Group-oriented contingencies represent a powerful way to manage student behavior because:
a. they are exclusively on the use of punishment
b. peer pressure represents a potent behavior change technique
c. the students develop the procedure and are responsible for implementing the contingency
d. they rely on dispensing tokens for appropriate behavior
B
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The classroom rules have been established by the cooperating teacher with the children. What should the student teacher do?
A. randomly ignore the rules B. create her own rules C. reword the rules in a positive way D. enforce the rules consistently with the cooperating teacher
Tell what the teacher should do after trying every way he or she knows to gain the cooperation of a defiant student, but to no avail. Include in your response appropriate teacher dispositions and teacher tasks during this final attempt to solve the problem
What will be an ideal response?
Which of the following is the most accurate characterization of the research on the effects of high-stakes testing?
a. A substantial amount of research has been done and the findings are strongly positive. b. The research is limited but the results are mostly positive. c. The research is limited and the results are largely disappointing. d. There is no research at the present time on the effects of high-stakes tests.
Mr. Yamane plans each mathematics unit beginning with a set of outcomes specifying what he wants the students to achieve, based largely on the Common Core State Standards for his grade. He then plans the lessons that will help the students achieve those outcomes and the assessments he will use to determine whether they have, in fact, achieved them. The planning process Mr. Yamane is using is
known as: a. formative assessment. b. dynamic assessment. c. curriculum-based measurement. d. backward design.