In what ways can teachers engage community stakeholders to enrich and extend student learning? In what ways can teachers/classrooms give back to their communities?
What will be an ideal response?
Identify key community stakeholders in the school neighborhood; consider ways these stakeholders can contribute to children’s development/learning.
Look for possible partnerships with local businesses for help with fund-raising, field trips, and sharing of expertise that can enrich academic curriculum or extend children’s learning.
Identify other people and organizations in students’/families’ support community that can also enrich curriculum and extend children’s learning (e.g., clergy, church members, physicians, and extended family members).
Develop projects with students and community stakeholders that will provide opportunities for learning for students and benefit communities--such as service learning projects in community gardens, food pantries, community cleanup efforts, and so on.
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Although efforts have been made to recruit men into the early childhood education field, discuss some of the reasons men either do not enter the field or leave the field
What will be an ideal response?
A teacher is assessing the function of a student's behavior by giving him a non-preferred task to complete
and allowing him a break each time he displays the target behavior. If the teacher sees an increase in the target behavior under these conditions, then the function of the behavior is likely to be: a. attention b. sensory stimulation c. access to tangibles d. escape
Which of the following is not a measure used to modify the chi-square test value?
A. Phi B. Contingency coefficient C. Cramér’s V D. Hotelling’s adjustment
If a teacher decides to ignore Sam's misbehavior in class after a long history of attending to that behavior, she should first expect the behavior to:
A.Get worse before it gets better B.Go away quickly C.Stay the same D.Subside in a smooth fashion