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Practice Quiz
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1
According to "What Makes a Great Teacher?", a necessary characteristic for a teacher who wants to lead changes in education is:
A)intelligence.
B)stamina.
C)patience.
D)courage.
2
As noted in "What Makes a Great Teacher?", research shows that students learn better when the teacher:
A)follows a well-defined curriculum.
B)develops a relationship with the students.
C)has learned a particular set of teaching skills.
D)is able to lower expectations for certain students.
3
As claimed in "What Makes a Great Teacher?", it is not a teacher's place to be an activist for students or the field of education.
A)True
B)False
4
As presented in "The Spectrum of Education Research," in recent years, there has been a renewed emphasis on the importance of making educational policy choices that are based on:
A)ideology.
B)scientific research.
C)educator expertise.
D)government dictates.
5
As explained in "The Spectrum of Education Research," research tends to become politicized when:
A)the results are reported in a major publication.
B)the research becomes subject to the peer-review process.
C)various studies of the same issue produce conflicting findings.
D)a policy issue becomes aligned with a broader ideological debate.
6
As claimed in "The Spectrum of Education Research," conflicting findings in educational research are part of the normal research process.
A)True
B)False
7
As presented in "Embarking on Action Research," action research differs from other research designs in that it:
A)has no specific procedures that must be followed.
B)does not require actual research subjects.
C)has more rigid requirements for data collection.
D)emerges from the stakeholders themselves.
8
As defined in "Embarking on Action Research," second-person action research:
A)is a collaborative effort that aims to understand the issues of a group.
B)involves one teacher studying his or her own classroom behaviors and attitudes to bring about personal change.
C)studies an issue globally to develop a generalization about the issue.
D)examines a person, subject, or issue that is separate from, and not personal to, the researcher.
9
As profiled in "Embarking on Action Research," when Janice Templeton embarked on an action-research study, she was concerned about the underrepresentation of females and minority groups in high-level math classes.
A)True
B)False
10
As explained in "Teaching with Awareness," trauma is an affliction that:
A)occurs only as a result severe, ongoing physical violence.
B)is easily recognizable and treated.
C)results in a sense of helplessness and lack of control.
D)cannot be mitigated by classroom instruction methods.
11
As discussed in "Teaching with Awareness," according to Maslow, the first, and most essential, needs of an individual involve:
A)physiological concerns, such as food and shelter.
B)emotional ties, such as love and a sense of belonging.
C)feelings of security and safety.
D)intellectual stimulation.
12
As claimed in "Teaching with Awareness," it is an educator's responsibility to diagnose trauma in students and single them out for special treatment.
A)True
B)False
13
According to "Supporting Adolescents Exposed to Disasters," a risk factor for adolescents that can result in longer-lasting problems after a disaster is:
A)over-preparation prior to the disaster.
B)the failure of parents to recognize adolescents' independence and capabilities during a disaster.
C)too much focus on support and intervention for adolescents following a disaster.
D)having a great deal of trauma exposure during the disaster.
14
As explained in "Supporting Adolescents Exposed to Disasters," when dealing with extensive media coverage of a disaster, parents of adolescents should:
A)restrict exposure to all media.
B)restrict exposure to media coverage of the disaster.
C)discuss media coverage and encourage breaks for other activities.
D)allow as much exposure as possible to media coverage to help the adolescent process the disaster.
15
As claimed in "Supporting Adolescents Exposed to Disasters," adolescents who do not ask for help are signaling their capability to handle things on their own.
A)True
B)False
16
As defined in "Play and Social Interaction in Middle Childhood," play is:
A)not necessary for a child's social development.
B)usually done under the direction of an adult.
C)only useful to young children in their social development.
D)an activity that is voluntary and self-organized by children.
17
As explained in "Play and Social Interaction in Middle Childhood," pretense play is especially useful because:
A)children use their imaginations to foresee and practice aspects of daily living, making them less onerous in adulthood.
B)it is good for children to become pretentious adults.
C)this type of play helps to develop hand/eye coordination.
D)it involves technology-enhanced play materials.
18
As recounted in "Play and Social Interaction in Middle Childhood," middle-childhood play involves a great deal of humor.
A)True
B)False
19
As presented in "Childhood Obesity in the Testing Era," pressure on schools to improve academic performance has resulted in:
A)the elimination of programs involving physical activity.
B)an increased focus on health and fitness.
C)a decrease in learning and academic achievement.
D)an increase in childhood obesity due to unhealthy stress.
20
As explained in "Childhood Obesity in the Testing Era," children at the highest risk for obesity are:
A)white children from wealthy homes where food is plentiful.
B)middle-class children who must fend for themselves at mealtime because both parents work.
C)minority children and those living in poverty.
D)children who eat school-cafeteria meals.
21
As claimed in "Childhood Obesity in the Testing Era," the best time to implement anti-obesity programs in schools is when the problem begins to affect academic performance.
A)True
B)False
22
The original focus of the educational superhighway, as explained in "The Curriculum Superhighway," was on connecting:
A)preschool and kindergarten.
B)kindergarten and the elementary grades.
C)the elementary grades with the middle-school years.
D)high school to college.
23
In early childhood, as maintained in "The Curriculum Superhighway," educational goals should emphasize:
A)opportunities to play.
B)learning to control emotions.
C)following instructions.
D)interacting with peers.
24
Curriculum in middle school, as pointed out in "The Curriculum Superhighway," should reflect young adolescents' greater sensitivity to emotional and social issues.
A)True
B)False
25
As mentioned in "The Under-Appreciated Role of Humiliation in the Middle School," in his book The World Is Flat, Thomas Friedman argues that people have under-appreciated the role that humiliation plays in:
A)terrorism.
B)male-female relationships.
C)sibling rivalry.
D)American schools.
26
As reported in "The Under-Appreciated Role of Humiliation in the Middle School," the dread that some students have when they believe that the teacher who has humiliated them in front of others will humiliate them again is what Martin has termed:
A)hovering anxiety.
B)insular hatred.
C)the chain of fear.
D)anticipatory embarrassment.
27
As asserted in "The Under-Appreciated Role of Humiliation in the Middle School," evidence shows that low-achieving students are more likely to associate with other negative-thinking students.
A)True
B)False
28
According to "Adolescent Decision Making," competent decision making involves the:
A)process of how a decision was made.
B)behavior involved in carrying out a decision.
C)outcome of a particular decision.
D)age of a person making a decision.
29
As explained in "Adolescent Decision Making," normative decision-making models:
A)are useful in predicting a wide range of confusing adolescent behaviors.
B)are applicable to all but the most immature of adolescents.
C)do not take into consideration the many changes that define adolescence.
D)explain why adolescents often choose risky or unhealthy behaviors over healthy ones.
30
As claimed in "Adolescent Decision Making," adolescents are as concerned about the social risks of choosing or rejecting a particular behavior as they are about the health risks of that behavior.
A)True
B)False
31
According to "Academic Instructors or Moral Guides?", the only real constant throughout history regarding moral education in the U.S. school system has been the:
A)avoidance of any religious instruction in schools.
B)insistence on a behaviorist approach.
C)focus on morality as part of an academic curriculum.
D)acknowledgment of a pluralist culture with a variety of needs and values.
32
As argued in "Academic Instructors or Moral Guides?", when it comes to moral values, American policymakers want students to:
A)internalize and act from a set of universal moral values.
B)make their own moral decisions based on individual factors.
C)utilize Christian teachings to inform judgments and decisions.
D)act appropriately, regardless of how they truly think or feel.
33
As noted in "Academic Instructors or Moral Guides?", Enlightenment thinkers of the seventeenth century were those who supported religious-based education.
A)True
B)False
34
According to "Improving the Way We Think about Students with Emotional and/or Behavioral Disorders," new teachers who find that a student with emotional and/or behavioral disorders (EBD) is in their classroom need to:
A)adjust the entire learning environment to focus on the needs of the student with EBD.
B)maintain their original classroom and curriculum plan and wait for the student with EBD to adapt.
C)take a proactive role in shaping their own perceptions and behaviors toward the student with EBD.
D)rely on parents and more experienced teachers to deal with the problems that the student with EBD can present.
35
As presented in "Improving the Way We Think about Students with Emotional and/or Behavioral Disorders," when responding to problematic behaviors of a student with EBD, it is the teacher's responsibility to:
A)control all student behavior in the classroom.
B)manage problem behaviors through a variety of approaches.
C)remove disruptive students from the classroom to maintain a positive learning environment for other students.
D)help the other students adapt to and accept the problematic behaviors as an uncontrollable aspect of a student with EBD.
36
As noted in "Improving the Way We Think about Students with Emotional and/or Behavioral Disorders," a teacher should be clear that his or her relationship with a student with EBD is dependent on that student's behaviors in the classroom.
A)True
B)False
37
According to "Sam Comes to School," a child with autism in school is most impacted by:
A)the stigma associated with the disorder.
B)a teacher's rigid and unrealistic expectations.
C)a lack of social and emotional reciprocity in the classroom experience.
D)leaving his or her home for the unfamiliar sights and sounds of the classroom.
38
As claimed in "Sam Comes to School," the most valuable resource for a teacher with an autistic child in the classroom is:
A)current literature on autism.
B)the child's parents.
C)the other students.
D)an expert consultant.
39
As noted in "Sam Comes to School," children with autism tend to be rigid in their thinking and behavior, which can cause problems for teachers with more relaxed or unstructured classrooms.
A)True
B)False
40
According to "Universal Design in Elementary and Middle School," the most common materials that can be inaccessible to students with disabilities are:
A)textbooks.
B)standardized tests.
C)chalkboards.
D)composition journals.
41
As addressed in "Universal Design in Elementary and Middle School," for students who have difficulty acquiring information by more traditional means, hands-on activities can be helpful:
A)in the preschool experience.
B)in the lower elementary grades.
C)in the middle and high school grades.
D)at all grade levels.
42
As noted in "Universal Design in Elementary and Middle School," the No Child Left Behind Act of 2002 requires that students with disabilities perform proficiently on grade level in all areas by the year 2013.
A)True
B)False
43
According to "Social and Emotional Development of Gifted Children," when it comes to giftedness:
A)all children are equal.
B)all children are gifted in something.
C)cultural norms determine giftedness.
D)only a small number of children meet the circumscribed definition.
44
As explained in "Social and Emotional Development of Gifted Children," one important variable that often prevents the identification of a gifted child is the:
A)child's socioeconomic status.
B)lack of teachers who are trained to recognize giftedness.
C)reluctance of schools to administer standardized tests that would identify gifted children.
D)varying definitions and perceptions of giftedness.
45
As noted in "Social and Emotional Development of Gifted Children," parenting style has little to do with the development and success of a gifted child.
A)True
B)False
46
As defined in "Understanding Unconscious Bias and Unintentional Racism," aversive racism exists when a person:
A)openly admits his or her racist feelings and tendencies.
B)is aware of his or her prejudices, but refuses to admit them openly.
C)feels negatively toward his or her own race.
D)denies his or her prejudices, but harbors unconscious racist feelings or beliefs.
47
As explained in "Understanding Unconscious Bias and Unintentional Racism," the statement "some of my best friends are black" is an example of:
A)a stereotype.
B)re-fencing.
C)conscious racism.
D)blink-of-the-eye racism.
48
As noted in "Understanding Unconscious Bias and Unintentional Racism," research has shown that black students perform worse on tests when required to identify their race prior to taking the test.
A)True
B)False
49
According to "Nine Powerful Practices," when students feel that they have been shown disrespect by a teacher, they usually identify the disrespect in the form of:
A)nonverbal signals.
B)calling them by the wrong name.
C)using unfamiliar words.
D)being overly familiar.
50
As reported in "Nine Powerful Practices," the language register in which content should be taught is the:
A)intimate.
B)casual.
C)frozen.
D)formal.
51
As noted in "Nine Powerful Practices," the amount of time devoted to a content area makes no substantial difference to how well students learn that content.
A)True
B)False
52
According to "Becoming Adept at Code Switching," research indicates that:
A)traditional corrective methods improve students' standard English skills.
B)negative teacher attitudes about dialects correlate to lower teacher expectations of students speaking those dialects.
C)teacher attitudes about dialects have no correlation to high-school graduation rates.
D)there is no correlation between teachers' attitudes about dialect and student achievement.
53
As related in "Becoming Adept at Code Switching," in the story of Tamisha, the teacher Joni found that the previous teacher:
A)believed the child too stubborn to learn.
B)considered Tamisha as an English as second language learner.
C)tried everything she knew to teach Tamisha to read.
D)made no real effort to teach Tamisha to read.
54
As stated in "Becoming Adept at Code Switching," in standardized assessments of language acquisition, teachers routinely underrate the performance of African American students.
A)True
B)False
55
According to "Do Single-Sex Classes and Schools Make a Difference?", the primary reason for the shift to coeducation in the late nineteenth century was:
A)pressure from feminists who believed that girls were getting shortchanged in education.
B)the desire to prepare young men and women for a happy marriage.
C)students' lack of interest in attending school because there were no members of the opposite sex there.
D)the economic reality that it was less expensive to educate boys and girls together.
56
As defined in "Do Single-Sex Classes and Schools Make a Difference?", the concept of a "boy crisis" refers to the:
A)lack of boys in all-girl schools.
B)poor educational performance of boys when compared to girls.
C)favoritism of boys over girls in the classroom.
D)desire of boys to be educated with girls.
57
As noted in "Do Single-Sex Classes and Schools Make a Difference?", the majority of research conducted on single-sex education has been done outside of the United States.
A)True
B)False
58
As defined in "A Fresh Look at Brain-Based Education," brain-based education is the engagement of strategies based on principles derived by:
A)neuroscientists.
B)an understanding of the brain.
C)psychologists and cognitive scientists.
D)teacher trial-and-error in the classroom.
59
As argued in "A Fresh Look at Brain-Based Education," brain-based education makes sense because:
A)the brain is involved with everything humans do.
B)most successful educational strategies revolve around test-taking.
C)the brain is unaltered by everyday experiences.
D)changing environments, such as various school classrooms or teachers, do not affect the brain.
60
As claimed in "A Fresh Look at Brain-Based Education," only certain academic disciplines are "brain-based."
A)True
B)False
61
According to "What Will Improve a Student's Memory?", the thing that you will remember most about a particular experience is the thing that:
A)engaged your senses.
B)you wanted to remember.
C)you thought about.
D)caused fear or a negative emotion.
62
As claimed in "What Will Improve a Student's Memory?", one of the best ways to remember something is to:
A)give it meaning.
B)sleep on it.
C)experience it.
D)read it over several times.
63
As noted in "What Will Improve a Student's Memory?", if you feel that you know something, it is almost certain that you do.
A)True
B)False
64
As presented in "When Students Seem Stalled," cognitive structures are basic psychological systems that:
A)are developed through interactions with teachers and others.
B)prevent students from understanding certain advanced concepts.
C)enable people to process information through connections, patterns, and relationships.
D)block out distractions that prevent concentration and focus.
65
As explained in "When Students Seem Stalled," cognitive structures are developed by:
A)reflective awareness.
B)rote memorization.
C)test-taking.
D)social interactions.
66
As stated in "When Students Seem Stalled," most instruction in school involves symbolic representation.
A)True
B)False
67
As explained in "Classroom Assessment and Grading to Assure Mastery," mastery learning refers to:
A)learning that is mastered for the purposes of passing a test or completing a task.
B)a series of learning steps that involves learning, forgetting, and relearning until knowledge is relatively permanent.
C)extensive studying that results in expertise in a particular subject area.
D)possessing the skills and abilities to teach others.
68
According to "Classroom Assessment and Grading to Assure Mastery," cognitive theory is based on the idea that:
A)new information is interpreted in terms of what is already known.
B)once a concept is learned, it is stored somewhere in memory and is waiting to be retrieved.
C)repeated exposure to a concept guarantees mastery of that concept.
D)reducing anxiety facilitates learning.
69
As noted in "Classroom Assessment and Grading to Assure Mastery," students who do not master expected fundamentals should not be given a passing grade.
A)True
B)False
70
As explained in "Backward Design," the concept of backward design says that you cannot plan how you are going to teach until you know what:
A)curriculum will be required by the school district.
B)problems or disabilities your students might bring to the classroom.
C)textbook will be assigned to the class.
D)you want your students to learn.
71
As defined in "Backward Design," scaffolding refers to building knowledge and skill by:
A)connecting new information to prior knowledge.
B)utilizing a variety of educational tools to facilitate learning.
C)participating in hands-on, rather than textbook, learning.
D)repetitive memorization and testing until a concept is learned.
72
As argued in "Backward Design," student knowledge and student understanding both mean the same thing.
A)True
B)False
73
According to "Learning-Style Responsive Approaches for Teaching Typically Performing and At-Risk Adolescents," the passage of No Child Left Behind (NCLB) legislation has led to an educational focus on:
A)meeting the needs of typically performing and at-risk adolescents.
B)learning-style responsive approaches to teaching.
C)lowering expectations for all students.
D)traditional teaching methods geared toward standardized testing.
74
As reported in "Learning-Style Responsive Approaches for Teaching Typically Performing and At-Risk Adolescents," at-risk students are most likely to respond to:
A)lectures, note-taking, and written testing.
B)hands-on, activity-oriented lessons.
C)drills and rote-memorization activities.
D)independent-study programs.
75
As noted in "Learning-Style Responsive Approaches for Teaching Typically Performing and At-Risk Adolescents," when given the appropriate lessons, at-risk students rapidly improve their academic performance.
A)True
B)False
76
As described in "The Goals of Differentiation," differentiated instruction is guided by the premise that:
A)one teaching style should work with the majority of students.
B)students should meet externally established norms on tests.
C)schools should maximize student potential.
D)teachers should take full responsibility for student learning.
77
As presented in "The Goals of Differentiation," differentiated instruction calls on teachers to:
A)stop assessing student performance.
B)treat all students the same.
C)relax or dismiss learning goals.
D)get to know their students.
78
As claimed in "The Goals of Differentiation," students are not capable of determining how they best learn.
A)True
B)False
79
As explained in "Time for Time on Task and Quality Instruction," the emphasis on time on task was a main theme of the movement for:
A)time management.
B)progressive teaching methods.
C)effective schools.
D)maximizing student potential.
80
As given in "Time for Time on Task and Quality Instruction," the author believes that probably the most comprehensive and sophisticated educational website on the Internet is:
A)PBS Teacher Source.
B)Marco Polo.
C)Teacher Planet.
D)Wikipedia.
81
As postulated in "Time for Time on Task and Quality Instruction," Mr. Brown, the science teacher, could have saved valuable instructional time by greeting his students as they entered the classroom.
A)True
B)False
82
The title of the article "To Find Yourself, Think For Yourself" is taken from a quotation attributed to:
A)Plato.
B)Aristotle.
C)Shakespeare.
D)Descartes.
83
As profiled in "To Find Yourself, Think For Yourself," the text used as a basis for the Socratic seminar in Ms. Lapidus's class was:
A)Cinderella.
B)The Wizard of Oz.
C)Twilight.
D)Little Women.
84
As given in "To Find Yourself, Think For Yourself," Socratic seminars can best be described as "traditional formal lectures."
A)True
B)False
85
As postulated in "Setting the Record Straight on 'High-Yield' Strategies," the three broad areas of instruction are content lessons, routines, and:
A)testing and assessment.
B)follow up.
C)student-teacher interactions.
D)things that occur in the classroom that must be addressed on the spot.
86
As reported in "Setting the Record Straight on 'High-Yield' Strategies," the method in which groups of teachers, instructional coaches, and administrators visit classrooms and then discuss what they have observed, similar to a practice in the medical field, is called:
A)triage.
B)instructional rounds.
C)teaching consultation.
D)educational conference.
87
As stated in "Setting the Record Straight on 'High-Yield' Strategies," walkthroughs are probably the most common way that teachers receive feedback on their use of strategies.
A)True
B)False
88
As advised in "Strategies for Planning Technology-Enhanced Learning Experiences," teachers planning for a technology-based lesson need to find out what facilities, items, and people are available for support and how to access these resources; this is referred to as:
A)investigation.
B)reconnaissance.
C)planning.
D)surveying.
89
According to "Strategies for Planning Technology-Enhanced Learning Experiences," many teachers are required to use pacing guides, which outline:
A)strict content-delivery schedules and procedures for the given periods of the school day.
B)goals to be met before each aspect of technology is incorporated into lesson planning.
C)required skills related to computer technology that must be taught for each grade level.
D)appropriate Internet use and web-site access by age group throughout elementary, middle, and high school.
90
As defined in "Strategies for Planning Technology-Enhanced Learning Experiences," the highest-end use of the computer in teaching is to use the computer as a tool.
A)True
B)False
91
As set forth in "Plagiarism in the Internet Age," the best way to prevent plagiarism is to:
A)forbid students to use Wikipedia.
B)severely punish students who are caught plagiarizing.
C)design plagiarism-proof projects that include personal reflection or alternatives such as creating a brochure.
D)teach students values and how to paraphrase and summarize.
92
In the opinion of the author of "Plagiarism in the Internet Age," the students most likely to plagiarize are those who:
A)do not understand what it means.
B)cannot summarize.
C)have poor grades.
D)believe they can get away with it.
93
As noted in "Plagiarism in the Internet Age," the chief cause of student plagiarism is the plethora of information on the Web.
A)True
B)False
94
According to "Strategies to Prevent and Heal the Mental Anguish Caused by Cyberbullying," there are two kinds of cyberbullies, aggressive harassers and:
A)frustrated romantics.
B)social climbers.
C)those who feel physically inferior.
D)social outcasts.
95
As pointed out in "Strategies to Prevent and Heal the Mental Anguish Caused by Cyberbullying," it is particularly easy to spread demeaning, humiliating, and slanderous rumors by:
A)cell phone messages.
B)passing notes in schools.
C)posting on message boards.
D)school-based computer networks.
96
As revealed in "Strategies to Prevent and Heal the Mental Anguish Caused by Cyberbullying," cyberbullies are more likely than traditional bullies to be female.
A)True
B)False
97
As reported in "R U Safe?", one research study shows that electronic bullying peaks in:
A)grade school.
B)middle school.
C)high school.
D)college.
98
As pointed out in "R U Safe?", the most serious of the online dangers is:
A)cyberbullying.
B)identity theft.
C)grooming.
D)flaming.
99
As stated in "R U Safe?", more than 80 percent of adolescents own at least one form of new media technology.
A)True
B)False
100
Many educators, as put forth in "The Perils and Promises of Praise," believe that the major cause of achievement in school is students':
A)effort and perseverance.
B)willingness to follow instruction.
C)attendance record.
D)inherent intelligence.
101
The original intention of the IQ test developed by Alfred Binet, as pointed out in "The Perils and Promises of Praise," was to:
A)measure fixed intelligence.
B)identify students who were not benefiting from the public-school curriculum.
C)help track students according to their abilities.
D)identify students with learning disabilities.
102
When asked to report their scores in an experiment, as noted in "The Perils and Promises of Praise," the students with a fixed mind-set and those with a growth mind-set lied in equal percentages.
A)True
B)False
103
As disclosed in "Should Learning Be Its Own Reward?", in Tucson, Arizona, high-school juniors selected from low-income areas will be paid up to $25 each week for:
A)staying out of trouble.
B)doing their homework.
C)keeping a daily journal.
D)attending school.
104
As enumerated in "Should Learning Be Its Own Reward?", the important guidelines for implementing an effective reward system include all of the following, except:
A)do not use rewards unless you have to.
B)do not use rewards that involve food or money.
C)use rewards for a specific reason.
D)use rewards for a limited time.
105
As observed in "Should Learning Be Its Own Reward?", moral questions are outside the purview of cognitive science.
A)True
B)False
106
As portrayed in "Beyond Content," Middle Colleges are:
A)public high schools that collaborate with local colleges.
B)highly selective private schools.
C)preparatory schools attended between traditional high schools and colleges.
D)private junior colleges.
107
As shown in "Beyond Content," a teacher helped a student named James become aware of his learning style though the simple technique of:
A)testing.
B)describing the various styles so that James could define his own.
C)observation.
D)mirroring.
108
According to "Beyond Content," lack of academic challenge has often been attributed to a bargain between the students and a teacher, whereby the students agree to maintain order and the teacher agrees to hold expectations to a minimum.
A)True
B)False
109
As profiled in "Successful Teachers Develop Academic Momentum with Reluctant Students," eighth-grader Randy's academic engagement increased dramatically after he joined the:
A)Momentum Project.
B)Motivation Posse.
C)Sage Team.
D)Grade Makers.
110
As expressed in "Successful Teachers Develop Academic Momentum with Reluctant Students," in developmental language, academic momentum is the integration of:
A)hope and scope.
B)skill and will.
C)teaching and reaching.
D)care and prayer.
111
As cited in "Successful Teachers Develop Academic Momentum with Reluctant Students," eighth-grader Randy made many noteworthy improvements in his academic habits, but he admitted that reading more is something he is unlikely to do.
A)True
B)False
112
As proposed in "I'll Repeat Myself, Again?!", it should be an instructional goal to teach students to communicate in a manner that is best characterized as:
A)aggressive.
B)passive.
C)assertive.
D)confrontational.
113
As identified in "I'll Repeat Myself, Again?!", a good example of fogging that most children can relate to is:
A)declining to take a phone call.
B)saying "I don't want to talk about it."
C)just walking past an aggressor and finding a public place for safety.
D)repeating the same answer in slightly different words.
114
According to "I'll Repeat Myself, Again?!", even when their needs are met, passive individuals frequently do not attribute the outcome to their own actions.
A)True
B)False
115
The strategies that teachers adopt to manage their classrooms, as noted in "Strategies for Effective Classroom Management in the Secondary Setting," are dependent on their philosophy of education as well as:
A)the size of the classroom.
B)guidelines established by their schools.
C)their own personalities.
D)their years as teachers.
116
In establishing rules of attendance, as explained in "Strategies for Effective Classroom Management in the Secondary Setting," teachers should tell students all of the following except:
A)what are considered legitimate reasons for being absent.
B)how to contact them to report a potential absence.
C)procedures to follow when returning from an absence.
D)how recurring absences will impact their grades.
117
One of the reasons most frequently cited by teachers leaving the field of education, as reported in "Strategies for Effective Classroom Management in the Secondary Setting," is the lack of student discipline.
A)True
B)False
118
As stated in "Tackling a Problematic Behavior Management Issue," a major risk factor for victimization by bullies is:
A)social isolation.
B)physical attractiveness.
C)success in sports.
D)above-average grades.
119
As suggested in "Tackling a Problematic Behavior Management Issue," probably the most effective form of classroom management is:
A)prompt discipline.
B)teamed teaching.
C)administrative intervention.
D)effective instruction.
120
As revealed in "Tackling a Problematic Behavior Management Issue," victims of bullying may feel that bullies are receiving more teacher attention than do those who are being harassed by peers.
A)True
B)False
121
As stated in "Middle School Students Talk about Social Forces in the Classroom," when the authors, over several months in 2005, asked students from around the country to describe what might stand in the way of their enthusiastic response to the academic opportunities their teachers set forth for them, it was done at the request of the:
A)NAACP.
B)U.S. Department of Education.
C)Tufts University Press.
D)MetLife Foundation.
122
As expressed in "Middle School Students Talk about Social Forces in the Classroom," without sacrificing their own individuality and emerging style, students want to know how to:
A)get into a good college.
B)please their teachers.
C)find common ground.
D)choose a career path.
123
As noted in "Middle School Students Talk about Social Forces in the Classroom," in the middle-school years, students' appearances and capabilities vary even more widely than at other ages.
A)True
B)False
124
As revealed in "Dimensions of Person-Centered Classroom Management," the term person-centered comes from the fields of:
A)spirituality and religion.
B)hotels and hospitality.
C)counseling and psychology.
D)marketing and promotions.
125
As put forth in "Dimensions of Person-Centered Classroom Management," the primary message that is sent to students when class begins on time is that:
A)tardiness will not be tolerated.
B)learning is important here.
C)discipline is a part of the classroom dynamic.
D)the teacher values his or her own time.
126
According to "Dimensions of Person-Centered Classroom Management," students often want to know how much a teacher knows before they know how much the teacher cares.
A)True
B)False
127
As expressed in "Who Is No Child Left Behind Leaving Behind?", one of the main problems with No Child Left Behind is that teachers feel forced to teach:
A)from the text.
B)only the curriculum.
C)to the slowest learners in the class.
D)to the test.
128
As stated in "Who Is No Child Left Behind Leaving Behind?", the No Child Left Behind plan was put forward by President:
A)George W. Bush.
B)Bill Clinton.
C)Ronald Reagan.
D)Jimmy Carter.
129
As pointed out in "Who Is No Child Left Behind Leaving Behind?", affluent families and school districts can seek professional resources to help with high-stakes tests while economically disadvantaged students and districts cannot, thus furthering the divide between advantaged and disadvantaged students.
A)True
B)False
130
As shown in "Upper Elementary Grades Bear Brunt of Accountability," slightly more than one-third of the day in elementary school is spent on:
A)history and social studies.
B)mathematics.
C)science.
D)English and language arts.
131
As reported in "Upper Elementary Grades Bear Brunt of Accountability," when people were asked to identify exemplary teachers, teachers in whose classrooms they would place their own children, researchers found that these exemplary teachers also:
A)were popular with students.
B)produced superior educational gains on standardized tests.
C)were most likely to deviate from the standard curriculum.
D)were happier with teaching than their peers.
132
In the opinion of the author of "Upper Elementary Grades Bear Brunt of Accountability," teachers must stop hiding behind the specter of accountability and take responsibility for doing what is best for their students.
A)True
B)False
133
As set forth in "Grading Education," the authors suggest that in assessing school quality, standardized testing should be supplemented with:
A)narrative reports written by teachers.
B)student portfolios.
C)a school-inspection system.
D)oral reports by students.
134
In the opinion of the authors of "Grading Education," the No Child Left Behind Act is:
A)an utter failure.
B)a mixed success.
C)now irrelevant.
D)yet to be implemented correctly.
135
As advocated in "Grading Education," accountability for U.S. schools should be a federal, not a state, responsibility.
A)True
B)False
136
As mentioned in "Measuring the Achievement Elephant," the major drawback in focusing on the cut point is that it:
A)varies from state to state.
B)has been used for so short a time that it cannot be compared with previously used standardized-test scores.
C)has insufficient funding to be calculated properly in most school districts.
D)provides no information about changes in the achievement of students who remain above or below the point.
137
As revealed in "Measuring the Achievement Elephant," the largest and only reduction in the minority achievement gap for 17-year-olds in reading occurred from:
A)1975 to 1990.
B)1955 to 1970.
C)1990 to 2005.
D)1960 to 1975.
138
As spelled out in "Measuring the Achievement Elephant," average NAEP reading scores for 1990 and 2004 reveal that 17-year-old students showed declines at every level.
A)True
B)False
139
As revealed in "Exit Exams Harm Students Who Fail Them-And Don't Benefit Students Who Pass Them," after initial trials of exit exams, most states end up altering either the exit exam itself or the:
A)time students are allowed to spend on taking the test.
B)grade level at which they are administered.
C)effect they have on the decision about whether or not a student can graduate.
D)passing threshold.
140
As stated in "Exit Exams Harm Students Who Fail Them-And Don't Benefit Students Who Pass Them," of the 16 states that implemented exit-exam policies by 1986, 11 of them were in the:
A)western United States.
B)southern United States.
C)midwestern United States.
D)northeastern United States.
141
As noted in "Exit Exams Harm Students Who Fail Them-And Don't Benefit Students Who Pass Them," exit exams have not had any effect on graduation rates over the past 30 years.
A)True
B)False
142
As stated in "Reliability and Validity of Information About Student Achievement," the most fundamental consideration in developing and evaluating tests is:
A)reliability.
B)inference.
C)validity.
D)equivalence.
143
As set forth in "Reliability and Validity of Information About Student Achievement," there are two kinds of scoring reliability: intrarater consistency and:
A)test-retest.
B)internal consistency.
C)random-error rating.
D)interrater agreement.
144
As postulated in "Reliability and Validity of Information About Student Achievement," classroom testing situations are not usually amenable to many of the large-scale validation procedures.
A)True
B)False
145
As explained in "Feedback That Fits," the power of formative assessment lies in its double-barreled approach, addressing two types of factors-cognitive and:
A)reciprocal.
B)motivational.
C)emotional.
D)effectual.
146
As stated in "Feedback That Fits," feedback that focuses on the qualities of student work or the processes or strategies used to do the work is:
A)often confusing or overwhelming for the student.
B)not necessarily helpful.
C)occasionally effective.
D)the most useful.
147
As set forth in "Feedback That Fits," among the author's suggestions for the most effective ways to deliver feedback is the one magic bullet that will be right for all students at all times.
A)True
B)False
148
As argued in "Using Self-Assessment to Chart Students' Paths," learning how to learn is important, specifically because:
A)the skills of today will not be the skills of tomorrow.
B)most people need to learn after their formal education stops but will not seek a teacher.
C)learning about interests developed later in life contributes to a meaningful life.
D)people who know how to learn are likely to perform better on tests.
149
As put forth in "Using Self-Assessment to Chart Students' Paths," the period of schooling when students are ripe for developing an increased awareness of themselves as learners and building a repertoire of learning strategies is:
A)elementary school.
B)middle school.
C)high school.
D)college.
150
As postulated in "Using Self-Assessment to Chart Students' Paths," for a total outlay of about $500 billion for public education in fiscal year 2005, schools should be accountable for the effectiveness of this expenditure.
A)True
B)False
151
As given in "Peer Assessment," a peer assessor with less skill at assessment than a teacher but more time to do it in can produce an assessment:
A)superior to that of a teacher.
B)of equal reliability and validity to that of a teacher.
C)that is helpful but not as useful as that of the teacher.
D)that is useful but not valid for officially reporting grades.
152
As asserted in "Peer Assessment," perhaps the most significant aspect of peer assessment is that it is:
A)plentiful.
B)impartial.
C)untrained.
D)terse.
153
As put forth in "Peer Assessment," one clear benefit of peer assessment is the substantial savings in time for teachers.
A)True
B)False
154
As profiled in "Assessment-Driven Improvements in Middle School Students' Writing," the team at Knickerbacker Middle School (KMS) consisted of several middle-school teachers and:
A)a guidance counselor.
B)a university consultant and the principal.
C)representatives of the parent-teacher organization.
D)a university consultant and selected student representatives.
155
As mentioned in "Assessment-Driven Improvements in Middle School Students' Writing," the rubrics used at KMS reflected the standards required by the state, which was:
A)New York.
B)Delaware.
C)California.
D)Michigan.
156
As revealed in "Assessment-Driven Improvements in Middle School Students' Writing," one problem teachers discovered was that although student writing was effective when using the rubric-referenced formative assessment in the classroom, the quality of what the students wrote under practice-test conditions was very disappointing.
A)True
B)False





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