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Practice Quiz
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1
Scientific research, as asserted in "Becoming Citizens of the World," will increasingly be conducted:
A)by small private firms.
B)in developing countries.
C)in government laboratories.
D)by international teams of researchers.
2
Today's high-school students, as presented in "Becoming Citizens of the World," need deeper knowledge that includes all of the following EXCEPT an understanding of:
A)significant global trends in science and technology.
B)how regions and cultures have developed.
C)violent and technological challenges to U.S. supremacy.
D)how international trade and the global economy work.
3
Most U.S. companies, as reported in "Becoming Citizens of the World," expect that their share of overseas markets will decline in the coming years.
A)True
B)False
4
In discussing the demographic landscape of American education, the author of "As Diversity Grows, So Must We" notes that:
A)inequities in schools are a function of discrimination.
B)in the majority of schools, racial percentages of teachers mirror those of students.
C)white teachers generally have no cultural connections of their own.
D)many white educators do not have background experiences to prepare them for growing student diversity.
5
As reported in "As Diversity Grows, So Must We," an essential outcome of the initial conversation in the Apple Valley School District was:
A)the declaration of a color-blind educational approach.
B)recognition that racial differences make a difference in educational outcomes.
C)confirmation that a minority of teachers needed improvement.
D)the belief that political correctness establishes a constructive environment for discussion.
6
As pointed out in "As Diversity Grows, So Must We," diversity-enhanced school districts must establish clear public markers that unambiguously state what they believe.
A)True
B)False
7
Among the conclusions reached by the author of "Colorblind to the Reality of Race in America" regarding the current state of society is that:
A)the civil rights movement was an unmitigated failure.
B)the civil rights movement was an unmitigated success.
C)America is inherently a colorblind society.
D)racial dominance by white people continues as a central element of U.S. society.
8
As related in "Colorblind to the Reality of Race in America," in the dissenting opinion of the Plessy v. Ferguson decision, Justice John Marshall Harlan based his opinion on the claim that:
A)the 14th Amendment prohibited segregation.
B)the Constitution is color blind.
C)a genuinely integrated society is impossible.
D)separate facilities for different races are not necessary.
9
As noted in "Colorblind to the Reality of Race in America," in the McClesky v. Kemp case the Supreme Court upheld Georgia's death penalty despite disparate execution rates.
A)True
B)False
10
Both implicitly and explicitly, as put forth in "Beyond 'Culture Clash': Understandings of Immigrant Experiences," the values and traditions of Hmong immigrants are viewed as:
A)incomprehensible.
B)sacred.
C)forward-looking.
D)backward.
11
The dominant discourse about Asian Americans, as maintained in "Beyond 'Culture Clash'" Understandings of Immigrant Experiences," highlights their:
A)similarity of culture.
B)spirituality.
C)status as model minorities.
D)history of past discrimination.
12
The "culture clash" view of immigrants, as pointed out in "Beyond 'Culture Clash': Understandings of Immigrant Experiences," presents the immigrant experience as unchanging and fixed in time.
A)True
B)False
13
The only school district in the country that currently requires a world religions course, as explained in "One Nation, Many Gods," is located in:
A)Santa Fe, New Mexico.
B)New York, New York.
C)Miami, Florida.
D)Modesto, California.
14
Schools should address the issue of world religions, as maintained in "One Nation, Many Gods," in order to:
A)provide students with the tools to critically examine their own faith beliefs.
B)confront and dismantle faith-based intolerance.
C)enrich students' understanding of world history.
D)better understand religious conflicts and terrorism in the world.
15
The required religion classes described in "One Nation, Many Gods," did not undermine students' existing religious beliefs while increasing religious tolerance.
A)True
B)False
16
As stated in "Because I Had a Turban," classroom conversations about Christianity, which can take the form of talking about church attendance, celebrating holidays, or youth group activities, often cause Indian American students to feel:
A)resentful.
B)optimistic.
C)neglected.
D)anxious.
17
Religious oppression, as asserted in "Because I Had a Turban," is less about theology than it is about:
A)defining history.
B)solidarity.
C)power.
D)scapegoating.
18
U.S. society, as noted in "Because I Had a Turban," is far less shaped than most societies by religion, in terms of language and social habits.
A)True
B)False
19
The portraits of exceptional educators in "Metaphors of Hope" were originally inspired by:
A)constant negative media coverage of educational issues.
B)the author's approaching retirement.
C)an inspirational seminar the author attended.
D)letters students had written about their most memorable teachers.
20
Cathy Arment, as described in "Metaphors of Hope," is able to create a loving classroom in spite of the diversity of her students because she:
A)spends time talking to each one of them about their backgrounds.
B)has taken additional classes in diversity.
C)fosters a sense of togetherness from the first day of class.
D)posts a list of rules that includes sharing and forbids teasing.
21
Before the new school year begins, as explained in "Metaphors of Hope," one of the teachers profiled sends welcoming cards to all her future students.
A)True
B)False
22
According to "'What Are You?' Biracial Children in the Classroom," biracial citizens have been largely ignored by society in general because they:
A)often identify with the racial group they most closely resemble.
B)constitute only a very small proportion of the population.
C)seem most comfortable associating with others of mixed race.
D)disrupt the assumptions on which racial inequality is based.
23
Many prominent minority groups, as pointed out in "'What Are You?' Biracial Children in the Classroom," were not in favor of new census categories that allowed for biracial identification because they felt all of the following might be threatened except:
A)federal funds.
B)educational supports.
C)civil rights laws.
D)voting rights issues.
24
In the United States, as noted in "'What Are You?' Biracial Children in the Classroom," biracial individuals are now one of the fastest growing population groups.
A)True
B)False
25
As identified in "Dare to Be Different," the key to the success of the Charles Dickens School is the:
A)cooperation of parents.
B)absence of low-risk students.
C)educational philosophy.
D)staff.
26
As related in "Dare to Be Different," descriptions of Dickens students by teachers at mini-schools the students later attend include all of the following EXCEPT:
A)good leaders.
B)highly competitive.
C)autonomous.
D)good team players.
27
As reported in "Dare to Be Different," among the beliefs that underlie the learning approach at Charles Dickens is that learning requires the active participation of the learner.
A)True
B)False
28
One of the most important social realities impacting urban areas that must be included in accepting the need for efforts to teach for social justice, as stated in "Teaching for Social Justice in Multicultural Urban Schools," is the fact that residents are often:
A)suspicious of educational achievement.
B)reluctant to participate in community activities involving the schools.
C)suffering from serious health concerns.
D)in an isolated environment.
29
The U.S. city with the highest percentage of African American or Latino residents, as cited in "Teaching for Social Justice in Multicultural Urban Schools," is:
A)Chicago.
B)New York.
C)Miami.
D)Phoenix.
30
Most of the people who make use of the term "teaching for social justice," as put forth in "Teaching for Social Justice in Multicultural Urban Schools," have wholeheartedly embraced it as a perspective for educating urban students.
A)True
B)False
31
According to "The Human Right to Education," the first provision of the human right to education with a corresponding duty of the state to provide education was in the:
A)Constitution of the United States.
B)Soviet Constitution of 1936.
C)French Declaration of the Rights of Man.
D)British Bill of Rights of 1689.
32
As noted in "The Human Right to Education," obstacles to the full realization of the right to education include all of the following EXCEPT:
A)commercial approach to education.
B)gender discrimination.
C)school drop out.
D)human rights approach to education.
33
As pointed out in "The Human Right to Education," Professor Tomasevski's report suggests that most school drop outs like school and do not want to leave.
A)True
B)False
34
In discussing the demographic statistics regarding Asian Americans, the author of "Asian American Teachers" points out that:
A)a disproportionately high number of college-gradate Asian American females go into education.
B)the percentage of Asian American teachers is higher than that of students.
C)there has been a dramatic increase in the Asian American population in the United States in recent years.
D)Asian Americans tend to be widely dispersed across the entire nation.
35
As reported in "Asian American Teachers," the surveys used in the study:
A)were returned by a majority of those selected for participation.
B)were completed by the majority of participants.
C)focused largely on awareness of ethnic professional associations.
D)involved fewer than 25 questions.
36
As noted in "Asian American Teachers," findings in this study supported those in Goodwin, Gerushi, Asher, and Woo in regard to quality of integration.
A)True
B)False
37
As noted in "Mother Goose Teaches on the Wild Side," the cornerstone of the author's multicultural curriculum was:
A)English as Second Language.
B)Science.
C)Reading.
D)Social Studies.
38
As reported in "Mother Goose Teaches on the Wild Side," the book that generated the most lively discussion regarding teen behavior was:
A)The Maldonado Miracle.
B)Parrot in the Oven.
C)On My Honor.
D)That Was Then, This Is Now.
39
As stated in "Mother Goose Teaches on the Wild Side," the majority of the students in the author's class on any given day were male.
A)True
B)False
40
As reported in "Promoting School Achievement Among American Indian Students Throughout the School Years," research indicates that American Indian students:
A)function within the average range until fourth grade.
B)lag behind non-Indian peers at all levels of school.
C)keep pace with non-Indian peers until they enter high school.
D)have differing degrees of success depending on tribe.
41
As noted in "Promoting School Achievement Among American Indian Students Throughout the School Years," repeated exposure to remedial activities:
A)can effectively reduce achievement gaps.
B)demonstrates high teacher expectations.
C)is likely to deplete students' desire to commit to academic tasks.
D)improves the quality of teacher-student interpersonal relationships.
42
As stated in "Promoting School Achievement Among American Indian Students Throughout the School Years," results of the study reviewed did not support a crossover effect.
A)True
B)False
43
The goal of multicultural education, as maintained in "Family and Consumer Sciences Delivers Middle School Multicultural Education," is to:
A)teach students about unfamiliar customs and traditions.
B)help students from minority backgrounds adapt to the dominant culture.
C)provide all students with the knowledge and skills they will need in the future.
D)provide students with a sound grounding in history and social sciences.
44
Key to multicultural competence, as asserted in "Family and Consumer Sciences Delivers Middle School Multicultural Education," is:
A)effective communication.
B)skilled instruction.
C)exposure to a diverse group of classmates.
D)collaborative learning projects.
45
All too often, as pointed out in "Family and Consumer Sciences Delivers Middle School Multicultural Education," multicultural education is limited to superficial applications in which a culture's music, art, food, dress, and literature are noted in social studies, language arts, or fine arts classes.
A)True
B)False
46
Among the conditions found to distort the special-education process for African American and Hispanic students, as explained in "Discarding the Deficit Model," are all of the following except:
A)lack of adequate classroom instruction.
B)resistance to placement from parents.
C)inconsistencies in policy implementation.
D)arbitrary referrals and assessment decisions.
47
In past decades, following forced school integration of African American students, as reported in "Discarding the Deficit Model," the achievement of many of these students was complicated by:
A)low expectations for their academic success.
B)significant travel times to and from school.
C)a lack of community and neighborhood support.
D)a significant economic gap between African American students and their white peers.
48
According to "Discarding the Deficit Model," even disability categories whose criteria are based on biologically verifiable conditions, such as hearing or vision impairment, demonstrate disproportionality by ethnicity.
A)True
B)False
49
As claimed in "Arts in the Classroom: 'La Llave' (The Key) to Awareness, Community Relations, and Parental Involvement," in the U.S. school system, teachers are expected to be blind to their students':
A)basic needs.
B)socio-economic issues.
C)academic achievement.
D)classroom behaviors.
50
As asserted in "Arts in the Classroom: 'La Llave' (The Key) to Awareness, Community Relations, and Parental Involvement," for the success and inclusion of all students, the school environment should be considered:
A)an extension of home and community.
B)a means of assimilation into the dominant culture.
C)a vehicle to prepare students for passing standardized tests.
D)an escape from a home environment of poverty and neglect.
51
As noted in "Arts in the Classroom: 'La Llave' (The Key) to Awareness, Community Relations, and Parental Involvement," the ways in which parents are involved in their child's schooling is more important than the amount of involvement.
A)True
B)False
52
Last year, as reported in "The Trail to Progress," the Cherokee National Holiday was different in that the Cherokee Nation gave equal billing to Oklahoma, in recognition that the state:
A)had made genuine efforts to include Cherokee history in its state-history curriculum.
B)was celebrating its centennial year.
C)had elected its first Cherokee governor.
D)was welcoming the study of the Cherokee language in all public schools.
53
The Trail of Tears, as explained in "The Trail to Progress," took place when the federal government forced the relocation of 17,000 Cherokees to their location in Oklahoma from present-day:
A)Florida.
B)Texas.
C)Kentucky.
D)Georgia.
54
For more than half a century, as noted in "The Trail to Progress," the Cherokee Nation and the state of Oklahoma have found solid common ground in the area of education.
A)True
B)False
55
A successful strategy for teaching children from diverse cultures and languages, as explained in "An Investigation of How Culture Shapes Curriculum in Early Care and Education Programs on a Native American Indian Reservation," is for teachers to:
A)live within the community.
B)seek out a mentor who shares the same background as the majority of students.
C)explore who their students are.
D)become proficient in a foreign language.
56
Within the theme of different ways of understanding and defining culture, as presented in "An Investigation of How Culture Shapes Curriculum in Early Care and Education Programs on a Native American Indian Reservation," all of the following categories emerged except:
A)respect of children, families, and community.
B)building a sense of belongingness and community.
C)the importance of family values and beliefs.
D)efforts to encourage familiarity with the dominant U.S. culture.
57
Most educators today, as pointed out in "An Investigation of How Culture Shapes Curriculum in Early Care and Education Programs on a Native American Indian Reservation," are well equipped to work with students from cultures different from their own.
A)True
B)False
58
By the eighth grade, as explained in "A Critically Compassionate Intellectualism for Latina/o Students," students respond to the silencing they experience in school by directing their anger at:
A)their teachers.
B)their community.
C)themselves.
D)the oppressive nature of U.S. culture.
59
According to "A Critically Compassionate Intellectualism for Latino/a Students," the eventual outcome of "school-sponsored silencing" is the students' widely held belief that:
A)they cannot be academically successful.
B)their teachers are all racist.
C)remaining quiet is the best way to be successful.
D)schooling is unimportant.
60
Many Latino students, as noted in "A Critically Compassionate Intellectualism for Latino/a Students," believe their teachers are generally uninterested in them or in their educational progress.
A)True
B)False
61
The Vietnamese students profiled in "Educating Vietnamese Students" were most successful in their English-language skills in:
A)communicating with their parents as home.
B)basic interpersonal skills with peers.
C)understanding broad concepts in academic texts.
D)discussing subject matter content in depth.
62
Reading and writing skills acquired through the dominant language, as stated in "Educating Vietnamese Students," are valuable for learning English because:
A)academic skills and knowledge transfer across languages.
B)they provide students with an underlying self-confidence.
C)the grammatical structures of most languages are the same.
D)students can find support among their native language peers.
63
Although the aim of federal laws, including the No Child Left Behind Act, is to provide high-quality education for all students, as noted in "Educating Vietnamese Students," there are significant waivers for districts coping with large numbers of English-language learners, especially when funding is scarce.
A)True
B)False
64
The study presented in "The Need to Reestablish Schools as Dynamic Positive Human Energy Systems That Are Non-Linear and Self-Organizing," was motivated by the lack of research on schools:
A)with frequent leadership turnover.
B)under direct state supervision.
C)attaining performance levels generally seen only in schools with predominantly white and affluent students.
D)that have opted out of the high-stakes testing environment, even though it has had financial consequences.
65
The most limited use of power, as maintained in "The Need to Reestablish Schools as Dynamic Positive Human Energy Systems That Are Non-Linear and Self-Organizing," is power:
A)through.
B)over.
C)to.
D)with.
66
Although schools receiving an "A" grade due to testing scores then receive adequate funding, as noted in "The Need to Reestablish Schools as Dynamic Positive Human Energy Systems That Are Non-Linear and Self-Organizing," those receiving lesser grades suffer from a lack of resources.
A)True
B)False
67
The highest aspiration of public education, as asserted in "Moment of Truth," is to have:
A)all children aiming for a higher-education degree.
B)sufficient resources to address the specific interests of each student.
C)students from all walks of life together in a safe, caring environment.
D)graduates who go on to become engaged citizens and life-long learners.
68
The part of the debate over public education in Omaha that has gained the most national attention, according to "Moment of Truth," is the state legislature's decision to:
A)close several of the magnet schools in Omaha.
B)reduce state funding for the Omaha school district.
C)increase the length of the school day in Omaha.
D)divide the Omaha school district into three parts.
69
The current white flight in Omaha, as noted in "Moment of Truth," is similar to earlier occurrences of white flight in many large cities in the 1970s and 1980s.
A)True
B)False
70
As reported in "In Urban America, Many Students Fail to Finish High School," the biggest barrier to success for black and Latino community-college students is:
A)lack of student aid.
B)lack of accreditation.
C)weakness in basic skills.
D)opposition to the community-college situation.
71
In discussing the Compton Unified School District, the author of "In Urban America, Many Students Fail to Finish High School" notes that:
A)the majority of high-school graduates go to college.
B)the majority of seniors complete requirements for college admission.
C)low unemployment rates make a high-school diploma less important.
D)the majority of high-school students graduate.
72
As pointed out in "In Urban America, Many Students Fail to Finish High School," voters in Compton overwhelmingly supported a bond vote that will pay for new facilities at Compton Community College.
A)True
B)False
73
In multi-age classrooms, as described in "Examining Second Language Literacy Development in an Urban Multi-Age Classroom," positive implications for English-language learning and instruction can be found in the use of:
A)community volunteers.
B)dedicated reading specialists.
C)peer teaching and cross-age tutoring.
D)small-group work with similarly aged learners.
74
The initial data collection for the study presented in "Examining Second Language Literacy Development in an Urban Multi-Age Classroom," focused on examining:
A)students' individual backgrounds.
B)the construction of practice in the classroom.
C)pre-existing belief systems in the educators.
D)the overall culture of the school and its district.
75
In the classroom identified in "Examining Second Language Literacy Development in an Urban Multi-Age Classroom," all notices for parents are written in both Spanish and English.
A)True
B)False
76
Educational output, as defined in "Output Strategies for English-Language Learners," has generally been defined as:
A)school-wide test scores.
B)art and other projects students can bring home with them.
C)how children demonstrate what they have learned.
D)the number of children passed on to a higher grade level.
77
In an instructional setting, as explained in "Output Strategies for English-Language Learners," input has been characterized as:
A)having communicative intent.
B)demonstrating power relationships.
C)rote and impersonal.
D)filling students with valuable knowledge.
78
It has been demonstrated, as reported in "Output Strategies for English-Language Learners," that the equality and amount of language input children experience influences native as well as second-language acquisition.
A)True
B)False
79
Most of the gay and lesbian characters in the books published in the 1970s, as pointed out in "Controversial Books in the Middle School," concluded with:
A)community acceptance of the homosexual character.
B)the homosexual character deciding to leave his or her hometown.
C)breaking up with his or her original love interest.
D)the untimely death of the homosexual character.
80
Since the 1960s, as reported in "Controversial Books in the Middle School," middle-school educators have begun to realize that the classical canon of literature:
A)can speak to all students, regardless of their backgrounds.
B)might not meet the personal and social needs of their students.
C)is often too difficult for students to comprehend, let alone analyze.
D)represents a culture of repression.
81
Today, as noted in "Controversial Books in the Middle School," there are fewer books published with gay or lesbian themes or characters than there were in recently past decades.
A)True
B)False
82
As reported in "Celebrating Diversity through Explorations of Arab Children's Literature," in reviewing the demographics, the author finds that:
A)Iranians are the largest Arab group in the Middle East.
B)Arabs possess semitic roots.
C)most Muslims live in the Middle East.
D)all Arabs are Muslims.
83
As pointed out in "Celebrating Diversity through Explorations of Arab Children's Literature," the predominant theme in Sitti and the Cats: A Tale of Friendship is:
A)the survival of tradition.
B)equality of all people.
C)thinking of one's responsibility to the group before one's self.
D)behaving with courage in all situations.
84
As stated in "Celebrating Diversity through Explorations of Arab Children's Literature," the majority of Arab countries place no restrictions on freedom of worship.
A)True
B)False
85
As claimed in "Chica Lit: Multicultural Literature Blurs Borders," Chica lit is attitude combined with:
A)language.
B)sorrow.
C)culture.
D)seriousness.
86
As noted in "Chica Lit: Multicultural Literature Blurs Borders," the female protagonists of Chica lit are usually:
A)unhappy women looking for Mr. Right.
B)strong, independent women.
C)women living outside their culture.
D)women involved in the traditional roles of their Latina culture.
87
As presented in "Chica Lit: Multicultural Literature Blurs Borders," most Chica lit authors identify with one single culture.
A)True
B)False
88
Students, as noted in "Popular Music Helps Students Focus on Important Social Issues," often view their social-studies classes as:
A)contributing to their understanding of current events.
B)a guide to determining what they might want to pursue as adults.
C)an elective topic that they enjoy.
D)boring and irrelevant to their daily lives.
89
Abstract reasoning and problem-solving skills can be strengthened in middle school students, as maintained in "Popular Music Helps Students Focus on Important Social Issues," if their social-studies classes revolve around:
A)historical scandals and crises.
B)controversial social issues.
C)how past events have impacted individual lives.
D)issues of citizenship and democracy.
90
Teaching social studies and current events using popular music, as mentioned in "Popular Music Helps Students Focus on Important Social Issues," directly addresses the major themes articulated in the national curriculum standards for social studies established by the National Council for Social Studies.
A)True
B)False
91
Greater numbers of African American students are now choosing to attend traditionally white colleges and universities, as pointed out in "Framing the Effect of Multiculturalism on Diversity Outcomes among Students at Historically Black Colleges and Universities," because:
A)traditionally black institutions now admit students of other backgrounds.
B)white institutions offer lower tuition.
C)they are more comfortable in a more diverse setting, such as a state school.
D)the traditionally white institutions are now open to them, giving them greater choice.
92
The higher-education literature, as explained in "Framing the Effect of Multiculturalism on Diversity Outcomes among Students at Historically Black Colleges and Universities," contextualizes multiculturalism in terms of curriculum and the ways in which exposure to multiculturalism:
A)challenges students' pre-existing beliefs.
B)benefits the greater U.S. society.
C)shapes other academic and university experiences.
D)provides a lasting impact on individual lives.
93
Retention rates at HBCUs, as noted in "Framing the Effect of Multiculturalism on Diversity Outcomes among Students at Historically Black Colleges and Universities," are similar to those at TWIs.
A)True
B)False
94
The educational inequality referred to in "Building the Movement to End Educational Inequality," is the result of:
A)the shortage of devoted teachers.
B)economic recession.
C)individual intellectual capabilities.
D)the location of a person's birth determining the quality of his or her schooling.
95
In math, as described in "Building the Movement to End Educational Inequality," the impact of hiring a Teach for America teacher over another new teacher was the equivalent of:
A)reducing class size by eight students.
B)providing a half hour of tutoring to each student every day.
C)offering intensive remedial classes for students who were struggling.
D)increasing the resource budget by 50 percent.
96
By the time they are nine years old, as cited in "Building the Movement to End Educational Inequality," children growing up below the poverty line are already three grade levels behind children in high-income communities.
A)True
B)False
97
During the first year of the research presented in "Sustaining Ourselves Under Stressful Times: Strategies to Assist Multicultural Educators," there was no framework for sustaining strategies because the authors:
A)were unaware of each other's work.
B)could not fully articulate the difficulties they were having.
C)believed they should work to change others, rather than address issues within themselves.
D)were addressing each instance of resistance as a unique event.
98
According to "Sustaining Ourselves Under Stressful Times: Strategies to Assist Multicultural Educators," one of the most pervasive and immediate types of resistance met with was in the intellectual realm when the:
A)competence of the educators was challenged.
B)credibility of the content taught was challenged.
C)practicality of multicultural perspectives was questioned.
D)persistence of racism and inequality were questioned.
99
Preservice teachers, as reported in "Sustaining Ourselves Under Stressful Times: Strategies to Assist Multicultural Educators," were less likely than experienced educators or education faculty to resist efforts to address multicultural education.
A)True
B)False
100
Professional racism, as explained in "The Promise of Black Teachers' Success with Black Students," is the damaging belief that:
A)membership in a particular ethnic or racial group is sufficient to enable a teacher to provide culturally competent pedagogy.
B)there are few ethnic or racial minorities with the skills or desire to become proficient educators.
C)the presence of white students by itself will increase the academic success rate of schools.
D)impoverished students have too many outside concerns to bother with academic success.
101
Black female teachers, as maintained in "The Promise of Black Teachers' Success with Black Students," have historically been seen in the literature and discourse about teaching and learning as:
A)dynamic change agents.
B)only temporary workers.
C)uninterested in the research component of their profession.
D)silent and marginalized.
102
Research focused on the need to recruit African-American teachers into the public schools, as presented in "The Promise of Black Teachers' Success with Black Students," argue that African American and white students benefit equally from the presence of African American teachers.
A)True
B)False
103
Programs of teacher education, as explained in "Approaches to Diversifying the Teaching Force," have generally taken a passive role in student recruitment because:
A)they feel it would be unprofessional to push for students.
B)their research concerns are often divorced from the daily realities of struggling schools.
C)it is assumed that the market need for teachers will draw applicants.
D)they feel their programs are already in great demand.
104
A recruitment program for undeclared majors at California State University, Sacramento, as described in "Approaches to Diversifying the Teaching Force," offers support services to students designed to help them:
A)decide on a subject area for them to eventually teach.
B)navigate the higher-education bureaucracy.
C)seek out additional supports within the community.
D)feel comfortable teaching students whose backgrounds may be very different from their own.
105
An advantage to the approach of targeting undeclared majors for teacher-education programs, as mentioned in "Approaches to Diversifying the Teaching Force," is that the potential recruits are already on campus and open to assistance in determining their professional futures.
A)True
B)False
106
As stated in "Collaborative Recruitment of Diverse Teachers for the Long Haul--TEAMS," the top reasons given by Fellows in the Teacher Education for the Advancement of a Multicultural Society program for their participation was:
A)opportunity to work with like-minded professionals.
B)desire to serve their communities of origin.
C)financial support.
D)quality of training provided.
107
As reported in "Collaborative Recruitment of Diverse Teachers for the Long Haul--TEAMS," primary funding for the Teacher Education for the Advancement of a Multicultural Society program comes from:
A)AmeriCorps.
B)the federal Department of Education.
C)the Ford Foundation.
D)endowments of the University of San Francisco.
108
As noted in "Collaborative Recruitment of Diverse Teachers for the Long Haul--TEAMS," students of color tend to have higher academic performance when taught by teachers from their own ethnic group.
A)True
B)False
109
According to "Ain't Nothin' Like the Real Thing," when teachers and students come from different cultural backgrounds:
A)students tend to define behavioral expectations.
B)teachers should deal with behaviors indirectly.
C)students are likely to suffer.
D)conflicts are likely to occur.
110
As noted in "Ain't Nothin' Like the Real Thing," the most important benefit to be derived from immersion of preservice teachers into urban settings is:
A)learning the culture and pedagogy of the students one teachers.
B)weeding out candidates not suitable for such teaching.
C)impressing students with the need to manage the classroom in an
D)authoritarian way.
E)providing assistants to experienced teachers.
111
As reported in "Ain't Nothin' Like the Real Thing," many teacher-education programs have a poor record of educating teachers for diversity.
A)True
B)False





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