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| 1 | |
According to research, students are more likely to show good behavior and higher achievement in schools where __________. |
| | A) | a common ethos exists |
| | B) | teachers hold common expectations |
| | C) | teachers behave in consistent ways toward students |
| | D) | All of the above. |
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| 2 | |
Several researchers have summarized the research on effective schools and the effects of school processes on student learning. Features of effective schools include: order and discipline, high expectations, teacher efficacy, administrative leadership, and community support. These attributes are part of __________. |
| | A) | the schools' instruction and assessment. |
| | B) | the school's social organization. |
| | C) | the school's standards and curriculum. |
| | D) | the school's personality. |
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| 3 | |
Mr. Johnson, the principal of Jefferson Elementary School, is highly effective at garnering community support for the school. He encourages teachers to involve parents in significant ways that go beyond events like Back-to-School Night or Open House. Which of the following is the least meaningful way to involve parents? |
| | A) | Enlist parents to do administrative tasks such as making copies. |
| | B) | Schedule parent volunteers to serve as tutors and "reading listeners" for students. |
| | C) | Enlist parents to manage fundraising events for the school. |
| | D) | Ask parents for school improvement ideas and assistance. |
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| 4 | |
At Lincoln Middle School, students are given significant leadership roles and opportunities to assume responsibility. Students are highly motivated and engaged academically because they feel empowered in other aspects of school life. Students at Lincoln Middle are most likely involved in __________. |
| | A) | student government activities |
| | B) | peer tutoring |
| | C) | hall monitoring |
| | D) | All of the above. |
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| 5 | |
Research shows that student achievement is significantly higher in schools where teachers take collective responsibility for their students' academic successes and failures. The results of these studies provide support for the point of view that __________. |
| | A) | weak students should be responsible for their own learning |
| | B) | students from deficient home live should be protected |
| | C) | schools should be caring communities in which teachers work together, not alone |
| | D) | schools should find ways to have the most effective teachers work alone |
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| 6 | |
Traditionally, schools support a "hands-off norm" in the area of teacher behavior. This norm allows teachers to be friendly and supportive socially, but discourages making specific suggestions about instructional practices. New teachers can attempt to overcome the hands-off norm by __________. |
| | A) | avoiding classroom visits and observations |
| | B) | depending upon reflective, independent thought |
| | C) | establishing a weekly study and support group with other like-minded teachers |
| | D) | generating all of their own lesson plans, materials, and ideas |
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| 7 | |
Norms governing the relationships between principals and teachers are diverse. New teachers may find their values to match those of their principal; others may find their values to be diametrically opposed. What can beginning teachers do to establish a positive working relationship with their principal regardless of the compatibility of their values? |
| | A) | Keep the principal apprised of classroom activities, and invite her to view special student projects or a special lesson. |
| | B) | Frequently send misbehaving students to the office so differences can be discussed |
| | C) | Maintain a "hands-off" policy, because principals are too busy for relationships with individual teachers. |
| | D) | Don't be pushy. Wait for the principal to initiate contact or formal meetings. |
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| 8 | |
Research shows strong evidence that parent involvement and expectations positively impact student achievement. Several factors, however, pose challenges to teachers for establishing partnerships with parents. Which of the following is NOT a factor that inhibits parent involvement in today's schools? |
| | A) | Students' cultural backgrounds are not represented in the school. |
| | B) | Parents have too much time and often interfere in teachers' classrooms. |
| | C) | Increasing numbers of students are English language learners. |
| | D) | Family structures are different from the traditional two-parent norm. |
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| 9 | |
Mrs. Lorton is a middle-class, White teacher from a quiet suburb. She teaches in an inner-city school with a large immigrant population. Her students speak a wide range of languages at home and have varying experiences with formal schooling. Mrs. Lorton's students are most likely experiencing __________. |
| | A) | home-school mismatch |
| | B) | racial bias |
| | C) | strong home-school communication |
| | D) | remedial, custodial instruction |
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| 10 | |
Even when two parents or adults live in the same home, it is likely that both are working outside the home. To meet the needs of these families, Ms. Curtis sends home monthly newsletters. Which of the following newsletter guidelines is most important for communicating with parents whose first language is not English? |
| | A) | Reflect the newspaper format with headings and columns. |
| | B) | Invite parents to participate in class activities. |
| | C) | Write the newsletter with parents' backgrounds in mind; include translations when possible. |
| | D) | Include information about class schedules and policies. |
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| 11 | |
Parent-teacher conferences can present a particular challenge for teachers when meeting with families whose first language is not English. Today, many schools all over the country are experimenting with including students in parent conferences. Why can this be a particularly effective strategy when meeting with parents who speak little or no English? |
| | A) | Students can help increase communication among the adults and possibly translate difficult words or concepts. |
| | B) | Students can show and explain their work in their native language. |
| | C) | Students can help their parents feel comfortable and less threatened. |
| | D) | All of the above. |
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| 12 | |
Many school districts, particularly those with large populations of at-risk students, are adopting new parent involvement programs. Generally, the goals of such programs are to diminish the home-school mismatch and increase the involvement of students and families in school. Which of the following is not an appropriate way to communicate with parents in such programs? |
| | A) | Train families in parenting skills that reflect mainstream social norms. |
| | B) | Train parents how to assist during field trips and special events. |
| | C) | Teach parents how to help students with homework and how to give appropriate feedback. |
| | D) | Train parents how to work with small groups in the classroom or how to serve as a teacher aide. |
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| 13 | |
School improvement is easier in schools in which teachers have a collaborative work culture. A beginning teacher's role in school improvement involves careful analysis and reflection of proposals that come from others. Before committing to a particular reform effort, beginning teachers should ______ . |
| | A) | know that reform efforts are always better than traditional methods |
| | B) | assess administrative and teacher support |
| | C) | assume it has been carefully researched and tested in a wide variety of classroom contexts |
| | D) | develop leadership skills by rallying school-wide support |
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| 14 | |
Which of the following examples is the best use of tutoring? |
| | A) | Two students working on teacher-made worksheets |
| | B) | A parent volunteer assisting a student with the alphabet |
| | C) | A parent volunteer circling the room to ensure students are on task. |
| | D) | Both A and B are correct. |
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| 15 | |
The National Science Teachers Association, the National Council for the Social Studies, The National Council of Teachers of English, and the National Council of Teachers of Mathematics are all examples of _________. |
| | A) | online newsgroups |
| | B) | professional development institutes |
| | C) | teachers' unions |
| | D) | professional associations |
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| 16 | |
For communicating with parents of students, all of the following strategies are recommended EXCEPT which one? |
| | A) | Be an active listener. |
| | B) | Use a manipulative mode of communication. |
| | C) | Make eye contact. |
| | D) | Use "I" messages. |
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