How can applying the third principle of Comer’s School Development Program—focus on problem solving rather than placing blame—change the dynamics of school–family interactions?
What will be an ideal response?
Applying this principle can help teachers and families focus on meeting the needs of children by working together to find solutions to problems rather than wasting time/energy on blame or fault-finding.
Fault-finding may create a barrier of hostility between home and school and prevent the development of respectful relationships/partnerships.
Blaming students, particularly those living in low-income or poverty households, follows a “deficit” view that focuses on what children/families don’t have rather than looking at strengths and resources they do have. It also fails to consider the role of the families, schools, and communities in the educational success of all children.
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Which of the following would NOT be among the specialized areas of the expanded core curriculum for students who are visually impaired?
a. Visual efficiency skills b. Orientation and mobility c. Mathematics d. Use of assistive technology
Although Piaget is well respected, his work has been criticized for several reasons. These include the criticism that:
a. the data has not been statistically analyzed. b. there are no control groups. c. he asked different questions of each child so that interviews cannot be compared. d. a and c are correct. e. a, b, and c are correct.
Developmental researchers need to be sure that any data collection method they use is actually assessing what it is supposed to assess. In other words, researchers need to be concerned about what aspect of their data-collection techniques?
a. reliability b. practicality c. physiological basis d. validity
The "I" in DIA stands for:
a. individual. b. indicator. c. inquiry. d. incident.