Describe your academic self-concept. Based on your description, predict how you think you will do this semester. What grades do you think you will earn for each class? With what types of activities can you see yourself getting involved?
What will be an ideal response?
Students will likely predict that they will do as well or slightly worse than they did in their previous schooling experience. They may also anticipate being involved in activities similar to those they have been involved with in the past. If so, remind students about the new environment and new expectations on their performance. Remind them that they are at college to have new experiences.
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Describe the strategy of using time out. Is time out appropriate for young children? Justify your answer
What will be an ideal response?
Individuals as the Music Educators National Conference developed music standards based on the following beliefs except:
A. All children have musical potential. B. Very young children are capable of developing critical thinking skills through musical ideas. C. Children should not be encumbered with the need to meet performance goals. D. All of the above
An experiment was done to compare the effect of having a conversation via a hands-free mobile phone, having a conversation with an in-car passenger, and no distraction (baseline) on driving accuracy. Twenty participants from two different age groups (18–25 years and 26–40 years) took part. All participants in both age groups took part in all three conditions of the experiment (in counterbalanced order), and their driving accuracy was measured by a layperson who remained unaware of the experimental hypothesis.
Which of the following output tables is not relevant for analysing the data from the current example?
A. Both tables are important for these data. B. Mauchly’s test. C. Levene’s test D. Neither of the tables are important for these data.
In literature studies the perspective and orientation that a reader adopts toward a particular text is known as his/her:
a. flow. b. point of view. c. reaction. d. stance.