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| 1 | |
An individual who takes a constructivist approach to teaching would most likely encourage students to do which of the following? |
| | A) | Do math problems |
| | B) | Collaborate with others |
| | C) | Memorize information |
| | D) | Assemble puzzles |
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| 2 | |
Effective teachers tend to display which of the following traits? |
| | A) | They do not allow students to ask questions about political issues. |
| | B) | They are knowledgeable about people from different cultural backgrounds. |
| | C) | They discourage students from discussing ethnic issues. |
| | D) | They encourage students to work alone. |
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| 3 | |
Effective teachers typically exhibit __________. |
| | A) | rigidity in their teaching methods |
| | B) | solid professional knowledge and skills |
| | C) | predictability in their lesson plans and curriculum |
| | D) | control over every aspect of the classroom |
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| 4 | |
As students in U.S. schools have become more ethnically diverse in recent decades, teacher demographics __________. |
| | A) | have changed to reflect their students' ethnic backgrounds. |
| | B) | are about 50% African American. |
| | C) | are primarily comprised of African American and Latino males. |
| | D) | are overwhelmingly non-Latino White females. |
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| 5 | |
Constructivism emphasizes that individuals learn best when they __________. |
| | A) | work in collaborative groups |
| | B) | actively put together knowledge and understanding |
| | C) | learn effective strategies for retrieving information |
| | D) | solve real world problems |
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| 6 | |
Ms. Rydell has her students learn about social studies so that they will take what they learned and use it in school and also outside of school. She stresses meaningful learning and thinking critically about values. What approach to social studies is Ms. Rydell taking? |
| | A) | A cognitive approach |
| | B) | A constructivist approach |
| | C) | The traditional approach |
| | D) | The interactive approach |
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| 7 | |
Ms. Mott's ninth grade science class is taught with an emphasis on discovery and hands-on laboratory investigation; thus her students are helped to construct their own knowledge. What approach to science teaching is Ms. Mott's using? |
| | A) | Cognitive approach. |
| | B) | HUMBIO. |
| | C) | Social approach. |
| | D) | Constructivist approach. |
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| 8 | |
Wiring a doll house, making replicas of boats for a regatta, and dropping eggs are examples of __________. |
| | A) | HumBio science curriculum |
| | B) | gender-based science activities |
| | C) | drill and practice |
| | D) | a cognitive, constructivist approach to science |
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| 9 | |
All of the following are facets of the federal No Child Left Behind act EXCEPT ____________. |
| | A) | by 2005-2006, teachers who are not considered "highly qualified" will receive a reduction in pay or a warning of dismissal |
| | B) | separate objectives are to be proposed for students who are economically disadvantaged, students from ethnic minority groups, students with disabilities, and students with limited English proficiency |
| | C) | by 2005-2006, states will be required to give all students annual standardized tests in grades 3 through 8 |
| | D) | schools that are labeled as "underperforming" must be closed if they do not show improvement after five years |
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| 10 | |
When using education research, reflective practitioners can rely on which of the following? |
| | A) | Principles based on high quality research apply to all students in all settings. |
| | B) | Teaching and learning are situational. Principles based on research should be adapted to the context of a particular classroom and to the abilities of a particular teacher. |
| | C) | In all cases, novice teachers should emulate expert teachers and their research-based teaching strategies and approaches. |
| | D) | Societal views and community values have no impact on what and how teachers teach as long as teachers are using research-based instructional strategies. |
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| 11 | |
Ms. Westin is reviewing current research about problem-based learning. After careful reflection, she believes certain aspects of the instructional approach would benefit her students. She critically assesses her current teaching strategies and student needs. Ms. Westin develops problem-based learning lessons tailored to her classroom context. In this case, the role of educational research can best be described as _________ . |
| | A) | rules for taking actions based on tradition and conventional wisdom. |
| | B) | a blueprint for all classrooms regardless of teacher, student, and community characteristics. |
| | C) | a process of implementing current best practices tailored to particular student needs. |
| | D) | a process of knowing, understanding, and challenging current beliefs about how children learn and about the best teaching practices. |
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| 12 | |
Perspectives about effective teaching have changed greatly over time. Which of the following is considered an essential attribute of an effective teacher for the 21st century? |
| | A) | Possess personal qualities for developing authentic relationships with students |
| | B) | Have an authoritarian style of teaching |
| | C) | Utilize expository instructional methods to maintain classroom control |
| | D) | Focus on student deficits and weaknesses |
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| 13 | |
Mr. Winter teaches history in an urban school. He frequently supplements textbook-based lessons with technology resources. Mr. Winter's students conduct research on the Internet, communicate with experts via e-mail, and use CDs relevant to course topics. Which of the following best describes Mr. Winter's approach to educational technology? |
| | A) | Enhancing student learning through a wide range of resources |
| | B) | Reinforcing the "digital divide" |
| | C) | Supplanting traditional learning with "virtual" learning |
| | D) | Enhancing student learning through unfettered access to the Internet and online advertising |
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| 14 | |
Mrs. Lerner is a veteran teacher of twenty years. She meets weekly with colleagues to discuss classroom issues and share instructional strategies. At least once a year, she attends professional development conferences. Mrs. Lerner regularly reads professional literature and research and contributes to a local education publication. Which of the following best describes Mrs. Lerner's attitude about learning to teach? |
| | A) | Experience in the classroom is more effective for learning to teach than formal professional development activities. |
| | B) | Learning to teach occurs during pre-service teaching programs. |
| | C) | Learning to teach is a developmental and lifelong process. |
| | D) | Learning to teach is a static and simple process that can be mastered within 3-5 years. |
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| 15 | |
As teachers move from novice to expert status, they progress through general stages of development, including survival stage, teaching situation stage, and student results and mastery stage. How can all teachers use knowledge about these stages of development to become more reflective practitioners? |
| | A) | The developmental models provide a framework for reflecting upon and monitoring one's own growth. |
| | B) | The developmental models can be used to diagnose one's current level of concern and development. |
| | C) | The developmental models can be used to plan professional development experiences that will facilitate growth to more mature and complex levels of teaching. |
| | D) | All of the above. |
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| 16 | |
A teacher's work can be conceptualized around three main aspects of teaching: leadership, instructional, and organizational. Which of the following best describes a teacher's organizational responsibilities? |
| | A) | Teachers motivate students, plan and coordinate work, and facilitate learning. |
| | B) | In addition to working with students, teachers work with colleagues and students' families for the purpose of schoolwide planning. |
| | C) | Teachers provide face-to-face instruction to students in classrooms. |
| | D) | Teachers organize the classroom space, materials, and day-to-day schedule. |
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