Intergenerational families are more common among which cultural groups?
A) Caucasian families and African American families
B) Latino families and Caucasian families
C) Native American families and African American families
D) African American families and Latino families
Answer: D
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It would be preferable to use the Stanford-Binet instead of an intelligence test such as the California Test of Mental Maturity in which of the following scenarios?
a. A researcher is interested in getting both verbal and nonverbal scores of intelligence from his sample. b. The researcher suspects two of the subjects in the sample may be slow learners and would like to exclude them from the study. c. A researcher wants intelligence measures for his sample of 100 high school students. d. The Binet would be preferable in all of these situations.
The focus of an inquiry lesson should be start with what method?
a) Fun and engaging mathematical task. b) Mathematical content and Mathematical practices. c) Exposure to an isolated, but needed skill. d) Exposure to multiple methods of solving problems.
Hiram is a 3-year-old child in your class who is curious about everything. He wants to know why rain never falls up and why snow always falls down. He wants to know why cats don't bark and why dogs have tails. You dread admitting the new girl, Amelia, who has cerebral palsy, to your class because you know Hiram will want to know—in detail—what makes her head roll around like that and why she
"talks funny." In order to avoid embarrassing Amelia, it would be best for Miss Jones to: a. tell Hiram never to talk about Amelia where she can hear him. b. tell Hiram it isn't nice to ask questions like that. c. offer a matter-of-fact explanation in advance to Hiram about what caused Amelia's difficulty. d. tell him he should just pay no attention to Amelia—she's really just like the other children.
Three of the following strategies are effective with students from low-income families. Which one is unlikely to be effective?
a. Communicate clear expectations for students' behavior. b. Find out what students do well and build on their strengths. c. Show students how academic tasks are relevant to their personal lives. d. Lower the standards by which you evaluate students' academic performance.