If there is a relationship between pupils’ responses to the items ‘I get good marks in maths’ and ‘I don’t like the way I look’, does that imply causation? Why, why not?
What will be an ideal response?
No. Correlation doesn’t in itself imply causation. Remember that there were three conditions for causality: there is a relationship between a and b, a comes before b in
time, and no third variable is the underlying cause of the relationship between a and b. Correlation only tells us about the first condition, not about the two others.
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An example of a constructivist environment would be:
a. The children in Ms. Franco's 2nd-grade class always take pages of notes and watch their teacher demonstrate science experiments without their assistance or opportunities to try the experiments themselves. b. The children in Mr. Delaney's room know that they can experiment with a variety of materials to determine whether they sink or float without worry that their teacher will restrict their curiosity. c. Mrs. Shishani tells her students that they must hand their community maps in to her without discussing directions or crossroads with their classmates. d. Toddlers in the "Sunshine" room at Mr. Christian's child care center are given worksheets to look at that identify shapes during the scheduled shape theme week.
Which of these is not considered an appropriate test accommodation?
a) Allowing more time b) Reading the questions to the student c) Allowing student to provide verbal answers on a written test d) Allowing an "open book" format
Which of the following properly lists the terms in order, from least to most substantial?
A. quizzes, exams, tests B. quizzes, tests, exams C. exams, quizzes, tests D. tests, quizzes, exams
Arnold has Down syndrome. Three of the following instructional strategies are appropriate for children with this condition. Which one is least likely to be appropriate?
a. Explain assigned tasks in specific, concrete terms. b. Assign the same academic tasks that you give nondisabled classmates. c. Present new material more slowly than you would for other students. d. Provide considerable scaffolding to facilitate successful performance.