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| 1 | 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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| 2 | All of the following skills are included in Howard Gardner's eight types of intelligence except which one? |
| A) | Sensory skills |
| B) | Movement skills |
| C) | Verbal skills |
| D) | Intrapersonal skills |
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| 3 | Which of Gardner's intelligences is involved in an activity calling for self-reflection and setting life goals? |
| A) | Verbal skills |
| B) | Interpersonal skills |
| C) | Intrapersonal skills |
| D) | Naturalist skills |
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| 4 | Kurt loves to design and build things. At the age of 10, he has already designed and built his own tree house. He has designed and built elaborate buildings as projects for book reports. He has built a raft that actually floated down the local creek. What would Howard Gardner say about Kurt? |
| A) | Kurt is high in verbal skills. |
| B) | Kurt is unlikely to be successful in school. |
| C) | Kurt is high in visual spatial and logical mathematical skills. |
| D) | Kurt is high in naturalist skills. |
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| 5 | Although boys are more physically aggressive than girls, girls are more likely to engage in verbally aggressive behavior such as ___________. |
| A) | relational aggression |
| B) | inclusion |
| C) | detracking |
| D) | gender bias |
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| 6 | Mrs. Chiden has just been informed that she will have several students in her class next school year with learning disabilities. Mrs. Chiden can expect these students to all ________. |
| A) | have normal intelligence or above |
| B) | have difficulty in at least one academic area and usually several |
| C) | have no other diagnosed problem or disorder that can be attributing as the cause of the disability |
| D) | all of the above are correct |
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| 7 | Ms. Meyers is a regular classroom teacher who has just begun working with children with special needs. Her principal has advised that she be familiarized with the Individuals with Disabilities Education Act (IDEA), since she will now be interacting with parents whose children have special needs and she will have to create individualized education plans (IEP). Which of the following is not true and therefore not one of the items that Ms. Meyers will be learning about regarding IDEA's specific provisions that relate to the parents of a child with a disability? |
| A) | Schools are required to send notices to parents of proposed actions. |
| B) | Parents are allowed to attend meetings regarding the child's individualized education plans (IEP). |
| C) | Students can expect to be mainstreamed into regular classes in order to receive an appropriate education. |
| D) | Parents have the right to appeal school decisions to an impartial evaluator. |
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| 8 | In 1975, Congress passed the Education for All Handicapped Children Act. What does this law require? |
| A) | All students with disabilities receive homebound instruction |
| B) | All students with disabilities receive life skills training |
| C) | All students with disabilities be placed in separate, special education classes |
| D) | All students with disabilities be given a free, appropriate public education |
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| 9 | Children with disabilities can be placed in a variety of settings. Which of the following is considered a least restrictive environment? |
| A) | Regular classroom with supplementary instruction |
| B) | Part of time spent in a resource room |
| C) | Special schools |
| D) | Homebound instruction |
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| 10 | Lauren is a hearing-impaired student who is receiving instruction in a regular second-grade classroom. This approach to educating students with disabilities is called ___________. |
| A) | collaborative consultation |
| B) | inclusion |
| C) | special education |
| D) | interactive teaming |
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| 11 | Bilingual maintenance programs emphasize ___________. |
| A) | teaching only in English so that students quickly acquire the language |
| B) | using the native language as a bridge to English-language instruction |
| C) | keeping up proficiency in the native language while learning English |
| D) | maintaining the native language with English as a "linguistic option" |
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| 12 | Which of the following is TRUE of students receiving special education? |
| A) | Whites are more likely than African-Americans to be labeled mentally retarded. |
| B) | Few special-education students are likely to be Hispanic because special education services are not available in Spanish. |
| C) | Gifted learners receive far more than their share of instructional resources because they often benefit the most from their status as special-education students. |
| D) | Boys are more likely to receive special-educational services than are girls. |
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| 13 | Which of the following best describes a criticism of tracking? |
| A) | Slower students in each track "hold back" the progress of the class. |
| B) | Better students in each track set the pace at which topics are covered. |
| C) | Students in the low-track group are stigmatized as early as elementary school. |
| D) | A small percentage of students in each track are destined to fail. |
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| 14 | An enrichment program is a standard option for teaching which of the following groups of children? |
| A) | Children with attention deficit/hyperactivity disorder |
| B) | Children with autism |
| C) | Children who are gifted |
| D) | Children who are mentally retarded |
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| 15 | Mrs. Barone is using technology in her classroom to help children with disabilities function in the classroom environment. The technology she is using consists of various services and devices that include communication aids, alternative computer keyboards, and adaptive services. What type of technology is Mrs. Barone using? |
| A) | Assistive technology |
| B) | Instructional technology |
| C) | Regular education technology |
| D) | Receptive technology |
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| 16 | 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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| 17 | Which of the following would be the best example of action research? |
| A) | Answer a question about whether a school district has an effective classroom management approach |
| B) | Improve classroom management practices in a third grade math classroom |
| C) | Determine best classroom management practices that can be applied to most school classrooms |
| D) | Make decisions about the effectiveness of a particular behavioristic classroom management program. |
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| 18 | Which of the following describes Bloom's Taxonomy? |
| A) | hierarchy of strategies for classroom management |
| B) | classification of teacher response to student answers |
| C) | original guidelines for mastery learning |
| D) | system for determining the intellectual level of questions |
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| 19 | Increased wait time leads to ___________. |
| A) | shorter student responses |
| B) | more student disruptions |
| C) | fewer student questions |
| D) | greater student participation |
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| 20 | Direct teaching is |
| A) | based on students' direct involvement with the material through hands-on activities |
| B) | practiced through direct interaction with students on an individual basis |
| C) | teacher presentation of new material, followed by directed practice, feedback, and review |
| D) | student-centered and student-directed |
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| 21 | Cooperative learning groups work best when ___________. |
| A) | the groups meet several times a week |
| B) | students are grouped by gender |
| C) | students are grouped by ability level |
| D) | the groups share a goal and materials |
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| 22 | Mastery learning is based on the premise that ___________. |
| A) | learning is a social process—students learn through interaction with others |
| B) | learning should be relevant to students' lives—by solving real-world problems |
| C) | all students can learn—if given the right tools and the opportunity to work at their own pace |
| D) | learning is doing—students learn through hands-on experiences |
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| 23 | When Ms. Wilkerson teaches math, she wants her students to do more than memorize basic math facts; she wants them to understand why 6x5=30 and to be able to use that information in their everyday lives. To this end, she begins teaching multiplication by showing the students that it is actually repeated addition. She uses manipulatives to illustrate. She then gives the students many real world problems, which they often work together to solve, using the same manipulatives she used.
Which of the following instructional approaches does the above exemplify? |
| A) | constructivist |
| B) | behavioral |
| C) | discovery |
| D) | information processing |
Mr. Joyner teaches algebra and geometry at Prairie View High School. Most of his students take these two classes because of the state requirement of two years of math, not out of any interest in math. While this doesn't thrill Mr. Joyner, he accepts it and does his best to ensure that his students learn. They have to show at least minimum competency to pass the class. The grading scale at Prairie View is rather rigorous: 94% for an A; 88% for a B; 82% for a C; 70% for a D.
The disparity between Ben's performance on homework and tests is so great that Mr. Joyner sometimes wonders how much help Ben gets on his homework. Mr. Joyner suspects that perhaps one of his former students provides a little too much "scaffolding" in a misguided effort to help Ben.
A meeting is set up between Ben, his mother, Mr. Joyner, and Ms. Patterson to discuss Ben's problems. Due to everyone's schedules, two weeks pass between the phone call and the meeting. At the meeting each teacher indicates how Ben is doing in class. He is earning an A in English, Bs in his small engines and agriculture classes, and a C in chemistry. His only failing grade is in geometry. Ben's mother has both his report card and the results of the standardized test with her. She explains Ben's problem to Mr. Joyner and hands him the results of the standardized test. Mr. Joyner looks at the test score in amazement.
Adam is a student in Mr. Potter's fourth-grade class. He is the youngest of 6 children in a blended family. His mother and step-father both work long hours to support their family. His father moved to another state recently. Adam is a bright child, but is not always well behaved. He enjoys entertaining his classmates by making jokes, often at Mr. Potter's expense.
Mr. Potter views Adam's disruptive behavior as a cry for attention. He doubts that Adam gets much attention at home due to having so many siblings and because his parents are rarely home. He tries to ignore Adam's behavior because he does not want to reinforce it.
Ms. Murphy teaches second grade in an economically disadvantaged elementary school. Many of her students read below grade level and are not meeting state standards, according to the standardized test administered the year before. All of the teachers in Ms. Murphy's school are under pressure for their students to meet state standards.
Some of Ms. Murphy's students have had little exposure to reading outside school, and most do not choose to read during their free time at school. Knowing that reading skills are important to future success in school, Ms. Murphy is justifiably concerned.
In an effort to entice her students to read more, Ms. Murphy develops a reading incentive program. She places a large chart on the classroom wall to track student progress. Each time a student completes a book, he or she tells Ms. Murphy, who then places a star next to the student's name on the chart. Each student who reads five books per month receives a small prize, from the class prize box. The student who reads the most books in any given month receives a larger prize.