward. c. motivation to complete a task because it enhances self-efficacy. d. motivation to complete an activity because it results in a feeling of competence.

5. Which of the following is the best description of intrinsic motivation? a. Motivation to complete a task as a means to an end b. Motivation to complete a task to meet a need for intellectual achievement c. Motivation to engage in an activity for its own sake d. Motivation to complete a task to meet the need for relatedness 6. Which of the following is not true of motivated students? a. They tend to have higher grades. b. They learn content almost effortlessly.

Chapter 11: Becoming an Effective Teacher: Reaching all Students

c. They have more positive attitudes toward school. d. They persist on difficult tasks.

7. Research indicates that challenging tasks are intrinsically motivating. Of the following, which description best explains the intrinsically motivating effects of challenge? a. Meeting challenges provides the rewards of extrinsic motivation. b. Meeting challenges creates high levels of individual involvement. c. Meeting challenges increases people‘s feelings of competence. d. Meeting challenges capitalizes on the motivating effects of success.

Higher-Level Items 8. You are taking one class for which the topic is interesting, so you want to understand the content as thoroughly as possible, and you also want to get a high grade in the class. A second class is less interesting, but you still study hard because you want a high grade in this class as well.

Of the following, which statement best describes your intrinsic and extrinsic motivation in the two classes? a. You‘re intrinsically motivated in the first class but extrinsically motivated in the second class. b. You‘re intrinsically and extrinsically motivated in the first class, but you‘re extrinsically motivated in the second class. c. Because you study hard for both classes, you‘re intrinsically motivated in both. d. Because you want to get a high grade in both classes, you‘re extrinsically motivated in both.

9. David Moore starts each of his lessons with a demonstration, such as dropping two objects of unequal weight and seeing them fall with the same rate of acceleration. Which of the following best describes Mr. Moore‘s attempts? a. He is trying to begin his lessons with an attention-getting activity. b. He is trying to capitalize on learners‘ intrinsic needs for intellectual achievement. c. He is trying to promote students‘ extrinsic need for a learning incentive. d. He is trying to capitalize on learners‘ intrinsic needs for control and self-determination.

10. Which of the following is the best illustration of intrinsic motivation? a. Sue studies hard so, ―I can try maintain an A average in my English classes and particularly American literature.‖ b. Brad does trigonometry problems, because, ―I want to understand stuff, like the way buildings are built.‖ c. Janet studies very conscientiously, because, ―I need a scholarship to be able to go to college.‖ d. Rick works hard in algebra, because, ―I need to understand algebra, so I can take more advanced math courses later.‖

Chapter 11: Becoming an Effective Teacher: Reaching all Students

11. Which of the following is likely to have the most positive effect on student motivation? a. Design learning tasks to ensure that students will be successful on them. b. Organize your lectures so they are very clear and easy for students to follow. c. Avoid calling on students who don‘t have their hands up to prevent them from being embarrassed and caught off guard. d. Help students succeed on tasks they perceive as demanding and challenging.

12. You‘re working with your students on figurative language, and you want them to understand the concepts simile and metaphor. You display the following on your document camera.

The old man‘s hands were as rough as sandpaper from all the work he had done for years.

But, his enthusiasm was infectious, and he was a beacon of light for his younger colleagues.

Of the following, which question is most effective for initially promoting the involvement of your students? a. What do you notice in either one of the sentences? b. What is an example of a simile in the sentences? c. What is an example of a metaphor in the sentences? d. Why do you suppose the old man was a beacon of light for his colleagues?

Essay Item 13. Describe three ways in which teachers can increase students‘ interest in learning activities.

Planning for Effective Teaching Knowledge-Level Items 14. Of the following, what is the best description of learning objectives? a. Statements that describe the activities teachers design to promote deep understanding of a particular topic b. Statements that describe the techniques teachers use to help students learn specific knowledge or skills c. Statements that specify what students should know or be able to do with respect to a topic d. Statements that specify the strategies that teachers will use to promote students‘ interest in a topic 15. Other than selecting topics, all of teachers‘ planning decisions are guided by: a. creating assessments. b. identifying students‘ interests. c. selecting learning objectives. d. preparing learning activities.

16. Which of the following is most important when teachers prepare and organize learning activities? a. Finding or creating high-quality examples and problems b. Designing effective cooperative learning activities c. Creating effective assessments d. Making provisions for differentiating instruction

Chapter 11: Becoming an Effective Teacher: Reaching all Students

17. Which of the following is the best definition of a high-quality example? a. An example that is concrete and which captures students‘ attention b. An example that is likely to increase students‘ intrinsic motivation to learn c. An example that will require students to process information in one of the higher cells of the taxonomy table d. An example that has all the information in it that students need to understand a topic 18. Which of the following is the best definition of assessment? a. The process of creating tests and quizzes to determine how much information students have acquired in learning activities. b. The process teachers use to gather information and make decisions about students‘ learning progress c. The process of using effective rubrics when observing young children perform basic skills such as forming letters d. The process of writing end-of-term tests and assigning grades based on students‘ performance on those tests 19. A statement that describes what students should know or be able to do after a period of study best describes which of the following? a. A standard b. An assessment c. A learning activity d. A topic 20. Which of the following are questions addressed by effective assessments?

1. How will I know if students have reached my learning objectives?

2. How will I decide if a topic is important to teach?

3. How will I match my instruction to state standards?

4. How can I use assessment information to increase my students‘ learning? a. 1, 2, 3, 4

b. 1, 4

c. 1, 2, 3

d. 3

21. Which of the following statements best describes instructional alignment? a. Teachers‘ beliefs about their abilities to instruct students in such a way that all students, regardless of ability, will learn as much as possible b. The consistency between teachers‘ objectives, learning activities, practice they provide for students, and assessment c. Teachers‘ willingness to invest their time and effort to be sure that all students learn as much as possible d. Teachers‘ behaviors that cause students to behave in ways that mirror the teachers‘ behaviors 22. When teachers‘ lessons are out of alignment, which of the following is the most likely reason?

Chapter 11: Becoming an Effective Teacher: Reaching all Students

a. b. c. d.

Their thinking about their learning objectives isn‘t clear.

They are low in personal teaching efficacy.

They are unprofessional.

They lack essential teaching skills, such as the ability to guide students with questioning.

Higher-Level Items 23. A teacher wants her first graders to understand the concept mammal. Which of the following is the best case of a high-quality example? a. One of the students‘ hamsters b. A picture of a cat and some kittens c. A description on an overhead saying that mammals are warm blooded, nurse their young, and have hair d. A description on an overhead saying that mammals are warm blooded, nurse their young, and have hair together with a picture of a dog 24. Look at the following statement: For kindergarteners to understand the difference between insects and spiders.

This statement best illustrates which of the following? a. A topic b. A learning objective c. A learning activity d. An assessment 25. You want your students to be able to correctly identify the number of 10s and 1s in a series of numbers, such as 8, 13, 23, and 31. Which of the following planning decisions does your thinking best illustrate? a. Identify topics b. Specify learning objectives c. Prepare learning activities d. Plan for assessment 26. You want your students to understand gerunds, verb forms that act as nouns, and participles, verb forms that act as adjectives.

You display a definition of each on your document camera, and then you present the following examples.

Running is an excellent form of exercise. So, Amanda has set a goal of running eight laps of the quarter miles running track each day.

You have your students describe the sentences, and you lead them to understand the three different ways that running is used in the sentences.

Displaying your definition and examples, and leading them to understand the different ways that running is used best illustrates which of the following? a. Your topic b. Your learning objective c. Your learning activity d. Your assessment

Chapter 11: Becoming an Effective Teacher: Reaching all Students

27. To which of the following is a learning ―standard‖ most closely related? a. A topic b. A learning objective c. A learning activity d. An assessment 28. One of your standards focuses on place value (such as understanding that 21 is two 10s and one 1, whereas 12 is one 10 and two 1s). So, you decide to do a lesson where you have the students use interlocking cubes arranged in groups of 10 and other single cubes to illustrate numbers such as 14, 26, 32, and 46.

Deciding to do a lesson where you have the students use interlocking cubes to illustrate numbers best illustrates which of the following planning decisions? a. Select a topic b. Specify learning objectives c. Prepare learning activities d. Create assessments 29. You want your students to understand place value, and you do a lesson where you have the students use interlocking cubes arranged in groups of 10 and other single cubes to illustrate numbers such as 14, 26, 32, and 46.

You then decide that you will give the students a worksheet with a series of numbers on it, such as 11, 21, 32, and 6, and ask them to identify the number of 10s and 1s on the worksheet.

Your decision to use the worksheet best illustrates which of the following planning decisions? a. Identify topics b. Specify learning objectives c. Prepare learning activities d. Plan for assessment 30. Dale Clifford, an American history teacher, wants her students to understand the causes of the Civil War. She leads a discussion of the war, and in the process explains that the North had the advantage of manufacturing, so they could produce more weapons, and the South had the advantages of initially having better leaders and better equipment.

She also explains that Lincoln was our president during the War, and he issued the Emancipation Proclamation, which freed the slaves in the south. She then outlines some of the major battles of the war, such as Gettysburg.

Finally, she has the students write an essay about what they believe it might have felt like to be a slave.

Which of the following is the best assessment of the alignment of Dale‘s lesson? a. Her lesson was in alignment, because her objective was for her students to understand the causes of the War, and all of her discussion was about the War. b. Her lesson was out of alignment, because slavery was the primary cause of the War, and her discussion didn‘t include slavery.

Chapter 11: Becoming an Effective Teacher: Reaching all Students

c. Her discussion was in alignment because slavery was the primary cause of the War and she had her students write an essay about what it might have felt like to be a slave. d. Her lesson is out of alignment, because neither her discussion nor her essay focused on the causes of the War. Essay Items 31. Teachers typically make five decisions when they plan for instruction. Describe these planning decisions.

32. Explain how planning in a standards-based environment differs from planning in any other circumstance.

33. Define the concept instructional alignment and explain why it is so important in teaching and learning.

Putting Plans into Action: Implementing Instruction and Assessing Learning Knowledge-Level Items 34. Which of the following best describes essential teaching skills? a. The skills that veteran teachers acquire after approximately three years of teaching experience b. The skills that teachers who complete traditional teacher preparation programs acquire, but that people who complete alternative licensure programs do not. c. The abilities that teachers acquire from their university courses, which are then more fully developed by their experiences in classrooms d. The abilities that all teachers, including those in their first year of teaching, should have in order to help students learn 35. When a teacher believes he or she can positively affect student learning, that teacher is said to possess: a. effective attitudes. b. teaching efficacy. c. empathetic effectiveness. d. proactive attitudes.

36. Research indicates that teachers treat students for whom they have high expectations differently than those for whom they have low expectations. In which of the following areas do these differences exist?

1. Questioning: Teachers tend to call on perceived low achievers more often, because lower achievers are less likely to volunteer responses on their own.

2. Teacher effort: Teachers give perceived high achievers more thorough explanations, their instruction is more enthusiastic, and they require more complete and accurate student answers than they do from 3. Feedback: Teachers praise perceived high achievers more and criticize them less. They also offer perceived high achievers more complete and lengthier feedback.

Chapter 11: Becoming an Effective Teacher: Reaching all Students

4. Emotional support: Teachers interact more with perceived high achievers, make more eye contact, stand closer, and orient their bodies more directly toward these students, because low achievers are less confident than are their higher achieving peers. a. 1, 2, 3, 4

b. 1, 3

c. 2, 4

d. 1

37. The set of teacher actions that maximizes the amount of time available for instruction is best described as: a. modeling. b. organization. c. expectations. d. personal teaching efficacy.

38. Of the following, which best describes the primary purpose of introductory reviews? a. To establish high expectations for students b. To attract and maintain students‘ attention c. To provide students with feedback and their learning d. To activate students‘ prior knowledge 39. A teacher calls on a student and the student fails to respond. The teacher then asks another question designed to illicit a response from that student. This process is best described as: a. equitable distribution. b. prompting. c. repetition. d. review.

40. Research suggests that ideally wait-time should be approximately: a. less than a second. b. between 1 and 3 seconds. c. between 3 and 5 seconds. d. between 5 and 7 seconds.

41. Information students are given about their current understanding that can be used to increase future learning is best described as: a. feedback. b. personal efficacy. c. expectations. d. wait-time.

Higher-Level Items 42. To help your first graders understand the concept of living things, you bring a pet hamster to class and have your first-graders pet it and feel it breathing. You also show your students two different bean plants, one that they planted a week ago, and a second that they planted two weeks ago, and pictures of other plants and animals.

Chapter 11: Becoming an Effective Teacher: Reaching all Students

You guide the students with questions, such as noticing that the bean plant they planted two weeks ago is taller than the one planted one week ago, as well as others to help them understand the idea of living things.

Your actions best illustrate which phase of effective teaching? a. Planning for instruction b. Implementing instruction c. Assessing student learning d. Aligning instruction 43. Marta Reyon is reflecting on the problem of Luiz. He‘s in her third-period English class and not doing as well as she believes he‘s capable of doing. She has tried gentle reminders to him to complete his work and makes sure she recognizes him when he does so.

She also praises him specifically and liberally when he demonstrates deep understanding of a topic, because she knows that praise for accomplishment on challenging tasks can increase learner motivation.

Because he tends to drift off in learning activities, she makes it a point to frequently call on him in learning activities to help maintain his attention.

Unfortunately, none of these has really worked as well as she would like. ―I know I can get him to learn. They can all learn. I wonder what I should try next. I think I‘ll call his parents and ask for their help.‖ Which of the following is best illustrated by Marta making it a point to frequently call on him in learning activities to help maintain his attention? a. A prerequisite of effective teaching b. A personal quality of effective teachers c. A teacher belief d. An essential teaching skill 44. Mandy Jackson was reflecting on the problem of Francisco. He was in her third period English class, and he was failing. She had tried gentle reminders to him to complete his work and made sure she recognized him when he did so; she had tried simplifying directions; she had tried counseling him; she had tried drawing him out in class and elaborating on his comments and questions. ―So far, none of those has really worked for very long‖, she mused, ―I know I can get him to learn. I wonder what I should try next. I think I‘ll call his parents and ask for their help.‖ Which of the following statements best describes Mandy‘s behavior in the episode you just read? a. She has demonstrated high teaching efficacy. b. She has demonstrated modeling and vicarious learning. c. She has demonstrated effective organizational skills. d. She has demonstrated a commitment to ethnic diversity.

45. Gamal Ali is a second-year teacher in a large urban district. She is concerned about one of her learners, Hasani, as he doesn‘t seem to understand the content in her geometry class.

Gamal has tried several different ways to teach the content, to no avail. So, she asks Hasani to come to her classroom a half hour before school is scheduled to start, and she works with him one on one for several days.

Chapter 11: Becoming an Effective Teacher: Reaching all Students

a. b. c. d.

Gamal‘s actions best reflect which of the following essential teaching skills?

Caring Organization Expectations Modeling

46. Rick Reynolds calls on all his students as equally as possible. Of the following, his practice most closely illustrates which essential teaching skill? a. Teacher expectations b. Teacher modeling c. Teacher caring d. Teacher warmth and empathy 47. Roger Zentsis, a world history teacher, peppers his presentation with questions to the students in the class. If Roger‘s behavior is consistent with existing research, which of the following students is Roger most likely to call on? a. Pete, a low achiever. b. Jon, a passive student who rarely participates in class. c. Burton, who tends to be disruptive. d. Fritz, a high achieving student.

48. Tony Martin‘s students are convinced that he loves teaching English. Of the following, their belief is most likely related to: a. Tony‘s personal teaching efficacy. b. Tony‘s expectations. c. Tony‘s modeling. d. Tony‘s organization.

49. After school the day before she was going to have the class do an experiment, a teacher checked to see if she had the worksheets for the students and the test tubes and other equipment she needed for the experiment. This best illustrates which of the following? a. Organization b. Connected discourse c. Withitness d. Academic focus 50. Sally Harvey, an 8th grade math teacher, typically spends about 7 minutes after the bell rings taking roll, handing out papers, and writing assignments on the board. Karen Walters, who teaches in the room next to Sally, writes her assignments on the board during the time the students are moving from one class to another. Based on this information, which of the following conclusions is most valid? a. Sally is a more caring teacher than is Karen. b. Sally has higher personal teaching efficacy than does Karen. c. Karen is better organized than is Sally. d. Karen is a more effective teacher than is Sally.

Chapter 11: Becoming an Effective Teacher: Reaching all Students

51. When a teacher uses concrete objects, pictures, models, materials displayed on the overhead to attract and maintain students‘ attention, she is attempting to capitalize on which of the following essential teaching skills? a. Review b. Focus c. Feedback d. Organization 52. Mrs. Barnhart is teaching her students about main idea. She displays a paragraph on the overhead with a summary sentence below it that states the main idea. Her display on the overhead would be best described as: a. focus. b. organization. c. review. d. wait time.

53. A teacher begins a lesson on adverbs by saying to her students, ―We‘re going to discuss adverbs today, but before we do, let‘s see what we remember about adjectives from yesterday.‖ Of the following, the teacher‘s actions best illustrate which of the following essential teaching skills? a. Organization b. Focus c. Review d. Feedback 54. At the end of the class Suzy stopped by Mr. Barber‘s desk and commented, ―Mr. Barber, you called on everybody else, but you didn‘t call on me even once, today.‖ Suzy‘s comment most closely relates to: a. teacher caring. b. equitable distribution. c. prompting. d. organization.

55. A math teacher displays a word problem on the overhead, asks, ―What is the first thing we should do in this problem?‖ pauses briefly, and then says, ―Calvin?‖ as she calls on one of the students in his class. This brief episode best illustrates which of the following? a. A teacher‘s demonstration of differential expectations b. A teacher‘s demonstration of modeling c. A teacher‘s demonstration of enthusiasm d. A teacher‘s demonstration of wait-time 56. A teacher says, ―Okay, summarize in your own words what we have found out in today‘s discussion, Carol.‖ Of the following, this statement best illustrates: a. repetition. b. rehearsal.

Chapter 11: Becoming an Effective Teacher: Reaching all Students

c. organization. d. closure.

57. A teacher wants her first graders to be able to identify triangles, squares, and circles. When called upon, Mary identifies the triangle as the square. Which of the following is the most effective feedback her teacher can give Mary? a. ―No, Mary. Not quite. George, can you help her out?‖ b. ―No, Mary. This one is the square.‖ (Points to the square) c. ―No, Mary. Alyssa, could you identify the square for us?‖ d. ―No, Mary. See the triangle has three sides and the square has four sides.‖ Use the case study illustrating La-Juan Hawkins‘ science lesson with her students to answer Items 58-63. (The case study is found at the end of this test bank chapter, following Item 91.)

58. Look at paragraphs 3-5 in the case study. Of the following, they best illustrate La-Juan‘s: a. personal teaching efficacy. b. caring. c. expectations. d. modeling and enthusiasm.

59. Look at paragraphs 6, 8, 11, 14, 17, 20, 23, and 27 of the case study. Of the following, they best illustrate: a. La-Juan‘s high personal teaching efficacy. b. La-Juan‘s high expectations for students. c. La-Juan‘s equitable distribution of questions. d. La-Juan‘s effective classroom management.

60. Look at paragraphs 6 and 17 in the case study. Of the following, they best illustrate LaJuan‘s: a. high personal teaching efficacy. b. high expectations. c. effective modeling. d. effective use of focus.

61. Look at paragraph 31 in the lesson. Of the following, they best illustrate: a. La-Juan‘s attempt to be an effective model for her students. b. La-Juan‘s attempt to provide Tracey with feedback about her understanding. c. La-Juan‘s caring. d. La-Juan‘s equitable distribution of questions.

62. Look at paragraphs 27-29. Of the following, they best illustrate La-Juan‘s: a. personal teaching efficacy. b. clear communication. c. effective organization. d. effective prompting.

Chapter 11: Becoming an Effective Teacher: Reaching all Students

63. Look at paragraph 38 in the lesson. Of the following, it best illustrates La-Juan‘s: a. high personal teaching efficacy. b. high expectations. c. attempt to provide students with feedback. d. attempt to assess her students‘ understanding.

Essay Items 64. Describe each of the essential teaching skills and explain how they increase learning.

65. Describe the characteristics of effective questioning and explain how each increases learning.

Instructional Strategies Knowledge-Level Items 66. Prescriptive approaches to teaching designed to help students acquire a deep understanding of specific forms of knowledge is referred as: a. instructional strategies. b. essential teaching skills. c. sensory focus. d. instructional alignment.

67. Of the following, which is the best description of teacher-centered instruction? a. Instruction involving the teacher strongly directing the flow of lessons with students following the teacher‘s guidance b. Instruction focusing on teachers lecturing with student interaction kept at a minimum c. Instruction that emphasizes drill-and-practice activities usually supported by technology d. Instruction that involves students first listening to teachers‘ explanations, followed by practicing skills using seatwork 68. Of the following, which is the best description of learner-centered instruction? a. Instruction involving students discovering ideas on their own with only minimal input from teachers b. Instruction involving the teacher guiding and supporting students as they develop their own understanding of the topic being taught. c. Instruction that emphasizes students working in small groups instead of whole-class activities d. Instruction that emphasizes students working together on homework assignments instead of doing individual seatwork 69. When done properly by expert teachers, which of the following is the most important characteristic of teacher-centered strategies? a. High levels of teacher-student interaction exist throughout lessons. b. Teachers provide clear explanations and interaction with students is kept to a minimum to save time.

Chapter 11: Becoming an Effective Teacher: Reaching all Students

c. Teachers are able to maintain students‘ attention which they conduct extended lectures. d. Teachers deliver well-focused lessons with clear explanations.

70. Which of the following is commonly considered to be a teacher-centered instructional strategy? a. Differentiated instruction b. Flipped instruction c. Direct instruction d. Problem-based instruction 71. Which of the following is a teaching strategy designed to teach essential knowledge and skills that are needed for later learning? a. Direct instruction b. Lecture discussion c. Guided discovery d. Cooperative learning 72. Practice is an important element in which of the following instructional strategies? a. Direct instruction b. Lecture discussion c. Guided discovery d. Cooperative learning 73. Drill-and-practice technology is most closely linked to which of the following instructional strategies? a. Direct instruction b. Lecture discussion c. Guided discovery d. Cooperative learning 74. Which of the following is a teaching strategy designed to help students acquire organized bodies of knowledge—topics that connect facts, concepts, and principles, and make the relationships among them explicit? a. Direct instruction b. Lecture-discussion c. Guided discovery d. Cooperative learning 75. A teacher identifies a specific goal, arranges information so patterns can be found, and then guides students to the goal. This approach to instruction is best described as: a. cooperative learning. b. cognitive learning. c. behaviorist learning. d. guided discovery learning.

Chapter 11: Becoming an Effective Teacher: Reaching all Students

76. Which of the following are features of effective cooperative learning tasks?

1. Learning objectives direct the groups‘ activities.

2. Social interaction is emphasized.

3. Students receive grades as a group.

4. Learners depend on one another to reach objectives. a. 1, 2, 3, 4

b. 1, 2, 4

c. 1, 3, 4

d. 2, 3, 4

77. The process of adapting instruction to meet the needs of students who vary in background knowledge, skills, needs, and motivations is best described as: a. flipped instruction. b. differentiated instruction. c. individualized instruction. d. personalized instruction.

Higher-Level Items 78. Which of the following topics is best suited for direct instruction? a. Comparing American authors in literature b. Identifying the causes of the Civil War in social studies c. Solving algebraic equations in mathematics d. Comparing the different body systems in life science 79. You want your students to be able to accurately punctuate simple and compound sentences.

To reach this learning objective, which of the following strategies is likely to be the most efficient choice? a. Direct instruction b. Lecture-discussion c. Guided discovery d. Problem-based instruction 80. Gwen Davis is a middle school math teacher. She starts today‘s lesson by introducing the topic of percent increase and percent decrease and reviewing decimals and percents. Then, she develops student understanding by explaining and modeling the process of solving percent increase and percent decrease problems.

Based on the strategy Gwen has chosen, what should her next step be? a. Personalize instruction to accommodate differences in students‘ interests. b. Provide students with the opportunity to practice. c. Present a homework assignment based on the content. d. Give students a quiz to see if they‘ve mastered the topic.

81. Which of the following teachers most effectively uses homework as a learning tool? a. Dave assigns homework daily. Students are ―on their honor‖ to complete it. He does not grade the homework, because he believes the students know that it is important. b. Paul only periodically assigns homework. His rationale is that in doing so students will make more of an effort to do quality work.

Chapter 11: Becoming an Effective Teacher: Reaching all Students

c. John assigns a new type of problem and will use the homework as a pre-assessment of student knowledge in anticipation of his next topic. d. Ron assigns homework almost daily that includes problems related to the learning activity. He scores the homework and discusses the homework with the students.

82. Which of the following topics is best suited for lecture discussion? a. Comparing American authors in literature b. Understanding figures of speech in language arts c. Solving algebraic equations in mathematics d. Understanding reptiles in science 83. Of the following, which most nearly will determine how effectively lecture-discussion is used as an instructional strategy? a. How carefully the lecture portions are organized so the information the teacher presents is clear, understandable, and motivating for students b. How free students feel to express their opinions, whether or not they relate to the learning goal, during the discussion portion of lecture-discussions c. How frequently periods of information are broken up with questioning to involve students and promote deep understanding of the content d. How much content the teacher can cover in the lecture portion of lecture-discussions, because this strategy is effective for efficiently covering large amounts of content 84. Melinda wants to help her students understand the concept of velocity. She provides a large number of toy cars and small ramps and scales, stopwatches and rulers for her students so that they can work to find patterns. Melinda then questions the students as a group and they come to a description of the patterns that emerged. Of the following, the Melinda‘s approach could best be described as: a. direct instruction. b. cooperative learning. c. guided discovery. d. lecture-discussion.

85. Maria Jensen places her third graders in groups of four and gives each group magnets and a packet containing a dime, a spoon, aluminum foil, a rubber band, a wooden pencil, a paper clip, and nails.

She directs the groups to experiment with the magnets and items for 10 minutes, look for patterns, and describe the patterns in writing.

After the groups have finished, she leads a discussion in which they identify characteristics of materials that are and are not attracted to magnets.

Of the following, Sylvia is most nearly using which strategy in her learning activity? a. Direct instruction b. Guided discovery c. Personalized learning d. Differentiated instruction

Chapter 11: Becoming an Effective Teacher: Reaching all Students

86. Nathan Edwards assigns his students the task of answering the question: ―What is the optimal amount of water needed to make beans grow the most quickly?‖ He has his students design activities that will allow them to investigate the question, they conduct their investigations for three weeks, and they then report and discuss their results.

Of the following, the Melinda‘s approach could best be described as: a. direct instruction. b. cooperative learning. c. guided discovery. d. problem-based instruction.

87. It is August and Susan has decided to use cooperative groups in her fourth grade science class for the upcoming year. Based upon effective cooperative learning practice, which of the following is a valid recommendation for Susan to consider as she plans this instruction? a. Group children together by ability so higher-achieving students are not brought down by lower-achieving students and lower -achieving students are not pressured by higherachieving students. b. Provide the learners a difficult task as the first assignment so that they know they will have to take cooperative learning seriously. c. Grade the students as a group so that low achievers experience success. d. When introducing cooperative learning, simplify the initial learning task to help students understand the processes involved in cooperative learning.

88. Consider the following goal: Your students have been learning about different mammals.

You would like to have different students become experts on a particular system within mammals (e.g. circulatory, respiratory, reproductive, etc) and share that knowledge with the class. Which cooperative learning model is likely to be most successful in reaching this goal? a. Reciprocal questioning b. Scripted cooperation c. Jigsaw II d. STAD 89. Jocelyn used modified direct instruction for a thematic instructional unit on measurement in her fifth grade class. Instead of assigning homework for independent practice, however, she replaced the homework with a team study, game-like scenario. She followed up with a quiz covering the content. She found her students really enjoyed the instruction. Based upon the scenario, Jocelyn best displayed: a. guided discovery. b. STAD. c. lecture-discussion. d. Jigsaw II. 90. Gwen Davis is a middle school math teacher. She starts today‘s lesson by introducing the topic of percent increase and percent decrease, and she then reviews decimals and percents.

Then, she develops student understanding by describing and modeling the process of solving percent increase and percent decrease problems.

Chapter 11: Becoming an Effective Teacher: Reaching all Students

Gwen gives a seatwork assignment following her lesson on percent increase and percent decrease, and she tells the students to begin the assignment in the amount of time left in the period. As the majority of the class works on the assignment, she calls Andrea, Adam, Nora, and Isaac, who tend to struggle with abstract topics, such as percent increase and percent decrease, to the back of the room, where she guides them through some additional problems, having them explain their thinking and solutions as she works with them.

Of the following, Gwen‘s actions with her class best illustrate which of the following? a. Guided discovery b. Cooperative learning c. Differentiating instruction d. Personalized learning Essay Item 91. Look again at the case study involving La-Juan Hawkins and her students. Which instructional strategy did La-Juan most nearly use in her lesson? Provide evidence taken from the case study to support your conclusion. (Keep in mind that teachers often adapt instructional strategies when they teach, so their lessons don‘t follow one particular strategy exactly.)

Case Study Illustrating La-Juan Hawkins Work with Her Students 1. La-Juan Hawkins, a first-year teacher, has had her science students studying the structure of the atom, and she now wants them to understand static electricity.

2. ―Did you finish your homework?‖ Jay asked Patricia as they walked into the classroom.

3. ―Are you kidding? You miss a homework assignment in this class and you‘re a dead duck,‖ Amy interjected.

4. ―Boy, Mrs. Hawkins, you had my whole family on the ropes last night. I had both my Mom and Dad helping me find examples of the elements you assigned us,‖ Ken commented as he came into class.

5. ―That‘s good for you,‖ La-Juan smiled back. ―I know it was a tough assignment, but it makes us think. And, I know all of you in here can understand this stuff if I teach it well enough, and you study hard enough.‖ 6. La-Juan began, ―We‘ve been talking about elements. Let‘s see what we remember. Look at the model, as she held up a model that had three balls of red clay with +‘s on them to represent protons and three balls of yellow clay with 0s on them to represent neutrons. What element does this represent? . . . Allen?‖ 7. ―. . . Lithium,‖ Allen responded.

8. ―Good, and how do we know, . . . Kathleen?‖ 9. ―There are three protons in there,‖ Kathleen responded pointing to the model.

10. ―All right! Very good.

11. ―Now,‖ she said. ―Let‘s think about electrons. . . . What do we know about them? . . . Peter?‖ she asked, seeing Peter staring intently at the clay pieces in her hand.

12. ―They‘re . . . out there,‖ Peter responded, moving his hands to demonstrate that the electrons were outside of the nucleus.

13. ―Yes, good. We said the electrons are in orbit around the nucleus,‖ La-Juan nodded.

Chapter 11: Becoming an Effective Teacher: Reaching all Students

14. ―And, are they tightly or loosely attracted to the nucleus? . . . Janice?

15. ―. . . Sort of loosely, I think,‖ Janice tentatively responded.

16. ―Yes, very good, Janice. We can ‗scrape‘ electrons off,‖ La-Juan continued, ―so they‘re loosely attached.‖ ―Now, keep that in mind, because it‘s important. We can get electrons off the atoms fairly easily with heat or even by simply rubbing them, while the nucleus is very hard to break up.‖ 17. ―Now, let‘s take a look,‖ La-Juan said as she stepped quickly over to her file cabinet and took out an inflated balloon and a wool sweater. ―Watch.‖ She then rubbed the balloon vigorously with the sweater, stepped over and put the balloon near Michelle‘s hair and asked, ―What do you notice here? . . Vicki?‖ 18. ―The balloon is making Michelle‘s hair stick up,‖ Vicki responded to the giggles of the class.

19. ―Yes!‖ La-Juan smiled. ―Now, we want to try and do today is figure out why this happened.‖ 20. ―. . . Look again,‖ she continued when she saw them all looking at her. She then took another inflated balloon, held it against the chalkboard, and let it go. ―What happened here? . . .

Joe?‖ 21. ―It just fell down,‖ Joe shrugged.

22. ―Let‘s try it again,‖ La-Juan continued as she rubbed the balloon on the sweater.

23. ―Now what? . . . Melody?‖ 24. ―It‘s stuck up there now.‖ 25. ―Yes, it is! Now, this is a little tough, but I‘ll bet we can figure out why it stuck this time.

Give it a try, John?‖ 26. ―. . . Well, you rubbed it on the sweater the second time.‖ 27. ―And, what did the rubbing do? . . . Tracey?

28. ―. . .‖ 29. ―Think about the electrons,‖ La-Juan encouraged.

30. ―. . . Well, some of the electrons might have been rubbed off the sweater,‖ Tracey responded uncertainly.

31. ―Yes, exactly, Tracey. They‘re bound tighter in the balloon, so the balloon collects them from the sweater.

32. ―So, now what do we have? Randy?‖ 33. ―. . . We have more electrons than protons on the balloon.‖ 34. ―Bravo! Excellent thinking. So then what? . . . Ed?‖ 35. ―. . . The extra electrons attracted Michelle‘s hair.‖ 36. ―And what else? . . . Carol?‖ 37. ―The same thing happened to the board.‖ 38. La-Juan then had the students explain additional examples, such as why clothes stick together in the dryer, and why people sometimes get a shock after they walk across a carpet and touch a door knob.

Chapter 12: Educational Reform and You

CHAPTER TWELVE EDUCATIONAL REFORM AND YOU Understanding Reform Knowledge-Level Items 1. The national report, A Nation At Risk, warned that our country‘s schools were falling behind other countries‘ educational systems. Which of the following best describes the major impetus for this report? a. Standardized test data indicating that American students weren‘t competitive with the students from other countries b. Test score data indicating a significant achievement gap between members of cultural minorities and their white counterparts c. Economic data suggesting that the educational system of the United States was hampering efforts to remain competitive in international business d. Public opinion poll data showing negative reactions from parents who believed that schools weren‘t educating their children 2. Changes to schools, classrooms, students, and teachers designed to improve our nation‘s schools and make them better places for promoting student learning best describes which of the following? a. Standards b. No Child Left Behind c. Accountability d. Reform 3. Which of the following are types of reform?

1. Changes in the way teachers will be screened as they enter the profession 2. Changes in the way teaching is evaluated 3. Changes in the ways teachers will be rewarded for quality work 4. Changes in the ways student learning is assessed a. 1, 2, 3, 4

b. 2, 3, 4

c. 1, 2, 3

d. 1, 2, 4

4. The reform movement in our country is most commonly traced to which of the following events in American history? a. The Vietnam War b. The Civil Rights movement c. The publication of A Nation at Risk d. The election of George W. Bush as president 5. Statements that describe what students should know or be able to do at the end of a period of study are best described as:

Chapter 12: Educational Reform and You

a. b. c. d.

assessments. performances. rubrics. standards.

6. Which of the following best describes the underlying theme of each of the reform efforts made in our country since the publication of A Nation At Risk? a. Philosophy, with the goal of providing a quality education for all students in our nation‘s schools b. Religion, with the goal of returning our country to its roots grounded in religious freedom c. Leadership, with the goal of improving the school leaders in our nation‘s schools d. Economics, with the goal of helping make our country‘s economy more globally competitive 7. Which of the following is the best description of the No Child Left Behind Act? a. It is an amendment to the National Education Association Code of Ethics. b. It is one of the INTASC principles. c. It is an attempt by several states to increase the professionalism of teaching. d. It is an accountability reform sponsored by the federal government.

8. Which of the following are accountability provisions of the No Child Left Behind Act? 1. All states are required to create standards for what every child should know at all grades.

2. Independent agencies (agencies outside school districts) sponsored by the federal government will determine the extent to which standards are being met.

3. Students attending schools that fail to make adequate yearly progress for two years in a row can transfer to another school.

4. Students are required to take standardized tests to determine the extent to which standards are being met. a. 1, 2, 3, 4

b. 1, 3, 4

c. 1, 2, 4

d. 1, 4

9. Which of the following best describes data-driven reform? a. The use of information, typically student test score data, to guide improvements in teaching and learning b. The use of data, typically in the form of standardized test results, to make teachers responsible for increasing student achievement c. The use of information, typically in the form of international comparisons, to hold schools accountable for narrowing the achievement gap d. The use of data, typically in the form of teacher-made test results, to improve instruction in our nation‘s schools Higher-Level Items 10. Look at the following statement, written for first graders.

Use verbs to convey a sense of past, present, and future (e.g., Yesterday I walked home; Today I walk home; Tomorrow I will walk home).

Chapter 12: Educational Reform and You

Which of the following is best illustrated by the statement? a. An assessment b. A standard c. A performance d. A rubric 11. Of the following, which is the most common feature of reform efforts, such as No Child Left Behind, and the Every Student Succeeds Act? a. National curriculum and standards b. Teacher autonomy and assessment c. Standardized testing and accountability d. Immigration and diversity 12. You‘ve taken your first job and are in your first faculty meeting of the new year. Your school has a diverse student body—approximately half of your school‘s students are members of cultural minorities—and your principal displays statistical data from the latest round of NAEP testing indicating a disparity in performance between white students and members of cultural minorities around our country. ―This year we‘re going to redouble our efforts to narrow the achievement gap,‖ your principal strongly emphasizes. ―We‘re going to do our part to change these national trends.‖ She then goes on to outline three important achievement goals for the school this academic year.

Which of the following is best illustrated in this event? a. No Child Left Behind b. Standards and accountability c. Adequate yearly progress d. Data-driven reform 13. Which of the following best describes the primary difference between the Every Student Succeeds Act (ESSA) and No Child Left Behind (NCLB)? a. Under ESSA, adequate yearly progress was redefined to eliminate sanctions for underachieving schools. b. Under ESSA, accountability was expanded to include science and social studies in addition to reading and math. c. Under ESSA, teachers are made responsible for closing the achievement gap between white students and members of cultural minorities. d. Under ESSA, the federal government handed responsibility for defining accountability to the states.

14. Which of the following best describes the primary similarity in the NAEP, TIMSS, and PISA? a. They each provide information that can be used to help make decisions about improving teaching and learning in our nation‘s schools. b. They each provide information that allow school leaders to make comparisons between students in our country and their counterparts in other countries.

Chapter 12: Educational Reform and You

c. They each provide information that can be used to hold teachers accountable for student achievement. d. They each provide information that can be used to evaluate the effectiveness of the Every Student Succeeds Act (ESSA).

Essay Items 15. Outline the history of reform in our country, emphasizing current reform movements.

16. Describe four different types of reform that you might experience when you begin teaching.

17. Describe the No Child Left Behind Act, and explain how its successor, the Every Student Succeeds Act, is similar to, and different from it.

Reform: Focus on the Curriculum Knowledge-Level Items 18. Statements describing what students should know or be able to do at the end of a prescribed period of study are called: a. specifications. b. benchmarks. c. criteria. d. standards.

19. The process of requiring students to demonstrate that they have met specified standards and holding teachers responsible for students‘ performance is best described as: a. standardization. b. criterion referencing. c. accountability. d. high-stakes testing.

20. The mechanism used to ensure that students have met standards is: a. effective instruction. b. instructional supervision. c. effective leadership. d. standardized testing.

21. Of the following, which is the best description of high-stakes tests? a. Standardized tests, such as the National Assessment of Educational Progress (sometimes called the nation‘s report card) that measures student achievement b. Standardized tests that are used to make important decisions affecting schools, teachers, and students, such as promoting students from one grade level to another c. Teacher-made tests that teachers use to measure the extent to which their students are reaching the standards prescribed by their state d. Tests in reading, math, and science that our country uses to compare the achievement of our students to the achievement of students in other countries around the world.

Chapter 12: Educational Reform and You

22. Of the following, which is likely to be the most direct impact of high-stakes testing on you as a teacher? a. Your school may be graded A, B, C, D, or F, and a stigma is attached to teaching in a school given a low grade. b. Students don‘t like high-stakes tests, so you will be confronted with negative student attitudes when preparing them for the tests. c. School principals are under a great deal of pressure to improve student performance, so your principal is likely to supervise you more closely than he or she otherwise would. d. Some states are considering legislation that will tie your salary to your students‘ performance on the tests.

23. Of the following, which statement best describes the reason for reform effort titled the Common Core State Standards Initiative (CCSSI)? a. A number of the states in our country haven‘t created standards in the core contents areas (such as reading and math) b. Educators in different states in our country have expressed strong disagreements about how standards should be written. c. Standards have only been written for reading and math, and they‘re needed in other content areas. d. The standards created by the states in our country vary significantly in quality and rigor.

24. Of the following, which statement best describes the relationship between national standards (standards that exist as a result of the Common Core State Standards Initiative) and different state standards? a. The national standards are very similar to most existing state standards in content and format. b. The national standards are similar to state standards in reading, but they differ from most state standards in math and other content areas. c. The national standards are a summary of standards gathered from different states. d. The national standards are very different from most state standards and will make state standards obsolete.

25. Of the following, which statement most accurately describes research results that have examined the influence of high-stakes testing on student learning? a. A consistent body of research indicates that high-stakes testing significantly increases student learning in all of the content areas tested. b. A consistent body of research indicates that high-stakes testing significantly increases learning in reading and math, but results are inconclusive in other content areas. c. Comprehensive research reviews of the effects of high-stakes testing on student achievement have found that this approach to reform has had little or no positive effect on student learning. d. Comprehensive research reviews of the effects of high-stakes testing on achievement have found that this approach to reform has sharply reduced student learning.

Chapter 12: Educational Reform and You

26. Three of the statements below are true of standards in different content areas in the states in our country. Which statement is not true of standards in different content areas in different states? a. Standards in different states are very similar in both content and the way they‘re formatted. b. Standards in different states significantly differ in how rigorous the standards are. c. Standards in different states attempt to perform the same function, which is to identify important content that all students should know. d. Standards in different states require that teachers translate the standards and design learning activities to help students meet the standards.

27. Which of the following is true of the Common Core State Standards Initiative (CCSSI)? a. It is an attempt by the federal government to establish a national curriculum similar to that in other advanced countries. b. It is an attempt by the federal government to hold states accountable for the educational achievement of students in their state. c. It is an attempt to increase the consistency of standards among the states in our country. d. It is an attempt by professional organizations dictate curriculum in our nation‘s schools through their vision of what is most important for students to learn.

28. Three of the following statements are criticisms of the standards and high-stakes testing movement. Which of the following is not a criticism of this reform effort? a. It has narrowed the curriculum to what is being emphasized on the standardized tests. b. It makes teaching too simple and straightforward, so teachers have fewer opportunities to be creative. c. It places enormous pressure on students and teachers, which has led to cheating. d. It has resulted in adverse effects for some students, which has increased the school dropout rate.

Higher-Level Items 29. Look at the two following descriptions.

Number, operation, and quantitative reasoning. The student describes and compares fractional parts of whole objects or sets of objects The student is expected to: use concrete objects and pictorial models to generate equivalent fractions.

Understand that objects in the solar system are for the most part in regular and predictable motion. Know that those motions explain such phenomena as the day, the year, the phases of the moon, and eclipses.

Which of the following is the best description of the two statements? a. They are statements describing two different content areas. b. They are parts of teachers‘ lesson plans for two different content areas. c. They are standards written for two different curriculum areas. d. They are guidelines for learning activities written in two different content areas.

Chapter 12: Educational Reform and You

30. When you begin teaching, you will be required to work with standards in the content areas you teach. When working with standards, what will be your first task? a. Interpreting the meaning of the standard b. Designing learning activities to help your students meet the mandates of the standard c. Designing assessments to help determine whether or not your students have met the standard d. Deciding how to integrate the standard with other content areas 31. Which of the following best describes that relationship between standards, accountability, and high-stakes tests? a. Standards specify what students should know or be able to do, and accountability means that all standards are measured through high-stakes tests. b. Standards describe the content that students should learn, and high-stakes tests are used to hold teachers and students accountable for meeting the standards. c. High-stakes testing is the process that makes teachers accountable for creating standards that will help students perform well on the high-stakes tests. d. Accountability leads to the use of high-stakes tests, the results of which are used to create learning standards for students.

32. Teachers in the Georgetown School District are attempting to prepare their students for an important end-of-year standardized testing process in which all students in the district are required to participate. Students in the elementary grades who don‘t score high enough on the test, won‘t be promoted to the next grade, and high-school seniors who don‘t score high enough on the test won‘t be awarded high-school diplomas.

Which of the following is the best description of the district‘s process? a. Formative testing b. Summative testing c. Value-added testing d. High-stakes testing 33. Of the following, what is the most important implication of standardized testing for you as a teacher? a. You will be required to prepare your students for the standardized tests. b. You will be required to keep records of your students‘ progress on standardized tests. c. You will need to understand the details of using standardized testing for data-driven reform. d. You will be required to align your learning objectives with the learning objectives specified on the standardized tests.

Essay Items 34. Explain the terms standards, accountability, and high-stakes tests.

35. From state to state in our country, standards and test items used to measure the extent to which students have reached the standards are similar in two ways. Describe the two ways in which they‘re similar, and the implications these similarities have for you as a teacher.

Chapter 12: Educational Reform and You

36. Describe the controversies in the standards movement, including three of the most common criticisms, and two arguments made by advocates of the movement.

Reform: Focus on Schools Knowledge-Level Items 37. Of the following, which is the best description of Race to the Top? a. A reform initiative designed to increase the rigor—thus the term ―Top‖—of the standards created by each of the states in our country for the most important content areas b. A United States Department of Education competition, open to the states in our country, designed to spur innovation and reforms in state and local district K-12 education c. A revision of the Common Core State Standards Initiative (CCSSI) designed to more nearly align national standards with standards written by the different states d. A reform effort designed to identify the most capable—―top‖—students in high schools and encourage them to consider teaching as a career.

38. Race to the Top rewards points to states for satisfying certain educational policies. Three of the following are examples of those policies. Which one is not an example of those policies? a. Improving the strategies teachers use to increase student learning b. Designing performance-based standards for teachers and principals c. Promoting charter schools in local school districts d. Applying technology in classrooms 39. Which of the following terms best describes a variety of programs designed to let families send their children to schools other than the school the children are assigned to attend based on the neighborhoods in which they live? a. Charter schools b. Race to the Top c. KIPP (Knowledge is Power Program) schools d. School choice 40. Which of the following is the best description of KIPP (Knowledge is Power Program) schools? a. A national network of charter schools whose goal is helping students in underserved communities b. A national network of private, non-religiously based schools that are financed by school vouchers c. Schools created by the Race-to-the-Top reform movement and financed by federal grants d. A network of schools financed by grants from local businesses and staffed by members of Teach for America 41. Advocates of school choice make arguments supporting their position. Which of the following are examples of these arguments?

1. Freedom to choose is a central American value, and school choice is consistent with that value.

Chapter 12: Educational Reform and You

2. The states in our country are unique with distinctive histories and subcultures, and our schools ought to reflect this diversity.

3. Poor parents and parents who are members of cultural minorities are unable to move to neighborhoods that have the best schools.

4. Our existing public-school system is bloated, bureaucratic, and unresponsive to individual citizen‘s needs. a. 1, 2, 3, 4

b. 2, 3, 4

c. 1, 2, 4

d. 4

42. Opponents of school choice make arguments supporting their position. Which of the following are examples of those arguments?

1. Parents already have choices, such as moving to neighborhoods with better schools.

2. School choice is not responsive to the needs of students with special needs or students who are members of cultural minorities.

3. Districts now allow parents whose incomes are below the poverty line to send their children to private schools of their choice.

4. Districts now allow parents to send their children with open enrollments and magnet programs. a. 1, 2, 3, 4

b. 1, 2, 4

c. 3, 4

d. 1, 4

43. Which of the following is the best description of charter schools? a. Schools that are financed with vouchers called financial ―charters.‖ b. Schools that are part of state school districts but receive ―charter‖ funds from local businesses c. Schools that are publicly funded but independently operated d. All types of private schools except those that are religiously based 44. Of the following, which statement best describes the way charter schools are organized and run compared to the way regular public schools are organized and run? a. Because charter schools are designed to be alternatives to regular public schools, the way they‘re organized and run is very different from the way regular public schools are organized and run. b. The way charter schools are organized and run depends on their funding sources, because this sources decide how they want the schools to operate. c. The way charter schools are organized is very different from the way regular public schools are organized, but charters are managed in a way that is much less ―top down‖ than it is in regular public schools. d. The way charter schools are organized and run is very similar to the way regular public schools are organized and run.

45. Which of the following is the best description of school vouchers? a. A form of school reform that provides policies used to govern charter schools b. A form of school choice reform that exists as checks or written documents that parents can use to purchase educational services

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c. A form of school reform that exists as grants received from the federal government and given directly to schools to provide services for underachieving students d. A form of school reform that provides federal monies to schools which allow the schools to provide public transportation for students attending magnet schools 46. Which of the following best describes vouchers? a. Written applications that people who want to open charter schools submit to local school boards b. Financial support that parents can use to purchase educational services at schools other than the ones their children are attending c. Written descriptions of the governance structure for schools committed to site-based decision making d. Federal funding for private schools to support the education of students with learning disabilities 47. Which of the following best describes state tax credit plans? a. Tax credits parents receive for money they‘ve spent on private school tuition b. Tax credits local school districts receive for implementing charter schools c. Tax credits districts with low property tax bases receive to make funding between rich and poor districts more equitable d. Tax credits individual schools receive for implementing site-based decision making plans 48. ―The ultimate form of school choice‖ is best described as which of the following? a. Charter schools b. Vouchers c. Home schooling d. State tuition tax credits 49. Of the following, which statement best describes the American public‘s attitude toward vouchers? a. The American public overwhelmingly supports vouchers, with approximately 9 of 10 favoring using public dollars to allow parents to send their children to private schools. b. The American public supports vouchers for parents of disadvantaged students, such as students of poverty and members of cultural minorities, but does not support vouchers for parents of other students. c. The American public supports vouchers for parents of high achievers to allow these students to attend the best schools in local school districts. d. The American public does not support vouchers, with only 1 of 3 Americans supporting using public dollars to allow parents to send their children to private schools.

50. Of the following, which is the most common reason parents choose to homeschool their children? a. Parents believe that homeschooling their children will be less costly than educating them in traditional schools. b. Parents believe that teachers in traditional schools are not professionally qualified to teacher their children.

Chapter 12: Educational Reform and You

c. Parents believe that traditional schools are not providing an adequate moral education for their children. d. Parents believe that home schooling will allow their children to better develop socially than they would in traditional schools.

51. Which of the following most accurately describes the performance of homeschooled students on standardized tests compared to students in public schools? a. Homeschooled students typically score higher than public school students on standardized tests. b. Homeschooled students typically score higher than public school students on standardized tests in reading, but they score lower on standardized tests in math. c. Homeschooled students typically score higher than public school students on standardized tests in basic skill areas, such as reading and math, but they score lower on standardized tests in other content areas. d. Homeschooled students typically score lower than public school students on standardized tests.

Higher-Level Items 52. Which of the following best describes the primary difference between charter schools and traditional public schools? a. Charter schools are schools funded by the federal government and are subject to federal government rules and regulations. b. Charter schools are privately funded schools, but they are subject to the same regulations that exist for public schools. c. Charter schools are publicly funded schools, but they are not subject to the same regulations that exist for traditional public schools. d. Charter schools are privately funded schools, and they are not subject to the same regulations that exist for public schools.

53. Compared to a traditional public school, of the following, which is the most important implication for you if you should choose to take a job in a charter school? a. You will need to more carefully prepare for classroom management, because you‘re more likely to have classroom management problems. b. You will need to be prepared to make considerable input into school programs and policies. c. You will need to be prepared to teach content, such as critical thinking, that goes beyond basic skills. d. You will need to be prepared for the possibility of working longer school days and possibly some weekends.

Essay Items 54. Identify four major goals of Race to the Top.

Chapter 12: Educational Reform and You

55. Describe three reasons why the Race to the Top program is significant with respect to educational reform in our country.

56. A considerable amount of research has examined student achievement in charter schools compared to comparable public schools. Describe what is the most significant finding of this research.

57. Describe what research examining the academic benefits of vouchers has found.

Reform: Focus on the Teacher Knowledge-Level Items 58. Of the following, which is the most important factor determining how much students learn? a. The quality of the teacher: How effectively the teacher teaches b. The curriculum: What students study c. School leadership: The quality of school principals and other administrators d. School facilities: The physical plant and access to technology and other support services 59. Of the following, which statement most accurately describes the influence of expert teachers on students? a. Expert teachers have a lasting positive effect on students‘ academic performance in a variety of curriculum areas, but students‘ personal and social development is largely the result of their family background. b. Expert teachers have a wide-ranging, lasting positive effect on students‘ personal and social development, but students‘ academic performance is largely the result of the native ability. c. The effect of expert teaching on students is somewhat limited, because student achievement, as well as personal and social development largely depends on their parents‘ socioeconomic status and the involvement of parent with their children during the school years. d. Expert teachers have a wide-ranging, lasting positive effect on students, including increased academic achievement, improved personal and social development, increased enrollment in college, and higher adult earnings.

60. The process of assessing teachers‘ classroom performance and providing feedback they can use to increase their expertise is best described as: a. teacher professional development. b. a school improvement model. c. teacher evaluation. d. in-service teacher training.

61. Present methods of teacher evaluation are commonly criticized. These criticisms include which of the following?

1. The methods are not grounded in research examining the relationships between teaching and learning.

2. The methods don‘t differentiate between good and mediocre teachers.

Chapter 12: Educational Reform and You

3. The methods don‘t provide teachers with information they can use to improve their teaching.

4. The methods are not cost effective, so schools districts spend money unnecessarily. a. 1, 2, 3, 4

b. 2, 3, 4

c. 1, 2

d. 2, 3

62. As reformers realized that teachers are central in the process of improving schools, they began to look for ways to examine and improve the teaching force. Which of the following have been included in this examination?

1. Teacher tenure 2. The way teachers are evaluated and whether or not current evaluation systems identify excellent teachers the eliminate those who are not competent 3. The teaching strategies teachers use in their classrooms 4. The role of teacher professional organizations 5. How good teachers should be rewarded a. 1, 2, 3, 4, 5

b. 1, 2, 4, 5

c. 3, 4, 5

d. 2, 3, 5

63. Current reforms in teacher evaluation have three goals. Which of the following is not one of those goals? a. Certifying that teachers are adequately utilizing modern technology in their classrooms b. Verifying that veterans are doing a competent job in their classrooms c. Certifying that a beginning teacher has the skills needed to manage a classroom and promote student learning. d. Identifying and rewarding exemplary performance 64. Assessing the amount students learn—as measured by their performance on standardized tests—while in a particular teacher‘s classroom and recognizing and rewarding teachers according to their students‘ performance best describes which of the following? a. Application of the No Child Left Behind Act models of teacher evaluation b. Value-added models of teacher evaluation c. Student performance models of teacher evaluation d. Professional assessment models of teacher evaluation 65. The process of offering teachers higher salaries and bonuses for taking on extra responsibility, working in high-need areas, or performing in an exemplary way, is best described as: a. a pay–for-performance system. b. a reward based on a value-added model of teacher evaluation. c. a professional reward system. d. a professional development system.

66. Status granted to teachers after a probationary period (typically three years), indicating that employment is essentially permanent, is best described as: a. teacher tenure. b. pay-for-performance.

Chapter 12: Educational Reform and You

c. professional status. d. value-added reward.

67. Of the following, which statement most accurately describes research results that have examined the influence on student learning of providing merit pay for teachers? a. A consistent body of research indicates that merit pay for teachers has resulted in significantly increased student learning in all content areas. b. A consistent body of research indicates that merit pay for teachers has resulted in significantly increased learning in reading and math, but results are inconclusive in other content areas. c. Comprehensive research reviews of the effects of merit pay for teachers on student achievement have found that this approach to reform has had little or no positive effect on student learning. d. Comprehensive research reviews of the effects of merit pay for teachers on student achievement have found that this approach to reform has sharply reduced student learning.

68. Of the following, which most accurately describes the difference between merit pay and other pay-for-performance plans? a. Merit pay is available to all teachers in all content areas and all grade levels. b. Merit pay is designated for teachers who raise student test scores on high-stakes tests. c. Merit pay is a supplement limited to teachers who earn advanced degrees. d. Merit pay is a supplement teachers in school leadership positions—such as team leader, or grade level chairperson—receive.

69. A high-stakes preservice assessment process designed to answer the question, ―Is a new teacher ready for the job?‖ best describes which of the following? a. ntES (New Teacher Evaluation System) b. beTPM (Beginning Teacher Performance Measure) c. prTAM (Professional Teacher Assessment Measure) d. edTPA (Educational Teacher Performance Assessment) 70. As determined by surveys of teachers, which of the following best describes teachers‘ attitudes toward merit pay? a. Teachers who receive merit pay support it, but teachers who don‘t are opposed to it. b. Teachers support merit pay for those who teach in essential areas, such as reading and math, but oppose it in other areas. c. More than twice as many teachers, in general, oppose merit pay than support it. d. New teachers support merit pay, but veteran teachers oppose it.

Higher-Level Items 71. Emma Harrison, a first year teacher, learns that her students‘ performance on her states mandated tests will be taken into account when she is evaluated, and these scores may be

Chapter 12: Educational Reform and You

considered in determining whether or not she is awarded tenure in her district. Of the following, this process would be best described as an application of: a. observational models of teacher evaluation. b. No Child Left Behind models of teacher evaluation. c. professional development models of teacher evaluation. d. value-added models of teacher evaluation.

72. Nancy Evans, a third-grade teacher in a large, urban elementary school, has agreed to be the third-grade, grade-level chair for the upcoming school year, and she will receive a salary supplement for doing so. This process is an application of which of the following? a. A value-added model of teacher evaluation b. A professional development system c. A collective bargaining application d. A pay-for-performance system 73. Of the following, which is the most important implication of value-added modeling for you as a teacher? a. Your evaluations will be based primarily on your students‘ test scores, so your teaching should focus on the content measured on the tests. b. Your students‘ test scores are likely to be included in your evaluations when you begin teaching, so you should be sure your students are as well prepared as possible to do well on the tests. c. Your students‘ test scores are likely to be included in your evaluation, but their performance will largely depend on their family backgrounds, so you should focus your teaching efforts on areas that will be assessed with your administrator‘s observations. d. Your students‘ test scores will help you make decisions about the next steps in your teaching, but they won‘t be a factor in your evaluations, so you should focus your professional efforts in areas other than student test scores.

74. You are a first-year teacher, and you‘re preparing for your final administrator observation, which will make up 60% of your year-end evaluation.

You‘ve been given a copy of the observation instrument your principal will use to assess the quality of your teaching. Three of the items on the instrument are as follows: 1. Communicates learning goals to students.

2. Engages students 3. Uses high-quality examples Knowing that you will be evaluated according to these criteria, you specifically plan with the criteria in mind.

You will be working with your class on the following Common Core Standard: Explain the function of verbals (gerunds, participles, infinitives) in general and their function in particular sentences.

You decide to focus on gerunds, verb forms that behave as nouns, and participles, verb forms that behave as adjectives, and you construct the following examples: Jogging is an excellent form of exercise. Jackie went jogging on Saturday and made 10 laps around the jogging track.

Chapter 12: Educational Reform and You

Talking is fun and informative, but talking heads can be irritating. I was talking to Simone for three hours on Friday afternoon.

On the day of your observation, you write the standard on the board, and tell your students that you will be working on the standard in today‘s lesson. (Your objectives are clear to your students, but you don‘t always write them on the board.)

You then display the first example on your document camera and begin by asking, ―What do you notice about the two sentences?‖ You call on several students to make observations, and you do the same with the second example.

You then say, ―Now, let‘s look at the ways ‗jogging‘ is used in the first two sentences, and you ask questions that lead students to conclude that it is first used as a noun, then a verb in the second sentence, and finally an adjective at the end of the second sentence.

You do the same with the second example, and you then guide the students‘ construction of the definition of gerunds and participles, which you write on the board.

With respect to your preparation for your observation, and your lesson while you were being observed, of the following, which is the best assessment of your performance? a. Your performance was effective because your objective was clear, and clear objectives are the most important part of teaching. b. Your performance was ineffective, because you weren‘t authentic; you don‘t typically write your objectives on the board, but you did when you were being evaluated. c. Your performance was effective, because you specifically prepared to address criteria on which you would be evaluated. d. Your performance was ineffective because you designed your lesson specifically for your evaluation, as opposed to your day-to-day teaching.

75. You‘ve been offered a contract for your first job on the condition that you agree to coach the girls‘ field hockey team at your school. You reluctantly agree after your principal explains that you will receive a salary supplement for the work.

Which of the following is best illustrated by your salary supplement for coaching the field hockey team? a. A pay-for-performance plan b. A teacher-salary-supplement plan c. A school-coaching-bonus plan d. A district-added-responsibilities plan Essay Items 76. Describe current forms of teacher evaluation that you are experiencing, and will experience, as you go through your teacher preparation program and begin teaching. Include when (such as during your pre-service program, or during your first year of teaching) the evaluation will occur, and what the purpose of the evaluation is.

77. Identify three common criticisms directed at value-added models of teacher evaluation.

78. Merit pay differs from other pay-for-performance plans in two ways. Describe the two ways in which it is different.

Chapter 12: Educational Reform and You

79. Merit pay is highly controversial. Describe three arguments supporting merit pay, and then provide three criticisms of merit pay.

80. Describe the primary reasons teacher tenure was originally implemented in the late 1800s.

81. With respect to the process of educational reform, describe the relationship between professional organizations, such as the National Education Association (NEA) and the American Federation of Teachers (AFT) and educational reformers. Explain how this relationship has evolved over the last several years.

Chapter 13: Developing as a Professional

CHAPTER THIRTEEN DEVELOPING AS A PROFESSIONAL Entering the Profession Knowledge-Level Items 1. Which of the following statements best describes beginning teachers‘ beliefs about their teaching ability? a. Beginning teachers are uncertain about their teaching ability when they begin, but they are more self-assured by the end of their first year. b. Beginning teachers are confident about their teaching ability when they begin, but their confidence decreases when they encounter the realities of classroom life. c. Beginning teachers are uncertain about their teaching ability when they begin, and their uncertainty remains until about their third year of experience. d. Beginning teachers are confident about their teaching ability when they begin, and their confidence remains high at the end of their first year.

2. Which of the following statements best describes beginning teachers‘ expectations about their abilities to help children learn? a. Beginning teachers expect their confidence in their abilities to help children learn to increase as they gain experience. b. Beginning teachers expect their confidence in their abilities to help children learn to decrease as they gain experience. c. Beginning teachers expect their confidence in their abilities to help children learn to remain high and steady as they gather experience. d. Beginning teachers expect their confidence in their abilities to help children learn to decrease during the first few months, but then to increase as they settle into their jobs.

3. Which of the following statements best describes beginning teachers‘ beliefs about how they will learn to be effective teachers? a. Beginning teachers believe that they will learn most of what they need to know about becoming an effective teacher in their university classes. b. Beginning teachers believe that they will learn most of what they need to know about becoming an effective teacher in their university classes combined with pre-internships. c. Beginning teachers believe that they will learn most of what they need to know about becoming an effective teacher when they get into full-time experiences in classrooms. d. Beginning teachers believe that they will learn most of what they need to know about becoming an effective teacher in their university classes combined with their internships (student teaching experiences).

4. Of the following, which is the most accurate description of beginning teachers‘ beliefs about what makes a teacher effective? a. The most effective teachers are those who are able to establish close relationships with their students

Chapter 13: Developing as a Professional

b. The most effective teachers are those who genuinely care about their students. c. The most effective teachers are those who are enthusiastic about the topics they teach. d. The most effective teachers are those able to most clearly explain the content they teach to their students.

5. Which of the following statements best describes the importance of knowledge of content (such as knowledge of history) in being an effective teacher? a. If teachers understand content well enough, they will be able to figure out how to teach it effectively. b. Knowledge of content is one of the essential kinds of knowledge that effective teachers possess. c. Knowledge of content is valuable but not essential for being an effective teacher. d. Knowledge of content isn‘t necessary for becoming an effective teacher; expert teachers learn the content they want to teach when they prepare their lessons.

6. With respect to instructors‘ opinions, which of the following is the most important reason for students attending all classes and being on time? a. Instructors view missing classes as unprofessional behavior by students. b. Instructors worry that the students will miss some important content if they miss classes. c. Instructors take it as a personal reflection on their teaching if students miss classes. d. Missing classes is disruptive to instructors‘ routines.

7. A collection of work samples from your teacher preparation program that you can submit to document your skills and abilities when you apply for a teaching position is best described as a: a. portfolio. b. résumé. c. credentials file. d. license.

8. Which of the following best describes the primary purpose for creating a professional portfolio? a. To collect work products (such as written papers and videotapes of their teaching) during the course of your teacher-preparation program b. To gather experiences that extend beyond taking paper-and-pencil tests c. To document your knowledge and skills as a prospective teacher d. To help clarify your teaching goals 9. A document that provides an overview of a prospective teacher‘s background and experience best describes which of the following? a. A professional portfolio b. A professional résumé c. A professional certification d. A professional syllabus

Chapter 13: Developing as a Professional

10. In which of the following areas are job opportunities likely to be the greatest? a. Secondary social studies b. Middle school English c. High school history d. Middle school math 11. For which of the following are job opportunities likely to be the greatest? a. Teaching math in a suburban school b. Teaching chemistry in an urban school c. Teaching physics in a suburban school d. Teaching Spanish in a suburban school 12. A new teacher is attempting to maximize the likelihood of finding a job. Based on population growth patterns in the U.S., where will the opportunities be the greatest? a. In the Northeast b. In the Midwest c. In the Great Lakes area d. In the South 13. Consider the relationship between the use of standard English and interviewing effectively.

Which of the following is the most accurate statement? a. Be yourself and use the language and grammar that is natural for you. Interviewers react most positively to a candidate that is genuine. b. Interviewers realize that teaching candidates‘ grammar and language vary, so they don‘t assess candidates on the basis of the grammar they use. c. Interviewers are forbidden from using a candidate‘s language, grammar, or dialect in assessing a candidate‘s qualifications for a job. d. Use standard English and grammar, because a candidate‘s use of language creates an impression of the candidate‘s professional ability.

14. Of the following, which are important for creating a positive impression during an interview?

1. Be on time or a few minutes early for the interview.

2. Dress casually; overdressing creates a negative impression.

3. Speak clearly and use proper English.

4. Sit comfortably; fidgeting creates a negative impression. a. 1, 2, 3. 4

b. 1, 3, 4

c. 1, 2, 3

d. 1, 3

15. A shorter route to teaching for those who already possess a bachelor‘s degree best describes which of the following? a. Alternative licensure b. INTASC standards c. Formative evaluation d. Mentoring programs

Chapter 13: Developing as a Professional

16. Which of the following best describes the number of new teachers who enter the profession through alternative licensure? a. Approximately 1 of 10 b. Approximately 1 of 5 c. Approximately 1 of 3 d. Approximately half 17. Of the following, what is the most important disadvantage of alternative licensure compared to traditional licensure? a. Alternative licensure often includes a training period so short that teachers often aren‘t adequately prepared for the rigors of teaching. b. Alternative licensure includes too many theoretical classes and not enough practical experiences to prepare them for the real-world of teaching. c. Alternative licensure includes mentoring experiences so extensive that beginning teachers don‘t acquire enough opportunities for individual professional growth. d. Alternative licensure often includes clinical experiences so extensive that it takes prospective teachers too long to get through the programs.

Higher-Level Items Use the following vignette for Items 18-20.

Jason, Christie, Damon, and Carol are walking across the campus as they head toward one of their teacher-preparation courses. ―Where are you going?‖ Jason asks Damon, as Damon turns off and heads away from the other three. ―I‘m not going today,‖ Damon shrugs. ―I don‘t see how this stuff is going to help me be a better teacher, and I don‘t think Wilburn (the professor in the course) will miss me anyway. I asked Wilburn how this stuff was relevant, but he didn‘t seem to have that great an answer.‖ ―What about your homework?‖ Carol wondered. ―I didn‘t finish it,‖ Jason continued. ―I‘ll slip it under his door. He doesn‘t count off for late work anyway.‖ ―Dr. Wilburn?‖ Carol asked just as class was beginning. ―You said last time that Progressivism essentially disappeared by the mid 20th century, but awhile back we learned that hands-on activities are one characteristic of Progressivism, and most of our other instructors emphasize hands-on activities. Those two ideas don‘t seem to be consistent.‖ ―That‘s an excellent observation, Carol,‖ Dr. Wilburn nodded. ―What does anyone else think about her comment?‖ ―How do you think Wilburn liked your comment?‖ Jason asked Carol after class. ―I don‘t think he minded,‖ she replied. ―He actually seemed to like it. By the way, why don‘t you two speak up,‖ Carol encouraged looking at both Jason and Christie. You both get better grades on the tests than I do.‖ ―B pluses instead of B‘s,‖ Christie waved. ―Big deal. I go in a see Wilburn quite a bit. I like to tell him what a great teacher his is. He just smiles when I say it.‖ ―You got an A didn‘t you?‖ Carol asked Jason.

Chapter 13: Developing as a Professional

―Yeah,‖ Jason smiled. ―I studied my butt off for the test, because I had missed a couple classes earlier in the semester.‖ ―I never miss class,‖ Carol nodded. ―I always feel a little lost about what‘s going on if I‘m not there.‖ 18. The student most likely to develop the best professional reputation is likely to be: a. Jason, because he gets the best grades of the four students. b. Christie, because she seems to have to best personal relationship with Dr. Wilburn. c. Damon, because he thinks the most critically about the worth of the class. d. Carol, because she is the most conscientious and involved in the class.

19. The student who is least likely to develop a positive professional reputation is: a. Jason, because he‘s missed a couple classes. b. Christie, because she is trying to ―suck up‖ to Dr. Wilburn. c. Damon, because he‘s the least interested in learning for its own sake. d. Carol, because she asks questions that seem critical of the course content.

20. Of the following, what is Dr. Wilburn‘s most likely reaction to Christie telling him what a great teacher he is? a. He will take the comments at face value; flattery is difficult to see through. b. He will react very positively and view Christie very positively as a student. c. He will react negatively to Christie repeatedly coming in for help, but he will react positively to the compliment. d. He is likely to react positively to Christie asking for help, but he will be skeptical of her repeated compliments.

21. Juan, a preservice teacher, is in the process of collecting evidence of his work in schools. He has a box into which he has put a lesson plan that he used when he taught a lesson in math, the examples he used to illustrate the topic he taught, a videotape of the lesson, and written feedback about the lesson from his directing teacher. He is now in the process of doing the same thing in language arts and science. Of the following, which is the best description of Juan‘s efforts? a. He is preparing pedagogical content knowledge. b. He is demonstrating accountability. c. He is responding to a high-stakes test. d. He is preparing a professional portfolio.

22. You have job offers at two different schools, and you‘re trying to decide which one to accept.

Of the following, which is the most important factor to consider in making your decision? a. The commitment and leadership of the school principal, because the principal sets the tone for the school climate and working conditions b. The attitude of the teachers in the rooms next to you, because they‘re the people with whom you‘ll most interact c. The amount of technology you have available in the school, because it indicates the amount of instructional support you‘ll receive d. Your salary, because it will determine how satisfied you are on the job

Chapter 13: Developing as a Professional

Essay Items 23. Describe the beliefs of beginning teachers with respect to effective instruction, that is, what beginning teachers believe effective teachers do when they want to help students understand a particular topic? Explain why they are likely to have this belief.

24. Describe the beliefs of beginning teachers with respect to how effective they will be when they begin teaching. Why is examining this belief important?

25. Alternative licensure has become an important topic in the preparation of teachers. Explain the arguments supporting and criticizing alternative licensure.

26. Describe the steps involved in creating a professional portfolio and then include a specific example of each step.

27. Identify one advantage and one disadvantage of electronic portfolios compared to traditional portfolios. Explain each.

Your First Year of Teaching Knowledge-Level Items 28. Which of the following statements best describes the number of new teachers who leave the profession by the end of their second year of teaching? a. About two thirds of new teachers leave the profession by their second year. b. About half of new teachers leave the profession by their second year. c. About a fourth of new teachers leave the profession by their second year. d. About one of 10 new teachers leave the profession by their second year.

29. Which of the following statements best describes the number of new teachers who leave the profession within their first five years? a. About 2 of 3 new teachers leave the profession within the first five years. b. About four of 10 new teachers leave the profession within the first five years. c. About 1 of 4 new teachers leave the profession within the first five years. d. About 1 of 10 new teachers leave the profession within the first five years.

30. Of the following, which are the most important initial ―survival skills‖ for your first year of teaching? a. Collegiality—developing relationships with other teachers, and cooperative learning— teaching students to work in groups b. Teaching strategies—developing a repertoire of teaching strategies, and technology— capitalizing on available technology c. Organization—using your time efficiently, and classroom management—creating an orderly classroom environment d. Diversity—working with students from different backgrounds, and politics—dealing with controversial issues

Chapter 13: Developing as a Professional

31. Which of the following are helpful suggestions for surviving in your first year of teaching?

1. Organize to maximize your time as well as students.‘ 2. Learn students‘ names.

3. Use as much cooperative learning as possible.

4. Learn effective classroom management skills. a. 1, 2, 3, 4

b. 1, 2, 4

c. 1, 3

d. 2, 3, 4

e. 1, 2, 3

32. Of the following, which best describes why the first day of teaching is so important? a. The first day creates an initial impression and sets the tone for the rest of the year. b. The first day demonstrates to other teachers that you are ready to teach. c. The first day allows you to introduce innovative teaching strategies. d. The first day allows you to immediately introduce your students to groupwork.

33. Which of the following statements best describes the relationship between classroom management and effective instruction? a. Classroom management is a prerequisite to effective instruction; order must first be established before teachers can instruct effectively. b. Orderly classrooms are a result or an outcome of effective instruction; if instruction is effective, classroom management takes care of itself. c. Classroom management and effective instruction are interdependent; it is difficult to effectively teach in a chaotic classroom, and orderly classrooms are difficult if instruction is ineffective. d. Classroom management and effective instruction are not related; classroom management refers to students‘ behaviors, and effective instruction refers to teachers‘ behaviors.

34. Which of the following are suggestions that will help you get your first day of teaching off to a good start?

1. Carefully plan, and be over-organized.

2. Present your classroom rules and procedures.

3. Conduct an academic lesson, i.e., teach your students some content.

4. Begin the process of learning your students‘ names. a. 1, 2, 3, 4

b. 1, 4

c. 1, 2, 4

c. 1, 2, 3

35. Of the following, which is the most important suggestion for thriving in your first year of teaching? a. Spend all of your planning time preparing motivating and meaningful lessons for your students. b. Focus your efforts primarily on the most unruly students in your classes, and develop a system to ensure that you are able to manage their behavior. c. To recharge your batteries, take some personal time for yourself, including taking a day off from school now and then. d. Remember that you‘re part of a large team, which includes administrators, other faculty, and support staff, and attempt to work collegially with them.

Chapter 13: Developing as a Professional

36. The process of gathering information about a teacher‘s competence for the purpose of making decisions about retention and promotion is best described as: a. formative evaluation. b. professional evaluation. c. high-stakes evaluation. d. summative evaluation.

37. Which of the following is the best description of formative evaluation? a. The process of providing professional experiences for beginning teachers that help them make the transition to classroom work b. The process of gathering materials, such as lesson plans, worksheets, and videotaped lessons, that are used to represent a teacher‘s work c. The process of gathering information about teachers‘ competence and making administrative decisions about retention and promotion d. The process of gathering information and providing feedback that teachers can use to improve their instruction 38. Professional experiences designed to help beginning teachers make the transition into teaching are called: a. professional development programs. b. induction programs. c. new-teacher support programs. d. professional-transition programs.

39. Experienced teachers who provide guidance and support for beginning teachers are most commonly called: a. supervisors. b. support staff. c. mentors. d. peer teachers.

40. Of the following, which is the most likely benefit that beginning teachers will experience in a mentoring and induction program? a. Most mentoring programs will provide beginning teachers with specific suggestions for organizing and managing their classrooms, but little else. b. Most mentoring programs will focus on providing beginning teachers with specific suggestions for improving their teaching skills. c. Most mentoring programs will provide beginning teachers with help in unit and lesson planning, but little else. d. Most mentoring programs provide emotional support for beginning teachers but little specific help in the process of learning to teach.

41. Which of the following statements most accurately describes the proportion of students in our nation‘s schools who are members of cultural minorities?

Chapter 13: Developing as a Professional

a. b. c. d.

Nearly 1 of 4 Nearly a third More than half More than two thirds

42. The small percentage of cultural minorities in the teaching force has some school leaders concerned. Which of the following is the most commonly cited reason for this concern? a. Research indicates that cultural minorities are generally more flexible in dealing with students than are non-minorities. b. Research indicates that cultural minorities generally have a better grasp of the content they‘re teaching than do non-minorities. c. Research indicates that cultural minorities better manage classrooms (maintain acceptable student behavior) than do non-minorities. d. Research indicates that the minority student population is rapidly increasing, and leaders believe they need minority teachers as role models.

43. A number of school leaders encourage the active recruitment of cultural minorities for the teaching force. Which of the following are reasons given for encouraging this active recruitment?

1. The need for minority role models 2. The need for effective instructors of minority students 3. The need for teachers who are knowledgeable in particular content areas 4. The need for alternative perspectives a. 1, 2, 3, 4

b. 2, 3, 4

c. 1, 3, 4

d. 1, 2, 4

Higher-Level Items 44. Of the following, which is likely to be most important for you in ―surviving‖ your first year of teaching? a. Your ability to use sophisticated forms of instruction, such as guided discovery, because they strongly influence student motivation b. Your ability to do group work and cooperative learning, because they are powerful strategies for getting students involved c. Your communication with your colleagues, because they will be able to give you helpful encouragement d. Your organizational skills, because they will save you time, and lack of time is an important problem for first-year teachers 45. As you plan in anticipation of being observed and evaluated by an administrator for the first time, which of the following is the best suggestion? a. Plan to ensure that your students are orderly and involved in your learning activity, because these are the basics of teaching. b. Plan to conduct a lesson that demonstrates your creativity as a teacher, because administrators are looking for creative teachers.

Chapter 13: Developing as a Professional

c. Plan to have your students involved in seatwork, because seatwork is emphasized in classrooms. d. Plan to capitalize on technology, because it is now an integral part of teaching.

46. With respect to ―surviving‖ your first year of teaching, which of the following statements best describes the relationship between classroom management and effective instruction? a. Classroom management is a prerequisite to effective instruction; order must first be established before teachers can instruct effectively. b. Orderly classrooms are a result or an outcome of effective instruction; if instruction is effective, classroom management takes care of itself. c. Classroom management and effective instruction are interdependent; it is virtually impossible to effectively teach in a chaotic classroom, and orderly classrooms are virtually impossible if instruction is ineffective. d. Classroom management and effective instruction are not related; classroom management refers to students‘ behaviors, and effective instruction refers to teachers‘ behaviors.

Essay Items 47. Describe four common challenges you‘re likely to face as a first-year teacher.

48. Describe three stages of teacher development, including the focus and concerns of each stage.

49. Effective induction and mentoring programs significantly reduce the failure rate for beginning teachers, and they include several elements. Describe those elements.

50. Many induction programs provide little more than perfunctory experiences for new teachers.

Describe the two primary reasons for this problem.

51. Many school leaders are encouraging the recruitment of cultural minorities into the teaching force. Cite three reasons that they give for encouraging these efforts. Explain each reason.

Career-Long Professional Development Knowledge-Level Items 52. The process designed to give teachers the tools they need to improve their teaching, is best described as: a. professional development. b. formative evaluation. c. summative assessment. d. teacher advancement.

53. Which of the following is the best description of the statement, ―The teacher understands how children learn and develop and can provide learning opportunities that support their intellectual, social and personal development‖? a. It is a statement taken from the NEA Code of Ethics. b. It is a description of one of the INTASC principles.

Chapter 13: Developing as a Professional

c. It is a statement taken from the description of the No Child Left Behind Act. d. It is a statement taken from the description of teachers as advanced professionals.

54. ―Special recognition by a professional organization indicating that an individual has met certain requirements specified by the organization‖ best describes which of the following? a. Teacher licensure b. Teacher certification c. Teacher tenure d. Teacher professionalism 55. Which of the following best describes the concept certification? a. Information about teachers‘ competence that is gathered for the purpose of making administrative decisions about retention and promotion b. The process states use to ensure that teachers meet professional standards c. Recognition by a professional organization indicating that an individual has met requirements specified by the organization d. The process of gathering information and providing feedback that teachers can use to improve their instruction 56. Which of the following best describes the goals of the National Board for Professional Teaching Standards? a. To strengthen teaching as a profession and improve the quality of education b. To increase teachers‘ knowledge of content and understanding of strategies needed to deliver the content c. To improve the quality of alternative licensure programs and reduce the attrition rate of new teachers d. To increase teacher salaries and improve teachers‘ working conditions 57. Which of the following statements best describes the relationship between the propositions of the National Board for Professional Teaching Standards (NBPTS) and the four types of knowledge–knowledge of content, pedagogical content knowledge, general pedagogical knowledge, and knowledge of learners and learning–that research indicates effective teachers possess? a. The NBPTS propositions place strong emphasis on knowledge of content and less emphasis on the other forms of knowledge. b. The NBPTS propositions place strong–and approximately equal–emphasis on each of the four types of knowledge research indicates that effective teachers possess. c. The NBPTS propositions place primary emphasis on learner motivation and learner diversity. d. The NBPTS propositions place primary emphasis on the importance of self-esteem in learners‘ overall development.

58. The process of identifying a specific, school-related question and gathering information to try to answer it is best described as: a. action research. b. alternative certification.

Chapter 13: Developing as a Professional

c. formative evaluation. d. summative evaluation.

59. Of the following, which best describes the major difference between action research and other more traditional forms of research? a. Action research focuses exclusively on empirical results, whereas traditional research focuses primarily on theory. b. Action research doesn‘t attempt to gather quantitative data, whereas quantitative data lie at the heart of traditional research. c. Action research is initiated by teachers to address a classroom question or problem, whereas traditional research typically focuses on more general problems and questions. d. Action research is typically a part of a larger research project organized at the district or state level, whereas traditional research can be a stand-alone project.

60. When conducting action research, after identifying and diagnosing a problem that is important to you, the next step is to: a. use the results of the study to generate additional research. b. implement the findings to solve or improve a local problem. c. systematically plan and conduct a research study. d. generalize the findings to other action research settings.

61. Three of the following statements describe reasons for joining a professional organization.

Which statement is not a reason for joining a professional organization? a. Professional organizations can provide information about new and current teaching practices. b. Professional organizations can help inform new teachers about national trends and issues. c. Professional organizations can provide professional development activities for teachers. d. Professional organizations can help teachers get significant pay raises from their districts.

Higher-Level Items 62. Which of the following statements best describe the following quote: ―The teacher understands and uses a variety of instructional strategies to encourage students‘ development of critical thinking, problem solving, and performance skills?‖ a. It is a description of one of the propositions of the National Board for Professional Teaching Standards, which describes certification for advanced professionals. b. It is a description of one of the principles of the Interstate New Teacher Assessment and Support Consortium (INTASC), which describes what advanced professionals (veteran teachers) should know and be able to do. c. It is a description of one of the principles of the Interstate New Teacher Assessment and Support Consortium (INTASC), which describes what beginning teachers should know and be able to do. d. It is a statement from teachers‘ code of ethics which describes their ethical responsibilities in working with students of all ability levels.

Chapter 13: Developing as a Professional

63. Every other Thursday at 7:00 p.m., Layla Crabtree, a first year teacher, goes online and chats with four other beginning teachers about their experiences. Members of the group describe problems they‘re having, and other group members offer suggestions. A rotating designated member of the group takes notes and distributes them by email after the session.

Group members who try the suggestions describe how well they feel the suggestions worked, the group further analyzes them, and members describe additional problems, strategies, and suggestions.

Which of the following best describes Lyla and her colleagues? a. A professional development committee b. A professional learning community c. A general pedagogical knowledge board d. A pedagogical content knowledge panel 64. Marcella Lindquist, a middle school science teacher, wonders how much the use of concrete examples will influence the amount her students learn. To follow up on her question, she illustrates each concept she teaches with at least two concrete examples in one class, and in another class, she describes and explains the concepts but doesn‘t provide examples.

Which of the following is best illustrated by Marcella‘s question and activity? a. A professional development activity b. An action research project c. A learning community project d. A NBPTS proposition 65. Marcella is an action researcher concerned with the effects of feedback on science concept learning. She has identified a problem important to her, that is, whether feedback hinders inquiry, and she has systematically planned a study to address the problem. The next step for Marcella is to: a. diagnose the problem. b. conduct the study. c. implement the findings. d. generate additional questions.

Essay Item 66. Professional development for teachers has historically been problematic. Explain what the problems have been and how educational leaders hope to address the problems using technology.

67. Describe action research. Then, identify and illustrate four steps that teachers should take in planning and conducting action research activities.

68. Explain each of the five elements of National Board Certification.

Chapter 1 Answers

CHAPTER ONE ANSWERS What is it Like to be a Teacher?

1. d 2. c 3. d 4. a 5. a 6. d 7. d 8. c 9. c 10. b 11. d 12. a 13. c 14. c 15. a 16. b 17. b 18. b 19. c 20. b 21. a 22. b 23. d 24. c 25. a 26. c 27. a 28. b 29. d 30. The desire to contribute to the world and to work with young people, are the two reasons most commonly cited. People who choose teaching typically have strong desires to make the world a better place, and teacher salaries typically aren‘t high enough to motivate people to choose teaching based on monetary rewards.

31. Intrinsic rewards, such as emotional rewards and intellectual rewards as well as extrinsic rewards, such as desirable vacations and salaries are common rewards in teaching. For example, a former student coming back for a visit being an example of an intrinsic reward, and desirable holidays is an example of an extrinsic reward.

32. The complexities of teaching resulting from classrooms being multidimensional, simultaneous, immediate, unpredictable, and public are challenges in teaching. In addition, the multiple roles of teaching: creating productive learning environments, working with parents and other caregivers, and collaborating with colleagues also make teaching challenging.

Chapter 1 Answers

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Classrooms are multidimensional, simultaneous, immediate, unpredictable, and public. For example, a teacher conducting a reading group at the same time other students are doing seatwork is an example of the simultaneous dimension.

The creator of productive learning environments, collaborative colleague, and working with parents and other caregivers are the essential roles of teachers. For example, a teacher making phone calls to parents on his or her own time after school as an example of working with parents and other caregivers.

One study found that students who had a good kindergarten teacher resulted in students who were more likely to attend college and adults who were more likely to own a home, earn more over a life-time, and have sizable retirement savings.

Other research suggests that having a good teacher in fourth grade results in increased adult incomes, an increased likelihood of going to college, and a decreased likelihood of teenage pregnancy. Some experts believe that replacing as few as the bottom 5% of teachers, and replacing them with teachers of no more than average ability, would significantly increase individual earnings over a lifetime.

The Teaching Profession 36. b 37. d 38. a 39. c 40. c 41. d 42. a 43. d 44. b 45. c 46. d 47. d 48. b 49. b 50. c 51. b 52. d 53. b 54. b 55. c 56. a 57. d 58. The characteristics of a profession include: 1) a specialized body of knowledge, 2) autonomy, 3) emphasis on decision making and reflection, and 4) ethical standards for conduct. For example, being required to complete an undergraduate degree and pass an exam to be licensed illustrates the need for a specialized body on knowledge.

59. Knowledge of content, pedagogical content knowledge, general pedagogical knowledge, and knowledge of learners and learning are the four kinds of knowledge. For example, having a thorough grasp of American history illustrates knowledge of content, and being

Chapter 1 Answers

60.

able to represent history so it makes sense to students represents pedagogical content knowledge.

An argument against teaching being a profession would suggest that teachers aren‘t well trained, and they lack autonomy. An argument for teaching being a profession would suggest the opposite. For example, some critics argue that teachers lack a unique function since many other people including parents and the clergy ―teach.‖ On the other hand, people other than doctors practice medicine.

Diversity: The Changing Face of American Classrooms 61. a 62. c 62. b 64. c 65. d 66. b 67. d 68. d 69. b 70. c 71. Because they are small, rural districts have a strong sense of community, with schools often serving as the social center for the community. Class sizes are also small, and communication with parents is often easier. And, rural districts‘ small size makes innovation and change easier to accomplish than in larger districts. However, rural districts may not offer all of the services found in larger school districts, which is a disadvantage.

Suburban districts have the advantage of generally housing the highest achieving students.

Teaching in suburban schools is considered to be highly desirable, so competition for jobs in them is stiff, and it can be difficult for beginning teachers to secure jobs in these districts. Teaching in urban schools is considered to be more challenging than in either rural or suburban environments. In a national survey of urban teachers, low academic standards, few resources, lack of parental support, and poverty were all identified as obstacles to successful teaching and learning in urban schools. However, many school districts now offer special incentives, such as salary bonuses, support for housing, and moving expenses, to encourage highly qualified professionals to work in urban settings.

While urban environments pose special challenges, they can also be rewarding, providing opportunities for teachers to grow as a professional.

Reform in Education 72. b 73. c 74. d 75. a 76. a 77. c 78. a 79. a 80. d

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82.

b Some of the more prominent of these current reform efforts include: 1) the establishment of standards, which will influence your life as a teacher because you will be held responsible for students meeting the standards; 2) test-based accountability, because, again, you will be held accountable for students reaching the standards; 3) school choice, which will mean traditional public schools may lose students to charter schools and private schools as a result of vouchers. And, you may have the opportunity to teach in a charter school.

83. Four of the most prominent reforms in teacher preparation include: 1) Raising standards for admission into teacher training programs, 2) requiring teachers to take more rigorous courses than in the past, 3) requiring higher standards for licensure, including teachercompetency tests, 4) expanding teacher preparation programs from 4 to 5 years, and 5) requiring experienced teachers to take more rigorous professional development courses.

Increased academic rigor in teacher preparation is the common feature that exists in these reforms.

84. Arguments that support teacher testing include the following: 1) Standardized tests are valid and necessary because they keep unqualified teachers out of classrooms; 2) the tests are fair and they minimize or even eliminate evaluator bias; and 3) the tests are economical and cost-effective, and the public at large supports teacher testing.

Arguments that oppose teacher testing include: 1) The tests aren‘t valid because performance on a test doesn‘t guarantee that a teacher will perform well in a classroom; 2) Cutoff scores established by different states are arbitrary, based more on the demand for new teachers than on any objective measure of minimal teacher competency; and 3) The tests penalize cultural minorities and nonnative speakers because they rely on verbal and test-taking skills that may or may not influence teaching effectiveness.

Chapter 2 Answers

CHAPTER TWO ANSWERS Changes in American Families 1. a 2. b 3. d 4. c 5. b 6. d 7. c 8. d 9. d 10. a 11. d 12. a 13. About 7 out of 10 women with children are in the workforce, the divorce rate has quadrupled in the last 20 years, and 68 percent of families consist of married couples.

Thirty-two percent of children live either only with their mother, father, or neither. The implications of these statistics are that parents, in general, have less free time to spend with their children than they have in the past, and teachers will need to be more flexible in attempting to meet with, and work with parents.

14. Research indicates that high-quality childcare is positively correlated with children‘s longterm cognitive and emotional development, higher earnings later in life, and greater marital stability. It also reduces delinquency, teenage pregnancy, drug use, and dropout rates. This key is ―high quality.‖ Low quality childcare can have the opposite effect.

Changes in our Students 15. c 16. b 17. d 18. d 19. a 20. d 21. a 22. b 23. d 24. d 25. a 26. b 27. b 28. b 29. a 30. b 31. a 32. b

Chapter 2 Answers

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c d c b d c b a c a b c c d Research indicates that teacher interactions with students about drugs and emphasis on a healthy lifestyle are identified as crucial to successful efforts to prevent drug abuse. You can do much to help prevent drug abuse by talking about the problem and helping your students understand the benefits of dealing with their problems in a positive and proactive manner.

First, elementary school recess has largely been eliminated, and the number of high school students taking P.E. declined significantly. Second, sugar-laden soft drinks and snacks sold in schools are a problem. A number of school districts, strapped for cash, sign lucrative contracts with corporations to place soft-drink and snack machines in schools.

Short-term, teachers should respond immediately to incidents of bullying, tell the perpetrators that their behavior is unacceptable, and apply appropriate consequences. Longterm, the incidents can be used as examples that can be used for class discussions designed to help students understand that bullying is a form of social underdevelopment. The goal in these discussions is to make bullying a socially unacceptable practice.

Teachers are legally obligated to report suspected cases of child abuse. They are protected from liability if the report is honestly made and based on evidence.

Zero-tolerance policies are criticized for the following: Zero-tolerance policies don‘t discriminate between major and minor offenses; offenders are often sent home instead of being retained in school, so they‘re even more likely to get into further trouble; expelled students fall even farther behind in their school work; and the policies disproportionately influence cultural minorities. As one example, a six-year-old was suspended for kissing a classmate.

The Influence of Socioeconomic Factors on Students 52. d 53. a 54. a 55. b 56. c 57. d 58. d 59. d

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c d a d b d d b a d a b d a d a d c Several factors related to SES influence learning. They include: 1) basic needs, 2) family stability, 3) school-related experience, 4) interaction patterns in the home, and 5) parental attitudes and values. For example, high SES parents are more able to meet their children‘s basic needs and are more likely to read and talk to their children and provide school-related experiences for them, such as taking them to places like zoos, museums, and art galleries than are low SES. It‘s important to remember that the research findings related to SES describe group differences, and individuals within groups will vary widely. For example, many low-SES parents read and talk to their children, encourage their involvement in extracurricular activities, and attend school events. Conversely, belonging to a high-SES family does not guarantee that a child will have enriching experiences and caring, involved parents. When you work with your students, be careful to avoid stereotypes and remember that your students are individuals and treat them as such. Keep your expectations appropriately high for all students.

Two of the following are characteristics that make Henry a vulnerable student: He is a male, cultural minority, and his parents are divorced. However, he is not low SES, his family structure is positive and supportive, and he is involved and successful in extracurricular activities.

At a personal level, high school drop outs are more likely to have problems with transience, crime, and drug abuse than are high school graduates. With respect to economics, they also are more likely to end up in minimal wage jobs, which often results in them earning almost 50% less than a high school graduate over a lifetime. Educationally, dropping out of high school also closes the door to college and well-paying jobs that require advanced training and expertise with technology.

Effective schools for promoting resilience in students provide a safe, orderly school climate in which students understand the meaning behind and the purpose of school and classroom rules; academic objectives focus on mastery of content; a sense of community cooperation, and prosocial values is promoted; student responsibility and self-regulation is emphasized;

Chapter 2 Answers

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parental involvement is strong; and teachers are caring, demanding, and hold high expectations for all students.

Effective teaching practices for promoting resilience in students include, high classroom structure with predictable routines; clear learning objectives; high levels of interaction between the teacher and students; frequent and thorough assessment; informative feedback to promote student success; and emphasis on student responsibility.

Chapter 3 Answers

CHAPTER THREE ANSWERS Cultural Diversity 1. a 2. b 3. d 4. d 5. b 6. d 7. d 8. c 9. b 10. b 11. d 12. a 13. a 14. a 15. a 16. b 17. c 18. a 19. b 20. b 21. c 22. The minority population will increase substantially over the next 20 years, but the nonHispanic white population will decrease in proportion. Teachers will need to be better prepared to work with cultural minorities than they have been in the past.

23. Culturally responsive teaching includes accepting and valuing differences, accommodating different cultural learning styles, and building on students‘ cultural backgrounds. For example, having students identify their ethnic homelands on a map is a case of accepting and valuing differences.

24. First, she called on both her minority and nonminority students as equally as possible, and, second, she began the discussion with open-ended questions, such as ―Tell us some things about the story.‖ Third, she gave the students ample time to answer, and finally, she provided very clear directions for moving back to their desks.

Linguistic Diversity 25. b 26. a 27. c 28. b 29. b 30. a 31. a 32. a 33. b

Chapter 3 Answers

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b Guidelines for working with culturally and linguistically diverse students include: 1) communicate that you respect all cultures and value the contributions that cultural differences make to learning, such as commenting on how lucky you are to have people with so many different experiences in your class and how much we learn from each other; 2) involve all students in learning activities, such as calling on all students; 3) use concrete experiences as reference points for language development, such as providing a concrete example to illustrate the difference between a hole and a cave; and 4) target important vocabulary and provide opportunities for all students to practice language, such as labeling common objects around the classroom in both English and native languages.

Gender 36. b 37. b 38. c 39. d 40. c 41. b 42. b 43. b 44. d 45. a 46. c 47. a 48. a 49. Differences between boys and girls include the following: girls score lower on the math sections of the SAT and ACT, especially at the higher achievement levels; and women score lower on all sections of the Graduate Record Exam, the Medical College Admissions Test, and admissions tests for law, dental, and optometry schools. Boys outnumber girls in remedial English and math classes, are held back in grade more often, and are twice as likely to be placed in special education classes; boys consistently receive lower grades than girls, and score lower than girls on both direct and indirect measures of writing skills; boys are more likely to be involved in serious misbehavior; they drop out of school 4 times more often than girls; and boys earn fewer bachelor‘s,master‘s, and doctoral degrees than do women.

50. Guidelines for eliminating gender bias and gender stereotyping include: 1) communicate openly about gender issues and concerns, such as talking directly about them in class; 2) eliminate gender bias in instructional activities, such as by calling on boys and girls equally; and 3) present students with non-stereotypical role models, such as inviting female engineers and male nurses into class to talk to students about career opportunities.

Learners with Exceptionalities 51. a 52. c 53. d 54. d

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b d d b d d a b c d b a d a d c b c a b a b a d a c Gardner‘s view emphasizes that intelligence is composed of several different and distinct traits, whereas traditional views of intelligence are much narrower, essentially being limited to a single score (IQ), or linguistic and logical-mathematical intelligence.

Characteristics typically associated with high levels of emotional intelligence include: controlling impulses to behave in socially unacceptable ways (such as controlling the impulse to tell another person off when angry with the other person); managing negative emotions (such as the ability to forget about a rude remark after initially feeling angry about it); and behaving in socially acceptable ways (such as deciding to talk calmly to the person about the remark, or simply leaving the scene of the incident).

Students who are high in emotional intelligence are happier, better adjusted and better able to make and keep friends than those who are lower in emotional intelligence. They tend to also be better students, because they‘re able to focus their emotions on the learning tasks they face.

You can help your students develop emotional self-regulation by openly talking about emotions and discussing strategies for dealing with them. In the process you can remind students that feeling a variety of emotions is completely normal, but some ways of responding to them are better than others. For example, feeling hurt and angry is normal, but responding calmly is much better than lashing out.

Using literature in your teaching also offers opportunities to develop emotional intelligence. As you read and discuss stories, you can ask questions about characters‘

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motives, feelings, and actions. Our goal is for students to become aware of their own emotions, how they influence our behavior, and ultimately how to control them, so they don‘t control us. If we can help our students understand and control their emotions, they will have acquired an ability that will serve them well throughout their lives.

The four most common types of exceptionalities and their characteristics are: learning disabilities, difficulties in acquiring and using listening, speaking, reading, writing, reasoning, or mathematical abilities; communication disorders, problems with receiving and understanding information from others and expressing own ideas; intellectual disabilities (formerly called mental retardation), limitations in intellectual functioning, as indicated by difficulties in learning, and problems with adaptive skills, such as communication, self-care, and social ability; and, behavior disorders, problems involving the display of serious and persistent age-inappropriate behaviors that result in social conflict, personal unhappiness, and school failure.

Because of inclusion, you as a regular classroom teacher now play a central role in helping students with exceptionalities learn and develop to their full potential. This process begins with identification, an important first step in understanding and diagnosing learning problems. Following identification, classroom teachers collaborate with special educators and other support personnel to design and implement the IEP. Finally, and perhaps most importantly, classroom teachers adapt instruction to meet the learning needs of students with exceptionalities.

Chapter 4 Answers

CHAPTER FOUR ANSWERS 1.

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a a a d c b b a d c d The Southern colonies were the most aristocratic, partially because of the practice of slavery and living on large plantations; the Middle colonies were the most diverse; and the Northern colonies, the most culturally homogeneous with the influence of Puritanism. The response should also include explanations (such as the Middle colonies creating parochial schools with different religious orientations because of the religious diversity in those colonies).

The Colonial Period helps us understand why equality in schooling has been difficult to accomplish (due to aristocratic emphasis in the period), why religion and the schools remains an important issue, and that it established a precedent for public support of education.

The Early National Period (1775-1820) 14. c 15. d 16. c 17. b 18. c 19. The First Amendment to the Constitution established the principle of separation of church and state. This principle relates to issues that remain today, such as whether prayer should be allowed in schools and whether private, religious schools should be supported with public tax dollars.

The 10th Amendment explicitly removed the federal government from a central role in operating schools and gave it to the states. As a result, all states have departments of education which are responsible for the schools in their states. For example, teachers are licensed by states instead of the federal government, and states—not the federal government—establish the curriculum for their schools.

20. The Early National Period shaped today‘s schools in three important ways. First, it established the principle of separation of church and state. Second, legislators removed control of education from the federal government and gave it to the states, and third, with the passage of the Land Ordinance of 1785, the federal government established a role for itself in public education.

Chapter 4 Answers

The Common School Movement: The Rise of State Support for Public Education (1820-1865) 21. a 22. b 23. d 24. d 25. a 26. b 27. c 28. a 29. The primary reason Mann is sometimes described as the father of public education in our country is because he was a leader in establishing the idea that public education, in the form of tax-supported elementary schools (common schools), should be a right of all citizens.

30. Parents began viewing education as a way of improving their children‘s lives. National and local leaders saw education as the vehicle for assimilation of immigrants and improvement of national productivity. Industry and commerce grew and required an increasingly educated populace.

31. During the Common School Movement, the idea of universal access to a tax-supported education was established; state governance and control of education was institutionalized with the creation of state departments of education, and teacher training and quality improved with the development of normal schools. However, two issues which developed during this period remain today. The first is the inequitable funding of education from state to state and district to district, both of which affect the quality of education, and the second is the continuing question of what constitutes a well-qualified teacher, which has never been adequately answered.

The Evolution of the American High School 32. a 33. a 34. b 35. a 36. c 37. b 38. b 39. b 40. d 41. American high schools began as elitist, college-preparatory institutions, largely reserved for wealthy males, and then evolved into a rather disorganized mix of college-preparatory, terminal, and vocational courses. Seeing the need for change, educational leaders appointed The Committee of Ten, which concluded that both college-bound and non-college bound students needed the same, college-oriented curriculum. This approach wasn‘t effective, so The Commission on the Reorganization of Secondary Education issued a report called ―The Cardinal Principles of Secondary Education,‖ which broadened the high school curriculum to include basic skills such as reading and math, vocational education, personal health, worthy home membership, civic education, effective use of leisure time, and ethical

Chapter 4 Answers

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character. To accommodate these more applied goals, the commission proposed the idea of comprehensive high schools with different tracks for different students. The hope was that the diverse student body, separated into different tracks, would be integrated by sports and other extracurricular activities.

Junior high and middle schools evolved in response to educators questioning the effectiveness of the then prevalent organizational pattern of 8 years of elementary and 4 years of high school. Critics argued that too much emphasis was being placed on basic skills in the upper elementary grades, time that should have been spent learning content in depth. Developmental psychologists also noted that early adolescence is a time of intellectual, emotional, and physical transition, and students undergoing these transitions require a different kind of school. In response to these arguments, educators created junior high schools, which were intended to provide a unique academic curriculum for early adolescents.

Most ―junior‖ highs were imitations of high schools, with emphasis on academic disciplines and little attention to adolescent development, and, in response to criticism of this organizational pattern, middle schools were created to meet the unique social, emotional, and intellectual needs of early adolescents.

Searching for Equality: The Education of Cultural Minorities 43. c 44. a 45. b 46. c 47. d 48. b 49. d 50. c 51. The assimilation movement attempted to bring cultural minorities into the mainstream of American life by emphasizing basic skills and white middle-class values. The movement was largely a failure for many groups; for example Native Americans went to boarding schools, and then went right back to the reservations after leaving the boarding schools.

52. Booker T. Washington believed that hard work, practical training and economic cooperation with whites were the keys to success, and W.E.B. Dubois was committed to changing the status of African Americans and recommended a determined stand against segregation and racism. Also significant is the fact that Booker T. Washington was born a slave and was self-taught, whereas W.E.B. Dubois was born free and educated in integrated schools.

The Modern Era: Schools as Instruments for National Purpose and Social Change 53. c 54. a 55. a 56. b 57. b 58. a 59. d

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b a c d b The success of the two programs is mixed. Research suggests that the primary reason for the mixed results is the design and implementation; some the programs were well designed and implemented, whereas others were the opposite.

Two sides to each issue exist. For example, some minority leaders and women‘s groups argue that progress for cultural minorities and women has been too slow, and the government should do more. On the other hand, conservative leaders argue that civil rights have gone too far, and reverse discrimination now exists.

Chapter 5 Answers

CHAPTER FIVE ANSWERS Philosophy and Philosophy of Education 1. a 2. d 3. b 4. c 5. b 6. a 7. c 8. b 9. d 10. c 11. b 12. a 13. c 14. b 15. c 16. b 17. d 18. c 19. a 20. b 21. a 22. Philosophy and theory overlap in many ways, and the distinction between the two is often blurred. A theory is a set of related principles that are based on observation and are used to explain the world around us. The term ―explain‖ in the definition is important. The primary function of theories is to help explain events we observe in our day-to-day lives.

Philosophies are based in part on theories, but go beyond them to suggest the way things ought to be, and also analyze theories, ideas, and beliefs.

23. Knowledge of philosophy is part of the specialized professional knowledge that all teachers should possess. Armed with this knowledge, teachers can then engage in professional decision making, using philosophy as one of the major factors. In addition, philosophy assists teachers in reflection, where they analyze and think about their actions.

24. Normative philosophy is a description of the way something ought to be—such as the way educators, physicians, or other professionals ought to practice. For example, if a teacher, such as Allie in the chapter, believes that kids need extensive background knowledge to learn new ideas, then instruction should emphasize helping students acquire extensive background knowledge. This is the way instruction ―ought to be.‖ 25. Epistemology is the branch of philosophy that examines questions of how we come to know what we know, such as Allie, in the chapter, arguing that practice and assessment with feedback are ways students come to know the ideas they learn.

Metaphysics—or ontology—is the branch of philosophy that considers what we know, and ultimately attempting to answer the question, ―What is real?‖ For example, Brad in the chapter argued that reality is what we perceive it to be, contrasted with Allie believing that reality exists independent of our perception.

Chapter 5 Answers

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Axiology is the branch of philosophy that considers values and ethics, such as the issue of as many as three fourths of students admitting to cheating on tests, and the large numbers of students in schools who express concerns about being bullied.

Logic is the branch of philosophy that examines the processes of deriving valid conclusions from basic principles, such as Allie concluding that she is promoting learning in her students because she gives them practice and feedback (a minor premise), based on the idea that practice, assessment, and feedback promote learning (a major premise). This is deductive reasoning. Inductive reasoning is the process of pulling a series of facts together to form a conclusion, such as concluding that plant seeds germinate when they‘re in moist soil after seeing several examples of seed germination. ―Frequent assessment with feedback promotes learning‖ is the major premise; ―I frequently assess my students and give them detailed feedback is the minor premise,‖ and ―I believe I‘m promoting learning with my students,‖ is the conclusion.

Philosophies of Education 27. b 28. b 29. b 30. a 31. d 32. c 33. a 34. b 35. b 36. d 37. c 38. c 39. c 40. a 41. b 42. c 43. c 44. d 45. b 46. d 47. Perennialism is often criticized for being elitist, essentialism is criticized for focusing too strongly on basic skills to the exclusion of other parts of the curriculum, progressivism for too strongly emphasizing the individual and self-esteem at the expense of understanding, and social reconstructionism as being too political. The response should also include explanations (such as social reconstructionism emphasizing the work of minority authors promoting a political rather than an educational agenda).

48. Cultural minorities have different approaches to the world, such as Native Americans emphasizing harmony and cooperation because of their history of living in harmony with nature, feelings and personal relationships being important for African Americans, and Asians also valuing harmony and reverence for authority. The response should also include

Chapter 5 Answers

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a description of the criticisms of these views (such as critics arguing that these views are dramatic oversimplifications at best and stereotypes at worst).

This information is contained in Table 5.1 of the chapter, which identifies the educational goal, curriculum emphasis, and teaching methods for each of the educational philosophies.

Normative philosophies with respect to the use of technology in schools include the following: First, some view educational technology as a tool for producing technologically literate citizens. Consistent with essentialist educational philosophy, this view suggests that students should be taught technological skills such as word processing the use of spreadsheets, presentation software such as PowerPoint, and the ability to access information on the Internet. This perspective suggests that you should teach your students technology skills and provide them with sufficient practice to allow these essential skills to develop.

A second perspective suggests that technology should be used as a tool for delivering information. This perspective grew out of a movement that began in the 1930s when experts proposed that media such as slides and films should be used to deliver information in more concrete and effective ways than could be done with books and lectures. This view of educational technology continues to be prominent today, as evidenced by the popularity of PowerPoint presentations and also when technology is used to teach ideas that are difficult to illustrate directly. This perspective on educational technology borrows from both essentialist and progressivist educational philosophies.

A third normative philosophy suggests that technology should be used as an instructional system. This perspective suggests that technology can be used to effectively deliver instruction and literally replace teachers. Because this view suggests because it has the potential to make our instruction more effective, technology complements both perennialist and essentialist philosophies, which stress the importance of knowledge acquisition. It also is consistent with progressive philosophies because it emphasizes the integration of technology into classrooms and our lives. If students are going to learn how to use technology efficiently and wisely, they need to see this happen in the classroom.

A final perspective views technology as a communication tool and agent of social change. Consistent with progressivist philosophy, this view sees a major role for schools in helping students understand the role of technology in their lives. Technology is also being seen as a vehicle for social change as indicated by events, such as the ―Arab Spring‖ of 2011. This view sees technology as a tool for improving the human condition, and, as such, it is consistent with social reconstructionist educational philosophy.

Developing Your Philosophy of Education 51. a 52. d 53. c 54. c 55. c 56. a 57. a 58. Forming a personal philosophy is important because it helps you explain and defend your educational goals–what you‘re trying to accomplish in the classroom. For example, if you

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are an essentialist, you likely will emphasize frequent and thorough assessment because assessment helps students acquire essential knowledge.

First, any philosophy is evolving and dynamic, and it will change and be refined as you gather experiences and learn. Second, your personal philosophy is likely to include elements of more than one philosophy, such as essentialism and progressivism. Third, be open to other perspectives; changing your views as a professional is an indicator of the open-mindedness necessary for personal and professional growth.

To begin establishing your own philosophy of education, first try to identify your own beliefs, as these exert a powerful influence on how you‘ll teach. Second, once identified, you should examine and analyze your beliefs. These steps are important because a personal philosophy is grounded in beliefs, and analysis is important to see if the beliefs are valid and consistent.

Chapter 6 Answers

CHAPTER SIX ANSWERS Governance: How Are Schools Regulated and Run? 1. c 2. d 3. b 4. a 5. d 6. b 7. c 8. b 9. d 10. a 11. b 12. b 13. d 14. b 15. d 16. c 17. d 18. b 19. c 20. d 21. b 22. a 23. c 24. Small districts have the advantage of being less bureaucratic and easier to influence, but they have the disadvantage of not being able to provide as many resources and support services as large districts. Large districts have the advantage of being able to provide services, but they tend to be bureaucratic. For example, in a large district an individual school might have difficulty acquiring extra staff for students with exceptionalities, because of the difficulty in getting the request through the bureaucracy.

25. Making financial decisions, hiring and firing personnel, making curriculum decisions, establishing policies that affect students, and creating an infrastructure are all functions of school boards. For example, setting attendance, dress, and behavior standards for students in the district is an example of policies that affect students.

26. Few cultural minorities serve on local school boards (about 15%) but the population they serve is about a third cultural minorities, and local school board members tend to be wealthier than teachers. These disparities are important because, for example, wealthy board members may not empathize with teachers who struggle to support a family on a teacher‘s salary.

School Finance: How Are Schools Funded?

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a d a c d d c c b c d d a Sales taxes are regressive, meaning lower income people pay a higher percentage of their income in sales taxes than do higher income people. For example, a family of four that makes $25,000 per year spends about the same amount of money on food as a family of four that makes $75,000 per year on food, but the sales tax on the food is a much greater percentage of $25,000 than it is of $75,000.

One disadvantage is the fact that the resources in different districts vary dramatically; a second is that property taxes are politically unpopular. For example, a district in which many people own expensive homes collects a great deal more money in property taxes than does a district in which most of the people are lower SES. In addition, property taxes are assessed once a year, so the amounts are conspicuous [unlike sales taxes, which occur in small increments].

Categorical grants are targeted for specific purposes, whereas block grants have few restrictions. Categorical grants have probably influenced education more than block grants because of their targeting specific groups (such as Title I programs that target disadvantaged students and are funded by categorical grants).

Emerging Issues in School Governance and Finance 46. d 47. c 48. d 49. d 50. d 51. The weighted student formula represents efforts to change funding practices within rather than between districts. When it is used, a district, instead allocating all schools in the district the same per-pupil amount, provides more funds to schools that have more special education students or other students requiring additional services. If you teach in a district where the weighted student formula is used, and your school has a relatively large population of students who require special services, you may have access to more resources than you would have in a similar school where the formula is not used.

Chapter 6 Answers

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The ill-fated attempts of performance contracting and for-profit schools provides additional evidence that magic formulas for increasing student achievement don‘t exist. Corporations don‘t have revolutionary methods, because the methods don‘t exist. If they did, schools would have incorporated them long ago. No substitute exists for expert teaching, such as careful planning, orderly classrooms, and high levels of interaction with students. This is what we should be striving for, not hoped-for panaceas offered by for-profit corporations.

Chapter 7 Answers

CHAPTER SEVEN ANSWERS Law, Ethics, and Teacher Professionalism 1. b 2. a 3. b 4. d 5. c 6. a 7. a 8. a 9. c 10. d 11. Laws are limited by the fact that they are written in general terms so they can be applied in a variety of specific situations, and they are written in response to past problems, so they may not apply to a present situation. For example, the law does not specifically state what kinds of materials can be legally copied from the Internet and duplicated.

12. Codes of ethics are stated in general terms, which leaves them open to different interpretations. For example, the question of whether or not a teacher has ―denied a student access to varying points of view‖ if he or she takes a strong stand on a political issue is open to interpretation.

The U.S. Legal System 13. b 14. b 15. d 16. a 17. d 18. b 19. d 20. c 21. a 22. b 23. The federal government influences education with amendments to the Constitution and specific laws enacted by Congress. For example, the First Amendment to the Constitution guarantees freedom of speech to all citizens of the United States, and Title IX, federal legislation passed in 1972, prohibits discrimination on the basis of gender. States influence education by passing laws regulating teachers‘ qualifications, working conditions, and legal rights. For example, the state in which you teach will require that you‘re licensed by that state. Local districts are legally responsible for the day-to-day functioning of schools, such as establishing school busing systems, teachers‘ work schedules, and other local district policies.

Chapter 7 Answers

Teachers’ Rights and Responsibilities 24. d 25. b 26. a 27. b 28. b 29. c 30. d 31. a 32. b 33. d 34. a 35. d 36. b 37. c 38. b 39. c 40. d 41. d 42. c 43. c 44. d 45. c 46. d 47. d 48. d 49. d 50. The following are features of teachers‘ due process rights: notification of the list of charges, adequate time to prepare a rebuttal, access to evidence and the names of witnesses, a hearing conducted before an impartial decision- maker, the right to be represented by legal counsel, the opportunity to present counter-evidence and cross-examine witnesses, a written decision based on the findings in the hearing, a record of the hearing, and the right to appeal.

51. Copyright laws are federal laws designed to protect the intellectual property of authors.

Fair use guidelines allow teachers to make single copies of book chapters, magazine articles, and other materials for planning purposes, and short works can be copied for use in classrooms. Workbooks and other consumables may not be copied. .

52. In loco parentis is the principle the courts use to assess the limits of teacher responsibility, whereas negligence occurs when teachers fail to properly protect students from injury. For example, the principle of in loco parentis means that teachers are required to use the same judgment and care as parents in protecting the children under their supervision.

Negligence occurs when this does not happen.

Religion and the Law 53. a 54. b

Chapter 7 Answers

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a c b While the guidelines for teaching religious topics are often blurred, most commonly they suggest that teachers may teach about religious topics, such as the role of religion in the Crusades, but endorsing a particular religion or promoting a particular religious view is forbidden. While sometimes difficult, teachers are expected to remain dispassionate with respect to religious topics.

Students and the Law 59. b 60. d 61. d 62. b 63. c 64. d 65. c 66. d 67. c 68. d 69. a 70. FERPA provides for the following: informing parents of their rights regarding their child‘s records, providing parents access to their child‘s school records, maintaining procedures that allow parents to challenge and possibly amend information they believe to be inaccurate, and protecting parents from disclosure of confidential information to third parties without their consent. Students‘ records are important because they can influence admission to special programs, acceptance to colleges of their choice, and employment.

71. The following guidelines must be followed for states in which it is legal: The punishment is intended to correct misbehavior; the punishment is administered without anger or malice; and the punishment isn‘t cruel or excessive, and doesn‘t result in permanent injury.

Psychologists strongly discourage the use of corporal punishment because it communicates that force is a viable means of solving problems, which is precisely the opposite message schools want to send to students.

72. Students‘ due process rights include the following: A written notice specifying charges, a description of the procedures to be used, including the nature of evidence and names of witnesses, the right of students to cross-examine and present their own evidence, a written or taped record of the proceedings as well as the findings and recommendations, and the right of appeal. Students‘ and teachers‘ due process rights are very similar.

Chapter 8 Answers

CHAPTER EIGHT ANSWERS How Do Schools Function?

1. a 2. a 3. d 4. b 5. a 6. d 7. b 8. a 9. b 10. c 11. c 12. c 13. b 14. b 15. a 16. d 17. c 18. a 19. a 20. c 21. d 22. b 23. b 24. d 25. c 26. a 27. a 28. d 29. A social institution is an organization with established structures and rules designed to promote certain goals. It can be argued that families do have established structures and they do promote certain goals. It can also be argued that some families do not have established structures and don‘t promote certain goals.

30. Learner development, together with economics and politics, are the primary reasons for the way schools are organized. For example, small children needing the security of a single teacher is a major reason that elementary schools are self-contained. Economics can also influence school organization. For example, schools are sometimes organized in ways that save school districts money.

School Levels 31. c 32. a 33. d

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a a b d c d c d a a b c The developmental needs of young children best explain why elementary schools are organized in self-contained classrooms. Educators have historically believed that young children need the stability of one teacher and a single classroom to function most effectively in school. Middle, junior high, and high schools more strongly emphasize content because educational leaders believe that older students need to understand content in depth.

The practice of placing students in different ability tracks, together with their large size are two common criticisms of comprehensive high schools. Also, the quality of instruction is generally poorer in the lower tracks, and a disproportionate number of cultural minorities typically are in these tracks.

Block scheduling is a form of scheduling where students spend more time in classes, but meet less frequently during the week, such as 100 minutes, every other day. Proponents argue that block scheduling reduces fragmentation in the curriculum and provides for more continuity in instruction.

Finding a Good School?

49. d 50. d 51. a 52. d 53. b 54. c 55. c 56. b 57. d 58. a 59. d 60. a 61. b 62. d 63. Personal teaching efficacy is an individual teacher‘s belief in his or her ability to promote learning in all students regardless of background or ability. A school has high collective efficacy when most of the teachers are high in personal teaching efficacy. The concepts are

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important because they increase achievement for all learners and narrow the achievement gap between high and low achievers.

Student achievement is higher for all students in high collective efficacy schools, and the achievement gap between high and low SES students is narrower in these schools.

The characteristics of an effective teaching include: 1) interactive instruction, 2) frequent monitoring of student progress, 3) safe and orderly environment, and 4) strong parental and community involvement. Each contributes to student learning, which is the purpose of schooling. For example, students learn more when they are involved in learning activities—interactive instruction—than when they sit passively and listen to teacher lectures, and they also learn more when their learning progress is frequently monitored.

The same is true for the other characteristics.

Chapter 9 Answers

CHAPTER NINE ANSWERS What is Curriculum?

1. a 2. b 3. d 4. c 5. b 6. a 7. a 8. d 9. c 10. d 11. b 12. a 13. b 14. a 15. b 16. a 17. b 18. d 19. c 20. b 21. d 22. a 23. Curriculum can be described as everything that teachers teach and students learn in schools, and instruction is the strategies teachers use to help students reach the teacher‘s learning goals. For example, in the chapter Suzanne wanted her second graders to understand that graphs help us represent information; her learning goal was the result of a curriculum decision. To reach the goal, she had her students sample a variety of jellybeans, pick their favorite flavors, represent their preferences on a large graph, and analyze the information mathematically; the strategy she used to help her students reach the goal reflected a decision about instruction.

24. The explicit curriculum is the stated curriculum found in textbooks, standards, and other planned formal educational experiences. For example, Suzanne Brush‘s lesson on graphing in the chapter was part of the explicit curriculum.

The implicit curriculum includes the unstated and sometimes unintended aspects of the curriculum. For example, some teachers only call on students with their hands up, so shy or reluctant students learn that the way to avoid being called on is become as inconspicuous as possible. The implicit message is that only ―smart‘ or verbally assertive students should participate in lessons Topics left out of the course of study make up the null curriculum. For example, social studies teachers typically cover the events of the American Civil War, but they are less likely to examine factors such as slavery and racism that converged to trigger the war.

Chapter 9 Answers

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These important but controversial cause-and-effect events then become part of the null curriculum.

The elementary curriculum is heavily basic-skills oriented and each teacher has considerable autonomy in determining how these are taught. As a result, reading, writing, math, and to a certain extent, science are the areas of the curriculum most heavily emphasized.

The middle school curriculum is organized around specific content areas, and, unlike elementary schools, the content areas are each allocated the same amount of time (the length of one class period). The middle school curriculum also attempts to focus on reallife issues that personally concern middle school students, and curriculum developers also attempt to make connections among the different content areas The curriculum in junior highs and high schools is strongly focused on separate disciplines and becomes more specialized.

Proponents of curriculum integration argue that integrating the curriculum increases the relevance of content for students, improves achievement, and promotes collaborative planning. Opponents argue that integrating curriculum results in a de-emphasis on some important concepts, since teachers don‘t have a deep understanding of all the content areas that are to be integrated, and planning and instruction for integrating curriculum are very time consuming. The results with respect to learning are uncertain, with some research suggesting that learning is increased, other research finding either no benefits, and in some cases negative results.

Research indicates that participation in sports tends to decrease behavior problems and increase positive attitudes toward school. Girls who participate in sports have lower pregnancy rates, are less likely to be sexually active, and have fewer sexual partners.

Forces That Influence the Curriculum 28. c 29. d 30. a 31. d 32. b 33. a 34. c 35. b 36. d 37. d 38. c 39. a 40. Standards and accountability have an important influence on what is taught—the curriculum. Teachers tend to emphasize topics that are covered on high-stakes tests, so this helps us understand why teachers in elementary schools so strongly emphasize reading and math—they‘ve covered on the high-stakes tests. Critics argue that this emphasis has narrowed the curriculum, which has resulted in students getting a less well-rounded education.

41. The federal government influences curriculum with the legislation that it passes. For example, the Individuals with Disabilities Education Act (IDEA) requires that students

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with exceptionalities have access to the regular curriculum. The National Defense Education Act (passed in 1958) resulted in much greater emphasis on math, science, and foreign languages, particularly in high schools. And, more recently, the No Child Left Behind Act passed by the Bush administration has influenced curriculum by mandating standards and accountability.

Textbooks strongly influence the curriculum because teachers depend heavily on them in making decisions about what topics to teach, how to sequence the topics, and, in some cases, what instructional activities are suggested to help students reach learning objectives.

Because time doesn‘t allow teachers to reach all goals, they have to make decisions about what goals are most important. The decisions they make about the importance of goals will depend on their professional philosophies.

Controversial Issues in the Curriculum 44. d 45. c 46. a 47. b 48. b 49. d 50. d 51. b 52. d 53. a 54. c 55. d 56. a 57. c 58. a 59. a 60. d 61. d 62. c 63. c 64. c 65. a 66. The first is the issue of free speech, with free speech advocates contend that such filtering is unconstitutional, violating students‘ rights to access information and free speech. The American Association of School Librarians has weighed in against the practice, comparing banned websites to banned books.

A second issue with Internet filtering is the exclusion of many interesting and educationally defensible sites. For example, one Internet screen banned the Declaration of Independence (presumably, because it calls for citizens to violently overthrow their government, if necessary). As another example, a filter blocked students researching breast cancer because the search topic contained the word breast. Critics contend that this indiscriminate screening not only robs students of important information but also may be politically biased.

Chapter 9 Answers

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Historically women and minorities have been under-represented in the curriculum. Some critics charge that cultural minorities remain under-represented in the curriculum, and the contributions of men of northern European descent is viewed as out of balance and irrelevant to cultural minorities. Counter-critics argue that too much emphasis on the contributions of minorities leads to racial and ethnic separatism and that we‘ve already gone too far in emphasizing cultural differences. They also assert that we are all Americans, and the increased emphasis on diversity has resulted in the failure of students to develop a shared national identity.

The goals of social-emotional learning programs include the following: Self-awareness— the ability of individuals to understand their own thoughts and emotions and how both influence their responses to their environments; Self-management—the ability of people to regulate their emotions, thoughts, and behaviors in a variety of contexts; Social awareness—an understanding of social and ethical norms for behavior as well as the ability to take others‘ perspectives and feel empathy for people from a variety of backgrounds and cultures; Relationship skills—the ability to establish and maintain healthy and rewarding relationships with diverse individuals and groups; and Responsible decision making—the ability to make constructive choices about personal behavior and interactions with others, based on an understanding of the consequences of our actions.

Chapter 10 Answers

CHAPTER TEN ANSWERS How Does Effective Classroom Management Contribute to a Productive Learning Environment?

1. d 2. b 3. c 4. a 5. b 6. a 7. a 8. b 9. d 10. a 11. a 12. d 13. a 14. b 15. d 16. a 17. b 18. c 19. c 20. a 21. d 22. Classroom management includes teachers‘ strategies that create and maintain an orderly learning environment. Discipline, which is a part of classroom management, is narrower and involves teachers‘ responses to student misbehavior.

23. The goals of classroom management are: 1) to create a positive classroom climate, 2) to create a community of learners, 3) to develop learner responsibility, and 4) to maximize opportunities for learning. A positive classroom climate motivates students and contributes to learning. A community of learners involves all members of the class working together to help everyone learn. Developing learner responsibility reminds both teachers and students that the ultimate goal of classroom management is to teach students to manage and control their own behavior, and maximizing opportunities for learning makes classrooms efficient, which also increases student learning.

24. Allocated time is the amount of time a teacher designates for a topic or subject.

Instructional time is the amount of allocated time left for teaching after routine management and administrative tasks. Engaged time is the amount of instructional time that students are on task and actively involved in learning activities. Academic learning time occurs when students are not only engaged but also successful in their learning tasks.

Creating a Productive Learning Environment 25. c 26. b

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c b a c d b a c d a b d b Planning that helps create productive learning environments involves two aspects of teachers‘ thinking. First, they consider the developmental levels of their students; a firstgrade teacher will plan differently than a middle school or high school teacher. After considering the developmental level of their students, teachers create a system of procedures and rules that will guide the students‘ behaviors throughout the year.

Rules are statements that provide standards or norms for acceptable classroom behavior; procedures are the routines students follow in their daily learning activities. While rules sometimes have a moral dimension to them (e.g. We don‘t say nasty or unkind things about other students), procedures outline different ways of accomplishing mundane, but crucial, classroom tasks.

Four guidelines for preparing and monitoring rules include: 1) state rules positively, which communicates desirable expectations for students; 2) emphasize rationales for rules, since students are more likely to accept responsibility for their own behavior and obey rules when they understand the reasons for them; 3) minimize the number of rules, because keeping the number small helps prevent students from breaking rules simply because they forget; and 4) monitor rules throughout the school year, because, in spite of teachers‘ best efforts during planning and the initial teaching of rules, students will need periodic reminders throughout the year.

Involving Parents 43. a 44. c 45. b 46. c 47. a 48. a 49. c 50. Benefits of home-school communication include: higher long-term achievement, greater willingness to do homework, more positive attitudes and behaviors, better attendance and graduation rates, higher levels of responsibility and self-regulation, and increased enrollment in postsecondary education. Each of these benefits results from parents taking an active part in their child‘s education.

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In addition to traditional forms of communication, such as open houses, report cards and interim progress reports, teachers can enhance the communication process by sending introductory letters home that describe class procedures and expectations and express optimism for the year. Second, they can also send packets of students‘ work home to parents, which give parents information about their children‘s learning progress, and third, they can call and email parents to maintain communication.

Intervening When Misbehavior Occurs 52. b 53. b 54. d 55. a 56. b 57. a 58. d 59. d 60. d 61. a 62. a 63. When intervening in the case of misbehavior, you have three goals: 1) stop the misbehavior quickly and simply; 2) maintain the flow of the lesson; and 3) help students learn from the intervention.

64. Four guidelines for intervening effectively include: 1) demonstrate withitness and overlapping, which communicates to the students that the teacher knows what‘s going on in all parts of the classroom all the time and is able to attend to two things at once; 2) keep emotional factors in interventions in mind, and ensure students‘ emotional safety; 3) maintain consistency, to help students believe that the world is an orderly place and rules and the enforcement of them make sense; 4) keep communication congruent, because incongruent communication sends a mixed message to students who are more likely to believe what is communicated in nonverbal behavior than what is communicated verbally; and 5) apply logical consequences when necessary.

Chapter 11 Answers

CHAPTER ELEVEN ANSWERS Effective Teaching and Student Motivation 1. d 2. b 3. d 4. b 5. c 6. b 7. c 8. b 9. a 10. b 11. d 12. a 13. Three of the most effective ways teachers have of increase students‘ interest in learning activities include: 1) beginning lessons with attention getting strategies, 2) personalizing content by focusing on real-world applications and linking topics to students‘ lives, and 3) promoting high levels of student involvement in learning activities Planning for Effective Teaching 14. c 15. c 16. a 17. d 18. b 19. a 20. b 21. b 22. a 23. a 24. b 25. b 26. c 27. b 28. c 29. d 30. d 31. Planning decisions include the following: 1) Select a topic important for students to study; 2) Specify learning objectives related to the topics; 3) Prepare and organize learning activities to help students reach the objectives; 4) Plan assessment to determine the extent to which students reached the objectives; and 5) Ensure that instruction and assessments are aligned with learning objectives.

32. Planning in a standards-based environment requires an additional step compared to planning in any other circumstance. Standards are essentially statements of objectives, so, before you can design learning activities to help students meet a specific standard

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(objective), you will have to interpret the meaning of that standard. Then, planning proceeds as it would in any other case.

Instructional alignment is the match between learning objectives, learning activities, and assessments. Alignment is an essential for teaching and learning because without it is difficult to know what is being learned. It‘s virtually impossible for us to determine the extent to which our instruction is influencing student learning unless we identify objectives, conduct learning activities designed to help students reach those specific objectives, and use assessments that measure the extent to which the objectives have been met.

Putting Plans into Action: Implementing Instruction and Assessing Learning 34. d 35. b 36. c 37. b 38. d 39. b 40. c 41. a 42. b 43. d 44. a 45. a 46. a 47. d 48. c 49. a 50. c 51. b 52. a 53. c 54. b 55. d 56. d 57. c 58. c 59. c 60. d 61. b 62. d 63. d 64. The essential teaching skills include: 1) teacher beliefs and interactions with students, such as personal teaching efficacy, modeling and enthusiasm, caring, and high expectations, which increase learner motivation, and anything that increases motivation also increases learning; 2) organization, which increases learning by maximizes the time available for instruction; 3) focus, which increases learning by attracting and maintaining student attention; 4) review, which activates students‘ prior knowledge and serves as a bridge to the

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new topic; 5) questioning, which increases learning by putting students in cognitively active roles; 6) feedback, which increases learning by providing students with information about their learning progress and helps them reconstruct their knowledge when necessary; and 7) closure and application, which helps students activate their prior knowledge and construct meaningful schemas.

Effective questioning includes: 1) frequency, which increases learning by putting students in cognitively active roles; 2) equitable distribution, which increases learning by requiring all students to be attentive and involved in the lesson; 3) prompting, which increases learning by helping students be successful on challenging tasks; and 4) wait time, which gives students time to think about their answers.

Instructional Strategies 66. a 67. a 68. a 69. a 70. c 71. a 72. a 73. a 74. b 75. d 76. b 77. b 78. c 79. a 80. b 81. d 82. a 83. c 84. c 85. b 86. d 87. d 88. c 89. b 90. c 91. La-Juan most nearly used guided discovery in her lesson. She began her lesson with a review, an essential teaching skill. Then, she presented them with two examples—the balloon making Michelle‘s hair stick up after the balloon was rubbed on the wool sweater, and the balloon sticking to the chalkboard after it was rubbed with the wool sweater. (The balloon falling down before it was rubbed with the sweater served as a ―nonexample.‖) LaJuan then guided the students with her questioning until they were able to make conclusions about the shift of electrons when the balloon was rubbed with the sweater.

Chapter 12 Answers

CHAPTER TWELVE ANSWERS Understanding Reform 1. c 2. d 3. a 4. c 5. d 6. d 7. d 8. b 9. a 10. b 11. c 12. d 13. d 14. a 15. The history of the reform movement is typically described as beginning with the publication of A Nation at Risk, in 1983, and it resulted from concerns that our country‘s students lacked the knowledge and skills to compete in a global economy.

The publication was followed in 1989 by a national education conference held to establish goals to address the issues raised in A Nation at Risk. The conference report emphasized the need for the development of student performance standards.

This conference was following in 1993 by establishing the National Council on Education Standards and Testing (NCEST) designed to begin the development of national standards and testing procedures for K-12 students, and in 1994 when then President Clinton signed the Goals 2000: Educate America Act, which created a special council to certify national and state standards together with state assessments.

In 1996 a National Education Summit, composed of the governors of more than 40 states and national business leaders, attempted to establish clear standards and subject matter content at the state and local levels, and in 1999 a second summit, identified improving teacher quality, helping all students reach high standards, and strengthening accountability challenges facing U.S. schools.

The current reform movement began in 2001, with the passage of No Child Left Behind (NCLB).

16. Reform can include: 1) changes in the way teachers will be screened as they enter the profession, 2) how teaching will be evaluated, 3) the way teachers will be rewarded for quality work, and 4) changes in the ways student learning is assessed, even resulting in decisions about whether or not students will be promoted, based on the assessments.

17. The No Child Left Behind Act was a piece of federal legislation that required states to create standards in math and reading and construct tests to measure every student‘s attainment of those standards. The Every Student Succeeds Act is similar to NCLB in that accountability through testing remains a central tenet of the ESSA legislation. ESSA differs from NCLB in that the federal government made states responsible for defining accountability. Under ESSA, each state is responsible for setting achievement goals for its

Chapter 12 Answers

students, and the definition of student achievement has been broadened to include other measures of school quality, and it allows states to include broader measures of school success, such as graduation rates, the extent to which students are ready for college, and school climate surveys.

Reform: Focus on the Curriculum 18. d 19. c 20. d 21. b 22. d 23. d 24. a 25. c 26. a 27. c 28. b 29. c 30. a 31. b 32. d 33. a 34. Standards are statements that describe what students should know or be able to do at the end of a prescribed period of study, and accountability is the process of requiring students to demonstrate that they have met specified standards and making teachers responsible for students‘ performance. High-stakes tests are standardized tests that are used to make important decisions affecting schools, teachers, and students, such as promoting students from one grade level to another.

35. First, test items used to measure students‘ attainment of standards usually measure more than students‘ ability to remember factual information. This means that when you plan your instruction to meet standards, you‘ll need to teach students to do more than simply memorize information, and you should also develop assessments that do more than measure their knowledge of facts.

Second, the items on the state assessment tests are written in a multiple-choice format, which suggests that some of the teacher-made assessments you create should be in multiple choice as well, so your students have practice responding to this format.s 36. First, critics assert, because high-stakes tests focus on math, reading, and science, teachers spend the majority of their time on these subjects and de-emphasize other content areas, such as social studies, art, and music. This narrows the curriculum, deprives students of a well-rounded education, and stifles teacher professionalism and creativity. Second, because the pressure to perform well on high-stakes tests is high, teachers often attempt to transfer out of grades that are tested and schools that face sanctions, and students—and particularly members of cultural minorities—drop out of school rather than face the exams. Third, critics contend that current tests are not adequate for making crucial decisions about students‘ lives, and high-stakes tests have negative effects on both student motivation and learning.

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Advocates of testing, while conceding that teacher preparation, instructional resources, and the tests themselves need to be improved, argue that these tests are the fairest and most effective means of promoting success for all students. Advocates also argue that evidence indicates that educational systems that require content standards and use tests that thoroughly measure the extent to which the standards are met greatly improve the achievement for all students, including those from disadvantaged backgrounds Reform: Focus on Schools 37. b 38. a 39. d 40. a 41. a 42. d 43. c 44. d 45. b 46. b 47. a 48. c 49. d 50. c 51. a 52. c 53. d 54. The major goals of Race to the Top are to: 1) Improve teacher and principal effectiveness through performance-based assessments (student test scores); 2) encourage the adoption of Common Core Standards and develop corresponding assessment systems; 3) target lowperforming schools and either improve them, or convert to charters or privately managed schools; and 4) improve existing data management systems to provide better information to teachers and decision-makers.

55. Race to the Top is significant with respect to educational reform for the following reasons.

First, it‘s the first large-scale attempt by the federal government to use a competition to foster educational reform. Second, it purposely leaves the specifics of reform to individual states to avoid criticisms that the federal government was being heavy-handed (similar to the No Child Left Behind Act). Third, it clearly indicates that the federal government supports reform efforts such as the use of student achievement data to evaluate schools, principals, and teachers, a commitment to common-core standards, and using charters and privately-managed schools as educational alternatives in working with low-performing schools.

56. The most significant research—because of its scope and the fact that it was conducted by a neutral agency that neither advocated nor opposed charter schools—is a comprehensive study of charters in 15 states and the District of Columbia. The study found that student achievement in about half the charter schools studied was similar to achievement in regular public schools; the achievement was higher in less than one fifth (17%) of charter schools, and the achievement was lower in more than a third (37%) of charter schools.

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The academic benefits of vouchers are unclear. Some research suggests that voucher programs can lead to small achievement gains, but other research indicates no achievement gains, or small gains in some populations, such as African American, but not in others.

Reform: Focus on the Teacher 58. a 59. d 60. c 61. d 62. b 63. a 64. b 65. a 66. a 67. c 68. a 69. d 70. c 71. d 72. d 73. b 74. c 75. a 76. Current forms of teacher evaluation include national (e.g. Praxis) or state competency tests, which will occur both before and after your pre-service program with the purpose of guaranteeing minimal levels of basic skills and subject matter knowledge.

Grades and coursework exist now, during your pre-service program, and their purpose is to provide information about your knowledge of content and motivation and aptitude for learning.

Student teaching observations are a third form of evaluation, and they will occur during your clinical experiences with the purpose of determining the extent to which you can perform in a classroom.

Portfolios and teacher interviews, a fourth form of evaluation, occur after you‘ve completed your teacher education program and before you take your first job, with the purpose of providing additional information about your qualifications.

Supervisor observations will occur during your first few years of teaching with the purpose of making decisions about whether or not to award you with tenure. These observations will continue throughout your career to ensure that you continue to perform professionally.

Student test scores are typically examined every year in some content areas, and the purpose in examining them is to add information to the forms of evaluation.

77. First, critics question the assumption that tests accurately measure what teachers are accomplishing in their classes. For example, if the tests aren‘t valid, then the value-added measure is also invalid. Second, critics argue that test results can‘t capture important learning outcomes that may not show up immediately. Third, valid and reliable tests outside of traditional areas being tested, such as math, reading, and sometimes science,

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don‘t exist, so critics argue that value-added models in these areas are both impractical and invalid.

First, merit pay it is available to all teachers, not just those who take on extra responsibilities, such as being a team leader or a grade-level chairperson. Second, merit pay is based entirely on exemplary performance, which is usually determined by student test scores and/or observations by school administrators.

First, proponents argue that rewarding exemplary teaching performance makes sense and that money can provide incentives for teacher excellence. Second, advocates also claim that effective merit pay systems encourage brighter and more competent people to consider teaching as a career and will also encourage the best and brightest teachers to remain in the profession. Third, advocates further argue that evidence from student achievement data exists to support the process of awarding merit pay.

Critics make precisely the opposite arguments. First, they contend that while superficial examinations suggest that merit pay systems make sense, a closer look shows that they are ineffective. For instance, a merit system in the New York City schools was permanently discontinued because research indicated that it failed to produce gains on student achievement. Second, critics contend that merit pay is divisive, damages morale, and makes teachers less likely to cooperate with each other, and they question the assumption that teachers will work harder for more pay. Third, critics contend that research has failed to find a link between merit-pay systems and increased student learning.

Tenure was originally implemented when community leaders needed protection from political reprisals and arbitrary dismissals. Tenure is designed to ensure that teachers enjoy academic freedom, protect them from political pressures or administrative heavyhandedness, and provide them with job security.

The relationship between professional organizations, such as the NEA and AFT, and reformers has been stormy and adversarial. Reformers have claimed that the organizations are primarily concerned about teacher welfare and focus on issues such as teacher salaries, pensions, and health care packages instead of improving schools. Reformers also argue that the organizations are obstructionist, consistently blocking efforts to modify teacher tenure laws and evaluation procedures that protect incompetent teachers and fail to reward the best teachers for their efforts. In essence, critics claim that professional organizations are major obstacles to reform.

The relationship is changing. Their reluctance to address teacher quality issues has tarnished the image of both the NEA and AFT, and their resistance to reform is declining.

Under pressure, the NEA has changed its position on the use of student performance data in teacher personnel decisions, and the AFT has been involved in several innovative teacher compensation pilot projects that link school-wide bonuses to student test scores.

Chapter 13 Answers

CHAPTER THIRTEEN ANSWERS Entering the Profession 1. b 2. a 3. c 4. d 5. b 6. a 7. a 8. c 9. b 10. d 11. b 12. d 13. d 14. b 15. a 16. b 17. a 18. d 19. a 20. d 21. d 22. a 23. Beginning teachers commonly believe that the most effective way to help students understand a particular topic is to carefully explain the topic to them. This is most likely the result of their own experience; in most of their classes teachers did little more than explain topics to them.

24. Preservice teachers are optimistic and idealistic, perhaps unrealistically optimistic about their future teaching performance. The danger occurs when the realities of classrooms shock beginning teachers, who then feel as though they haven‘t been prepared for the realities of teaching. Being aware of this possibility makes them realize that they may be somewhat shocked when they begin teaching. However, as they gain experience, competent teachers‘ confidence again begins to increase.

25. Proponents of alternative licensure argue that alternative licensure teacher candidates are generally more capable that their traditional counterparts, and they‘re often older and have had more life experiences. They‘re more focused on learning to teach, and they‘re more academically talented than are traditional undergraduates. They also argue that, because these programs are shorter, they can attract minorities and talented and experienced people to the profession in areas of critical need, such as math and science. Critics of alternative licensure counter that graduates of alternative licensure programs receive limited training in pedagogy, the intensive mentoring that is supposed to compensate for the lack of formal coursework rarely exists, alternative licensure graduates are disproportionately assigned to the most demanding teaching situations, such as inner-city schools, and they drop out of teaching at three times the rate of beginning teachers from traditional programs.

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Steps include: 1) specifying a goal, 2) determining your experiences related to the goal, 3) strategically collecting items that provide evidence of your developing knowledge and skill, 4) deciding what items best illustrate your knowledge and skills, and 5) determining how to best present the items to the people connected to your goal. For example, saying that a video clip of you working with the student would be an effective entry as an example for step 4.

Electronic portfolios have the advantage of being more efficient than traditional portfolios.

For example, one CD-ROM would more than hold all the contents of a traditional portfolio.

Electronic portfolios have the disadvantage of requiring sophisticated technology that some people may not have.

Your First Year of Teaching 28. c 29. b 30. c 31. b 32. a 33. c 34. a 35. a 36. d 37. d 38. b 39. c 40. d 41. c 42. d 43. d 44. d 45. a 46. c 47. Depending on a variety of factors, challenges you may face in your first year of teaching can include: disinterested and sometimes unruly students, unresponsive parents, poorly run and disorderly schools that aren‘t conducive to teaching and learning, working conditions that require so many non-teaching duties that you don‘t have enough time for planning and little personal time for yourself, and—because schools are organized in such as way that teachers are somewhat isolated—loneliness.

48. The first stage of teacher development is survival. In this stage new teachers primarily focus on classroom management, control of classroom events, and getting through each day. Pleasing both students and supervisors is important, and fatigue and some anxiety are common.

Consolidation is the second stage, and during this stage teachers‘ confidence increases and they shift from survival to developing competence. Classroom management becomes routinized during this stage.

The third stage of teacher development is expertise/mastery. During this stage teachers development teachers focus on student learning and development and develop effective

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instructional strategies. They begin to see the ―big picture‖ in teaching and learning and education in general.

Effective mentoring programs provide beginning teachers with opportunities to observe and talk with experienced teachers; help with preparing their classes; feedback based on classroom observation; special help in linking their instruction to state and district standards; support with everyday problems and the process of developing a reflective professional attitude; professional-development activities designed to increase mentors‘ effectiveness; and compensation and released time for mentors Time and lack of funds are the two most common problems that exist with mentoring programs. Because of lack of fund, most mentors are not given released time from their own teaching, so they don‘t have the time it takes to provide needed support for new teachers. And, because resources are always an issue, most mentors are not compensated financially.

Minority role models are needed, effective instruction for cultural minorities is important, and the ability to bring different perspectives to learning activities can be an advantage. For example, minority students who see minority teachers succeed are more likely to believe that they can succeed than if they see a successful white teacher.

Career-Long Professional Development 52. a 53. b 54. b 55. c 56. a 57. b 58. a 59. c 60. c 61. d 62. c 63. b 64. b 65. b 66. Professional development has historically been problematic. Professional development activities were often characterized by workshops that were top-down, trendy, and failed to meet the actual learning needs of teachers who were at different points on the learning continuum with respect to the workshop topic. Some needed and wanted it, whereas others already knew about the topic or didn‘t think it applied to their own unique teaching situation. Elementary teachers were thrown in with high school teachers, and math and science with art and music.

Using technology attempts to solve these problems by giving professional development organizers the tools they need to customize topics to the specific learning needs of teachers and provide mechanisms for teachers to ask questions, raise concerns, and share successes as they implement changes in their classrooms.

67. Action research is a form of applied research that is designed to answer a specific schoolor classroom-related question. It typically includes the following steps: 1) identify and

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diagnose a problem that is important to you; 2) systematically plan and conduct a research study; 3) implement the findings to solve or improve a local problem; and 4) use the results of the study to generate additional research.

National Board certification has five important elements, which include the following: 1) It is designed for experienced teachers. Applicants must have graduated from an accredited college or university and must have taught at least 3 years. 2) Applying for National Board certification is strictly voluntary and independent of any state‘s licensure. The certification is intended to indicate a high level of skill and professionalism. 3) National Board certification requires that teachers pass content exams in their area of specialty, such as math, science, early childhood, or physical education and health. 4) Additional evidence, such as videotapes of teaching and a personal portfolio, is used in the assessment process.

5) The primary control of the NBPTS is in the hands of practicing teachers, which is intended to increase the professionalism of teaching.