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| 1 | |
Academic learning time is |
| | A) | engaged time in which students show a high success rate. |
| | B) | time in which students are actively involved in a subject. |
| | C) | allocated time with academic subjects. |
| | D) | time scheduled for an academic subject. |
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| 2 | |
Discipline problems are most likely to occur during |
| | A) | lecture and seatwork. |
| | B) | questioning. |
| | C) | transitions. |
| | D) | wait time. |
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| 3 | |
Which educational researcher analyzed effective classroom management, identifying such skills as withitness, overlapping, and avoidance of fragmentation? |
| | A) | Jacob Kounin |
| | B) | Arno Bellack |
| | C) | Mary Budd Rowe |
| | D) | Robert Slavin |
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| 4 | |
Teachers who demonstrate "withitness" |
| | A) | are aware of all students' behavior in the classroom at all times. |
| | B) | are concerned with student home life and keep in contact with students parents or guardians. |
| | C) | use the most current curricular materials. |
| | D) | are very punctual and well organized. |
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| 5 | |
Pedagogical cycles are initiated by teachers about what percent of the time? |
| | A) | 25 |
| | B) | 55 |
| | C) | 85 |
| | D) | 95 |
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| 6 | |
Researchers investigating male and female experiences in the classroom found that |
| | A) | girls and boys call out about equally. |
| | B) | girls call out more and are more likely to be reprimanded for calling out. |
| | C) | boys call out more, but teachers are less likely to accept their responses. |
| | D) | boys call out more, but are less likely to be reprimanded for calling out. |
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| 7 | |
Lower-order questions are appropriate in all of the following situations EXCEPT |
| | A) | introducing new information. |
| | B) | working on problem-solving skills. |
| | C) | reviewing previously learned material. |
| | D) | working on drill and practice. |
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| 8 | |
According to Bloom's taxonomy, "application level" questions require students to |
| | A) | recall or recognize information. |
| | B) | arrange and organize information mentally. |
| | C) | use a rule, a classification system, directions, or the like in solving a problem. |
| | D) | use creative thinking in solving problems for which there is no single right answer. |
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| 9 | |
Which teacher reaction is used most often? |
| | A) | acceptance |
| | B) | criticism |
| | C) | remediation |
| | D) | praise |
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| 10 | |
Mary Budd Rowe's research on wait time indicates that to encourage greater student participation, teachers should |
| | A) | decrease wait time 1 and wait time 2. |
| | B) | decrease wait time 1 but increase wait time 2. |
| | C) | increase wait time 1 but decrease wait time 2. |
| | D) | increase wait time 1 and wait time 2. |
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| 11 | |
When used effectively, corrective feedback is |
| | A) | a focus on personal behavior, including personality traits to eliminate future problems. |
| | B) | not tied to specific performance, but uses a general statement about performance. |
| | C) | tied to specific performance, and not personal in nature. |
| | D) | both A and B |
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| 12 | |
The role of the teacher in direct teaching is best described as a |
| | A) | personal tutor who tracks individual students' progress and needs. |
| | B) | strong leader who structures the classroom. |
| | C) | project manager who can design hands-on learning activities. |
| | D) | discussion leader who is well versed in the Socratic method. |
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| 13 | |
In deep teaching |
| | A) | the emphasis is on preparing students for standardized tests. |
| | B) | teachers work to broaden the curriculum and include more topics. |
| | C) | direct instruction is emphasized. |
| | D) | the curriculum may be narrowed and critical thinking emphasized. |
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| 14 | |
Educator Larry Cuban found that over nearly a century, teaching |
| | A) | has undergone remarkably little change. |
| | B) | has progressed from teacher-centered to strikingly student-centered. |
| | C) | has risen in status from a semi-profession to a full-fledged profession. |
| | D) | has remained constant in its willingness to challenge the status quo. |
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| 15 | |
Technology, computers, and the Internet have been used for many classroom and educational purposes. Which of the following is NOT a reason offered for computer use? |
| | A) | drill and practice on specific skills, often the same skills required in state assessment tests |
| | B) | to promote higher order thinking through simulations and collaborative action research |
| | C) | to reduce violence by refocusing students on individual computer tasks and assignments rather than on each other |
| | D) | to strengthen teacher resources by offering a greater array of instructional tools for the classroom, like Power Point presentations |
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