Competency 2
Competency 5
Competency 7
100
Q. Legalized segregation, upheld “separate but equal” doctrine:
  1. Brown v. the Board of Education
  2. Public Law 94-142
  3. Plessey v. Ferguson
  4. Title IX of the Educational Amendment Act
3. Plessey v. Ferguson
100
Q. All seating arrangements should accommodate a(n) __________________ learning environment:
  1. specialized
  2. interactive
  3. inclusive
  4. closely monitored
4. closely monitored
100
Q. Cooperative learning activities:
  1. lead to less class disruptions.
  2. lead to friction among students from different racial groups.
  3. lead to higher level of academic achievement.
  4. lead to more work for the teacher.
3. lead to higher level of academic achievement.
200
Q. Concerning the education of Hispanic Americans throughout the first half of the Twentieth Century
  1. The academic performance of most Hispanic students exceeded that of most Caucasian students.
  2. Bilingual education was strongly emphasized everywhere in the United States.
  3. Many Hispanic students were placed in the lower academic tracks after being given intelligence tests in English, which is not their first language.
  4. None of the above.
3. Many Hispanic students were placed in the lower academic tracks after being given intelligence tests in English, which is not their first language.
200
Q. An individual’s estimate or personal judgment of his or her own ability to succeed in reaching a specific goal. This is a definition of:
  1. Self-esteem
  2. Self-efficacy
  3. Self-respect
  4. Self-control
2. Self-efficacy
200
Q. This conflict can revolve around items that can be measured and may include time, technology, classroom desks, space, or materials.
  1. Value conflict
  2. Resource conflict
  3. Interpersonal conflict
  4. Territorial conflict
  5. Perceptual conflict
2. Resource conflict
300
Q. The _______________ intelligence is the ability to understand the thoughts, beliefs, and intents of others and the ability to respond appropriately.
  1. interpersonal
  2. Intrapersonal
  3. bodily-kinesthetic
  4. musical
1. interpersonal
300
Q. An example of the Zone of Proximal Development is:
  1. Using the writing process in a step-by-step manner.
  2. Using models of how to complete specific academic tasks.
  3. Using reading partners to check one another’s reading comprehension.
  4. All of the above.
  5. None of the above.
4. All of the above.
300
Q. The ability to reasonably, responsibly, and respectfully examine a position different than your own that you feel strongly about is known as ___________ thinking.
  1. Divergent
  2. Convergent
  3. Dialectical
  4. Valid
3. Dialectical
400
Q. Current research has shown that most teachers:
  1. Treat minority students and European American students the same.
  2. Are more likely to have quality interactions with and provide quality feedback for minority students than they are for European American students.
  3. Are less likely to have quality interactions with and provide quality feedback for minority students than they are for European American students.
  4. None of the above.
3. Are less likely to have quality interactions with and provide quality feedback for minority students than they are for European American students.
400
Q. According to Maslow…
  1. All people reach self-actualization.
  2. Teachers can do little to help children because their life centers on their home.
  3. As one’s needs are met at one level, one theoretically is more able to progress to the next higher level.
  4. The safety needs of the vast majority of people are seldom met.
3. As one’s needs are met at one level, one theoretically is more able to progress to the next higher level.
400
Q. Indentify the Bloom’s Level: Breaks down information into component parts; examines parts for inferences
  1. Knowledge level
  2. Analysis level
  3. Application level
  4. Comprehension level
  5. Synthesis level
2. Analysis level
500
Q. Ms. Borders, a second-year, third-grade teacher, is preparing a theme study on water and the related concepts of conservation, ecology, and human needs. One of her instructional outcomes deals with students' abilities to demonstrate their new learning in a variety of ways. As she plans her unit of study, Ms. Borders first needs to consider
  1. the strengths and needs of the diverse learners in her classroom.
  2. the amount of reading material she assigns.
  3. how the theme connects to other academic disciplines.
  4. inviting guest speakers to the classroom.
1. the strengths and needs of the diverse learners in her classroom.
500
Q. A third grade teacher has observed that one of her students has great difficulty learning across all subjects. Choose one of the following instructional methods that best communicates high expectations to the student.
  1. Assist the student individually in setting appropriately challenging learning goals and provide the child with the necessary resources.
  2. Provide a plan for the student which focuses on areas of individual strength and discard those weak areas that may frustrate the student unrealistically.
  3. Praise the student frequently and give rewards, even when the student does not do well.
  4. Organize the class, providing the student many opportunities to work cooperatively with others, earning group recognition and individual responsibility.
1. Assist the student individually in setting appropriately challenging learning goals and provide the child with the necessary resources.
500
Q. After Mr. Parker poses a question to the students, he allows sufficient think time. However, some teachers struggle with waiting three seconds or more before calling on a student. Which of the following is probably the main reason for this?
  1. The teacher is concerned that the students will misbehave.
  2. The teacher believes no one will answer anyway so it is best to go on.
  3. There is a cultural norm in the USA where teachers become uncomfortable with silence.
  4. The teacher understands if the students can’t answer the questions right away; they probably don’t know the answers.
3. There is a cultural norm in the USA where teachers become uncomfortable with silence.
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