African Americans and Latino/a Americans, especially males, are punished more often and more harshly than other students, but they do not commit more serious offenses. How are teachers using culturally responsive management to address this inequity?
a. Teachers demonstrate greater leniency with African American and Latino/a American students to compensate for the inequity.
b. Teachers hold other students accountable for modeling appropriate behaviors in order to bridge the culture gap.
c. Teachers combine high expectations for appropriate behavior and warm teacher-student relationships.
d. Teachers instruct these students in majority culture behaviors before holding them accountable for meeting high behavioral expectations.
c
You might also like to view...
David Wechsler developed that are widely used to assess IDD
a. individual tests of intelligence b. group tests of intelligence c. adaptive behavior scales d. achievement tests
Betsy gets the results of her math midterm and sees that see got an A. She thinks that her good grade is a result of her hard work in studying. A final exam is coming up in her math course, so she studies very hard for it. This is an example of which approach to motivation?
a. drive reduction b. self-efficacy c. self-esteem d. attribution
Some typical non therapeutic teacher-caregiver responses include:
a. perceived competence in behavior management b. Tolerance of predisposition or sensitivity to offending behaviors c. personal and professional management of stress d. perceived goodness between the student of concern e. all of the above
Which of the following is an example of controlled problem-solving?
A. using systematic strategies to find the optimal solution to an open-ended problem B. using algorithms and heuristic strategies for solving convergent problems with one answer C. using critical thinking process to evaluate problems D. using storage and information processing to resolve problems