Create two scenarios. In the first, illustrate a teacher with low expectations for children. In the second, illustrate a teacher with high expectations for children. Make sure your scenario describes the result for student achievement in both types of scenarios.
What will be an ideal response?
Answer should create two scenarios. In the first, illustrate a teacher with low expectations for children (e.g., a teacher whose cultural assumptions lead to the conclusion that a student's academic or social behavior is outside the norm of appropriate and who make well-intended decisions that undermine the student's educational success). In the second, illustrate a teacher with high expectations for children (e.g., a teacher who is culturally responsive and who takes a strengths-based perspective in regards to children). Make sure your scenario describes the result for student achievement in both types of scenarios.
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Which geographical area has the most population per square mile?
a) New York c) Massachusetts b) New Jersey d) Washington, D.C.
A psychologist conducts a research study and finds that children who are abused have more difficulty in school than children who are not abused
a. Is this an experimental, correlational, cross-sectional, or longitudinal study? Justify your choice. b. Based on the study, the psychologist draws the conclusion that an abusive home life leads to poorer school performance in school. Is this conclusion justified? Why or why not? What will be an ideal response?
The nature vs. nurture debate continues to command attention as we seek to understand the nature of disability and the effect, if any, of various interventions. The opposing opinions in this debate are exemplified by Goddard and Wolfensberger. (a) Briefly describe each of their points of view on disability and disability services. (b) Present and defend your position on this debate
What will be an ideal response?
(p. 81) Happenings offer an experience that is reflective of an interest observed in infant-toddler interactions and play. How do happenings differ from activities?
A. Happenings broaden the idea of what infants and toddlers engage in and learn from. B. Happenings are more complex than activities. C. Happenings are never planned, but activities have a plan. D. Happenings have predetermined outcomes, but activities are more free-flowing.