Ms. James had a student who would destroy his work almost daily during independent math instruction. She decided to take data for four independent work sessions. In the first two sessions the difficulty of the work would be equal to practicing known skills, and in the second two sessions the difficulty of the work would involve new skills that had been taught that day in direct teach. Ms. James was using functional _____ .
a. assessment
b. structure
c. analysis
d. none of the above
c. analysis
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Mr. Farinelli was always thought of as a bit unusual, even eccentric, by his fellow teachers. He would, for example, take time to time to talk to students in order to learn what their interests were and what their lives were like out of school. Whenever he asked a student to do something, the request would always be preceded by "please" and followed by "thank you." He allowed students to make up
exams they missed and to take an alternate form of an exam on which they had performed poorly. He used discipline as a last resort, preferring to use humor as a way to deal with disruptive students. On the basis of this description, Mr. Farinelli's approach to teaching is most consistent with a. direct instruction. b. behavioral theory. c. humanistic theory. d. several different but complementary theories of learning.
The probability of rejecting a false null hypothesis is called ______.
A. power B. type I error C. type II error D. null finding
Which of the following is the sequence of triangular numbers?
a) 1, 3, 6, 9, 12, ... b) 1, 3, 6, 10, 15, ... c) 3, 6, 9, 12, ... d) 3, 6, 10, 15, ... e) 3, 9, 27, 81, ...
Units are written to be used; they are living documents and should be:
a. carried over from year to year so to insure consistency of instruction b. included in the syllabus for a course but followed loosely for daily planning is more important c. followed where helpful; and augmented, reduced, and revised as needed and discarded when no longer appropriate d. none of the above