Select all that are true about whole school reform
a. Whole school reform efforts in individual schools orchestrated by district offices have not been very successful.
b. Increasing individual school autonomy with district support has a good chance of success.
c. Charter schools have provided excellent models of school reform efforts for public schools.
d. There is little research to support the conclusion that whole schools reforms work.
e. Site-based decision making has been effective when districts relinquish control to the schools in which collaborative problem solving is used.
ABE
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Supervisors use reflective inquiry in his/her use of directive control informational behaviors. Key factors that influence the supervisor's decision-making include which of the following:
a. What type of technical language do I use with the teacher or the overall environment? b. What type of choice for alternative actions do I give to my teachers? c. Have I considered the unanticipated consequences in using this approach? d. Is this directive informational approach working well with the teacher or do I need to consider other approaches? e. All of these
Grant has been having a particularly challenging time with learning to write his name on his own. His teacher and parents are trying different ways to help him with this learning. Based upon Grant's interest in playing outside and playing in the mud kitchen, different earth elements such as sand, soil, sticks, and shells have been brought into the classroom and placed in the writing corner. As Grant approaches that center, his teacher encourages him to write his name using these materials. This is an example of what type of approach?
a. Montessori b. Reggio Emilia c. HighScope d. Multiple Intelligences
Ms. Edgerton wants to construct an assessment instrument that is a good reflection of what her students have learned from a recent unit on the history of their state. To do so, she might best begin by constructing a table of specifications that includes both:
A) The kinds of questions she wants to ask and the scoring criteria she wants to apply. B) The topics students have studied and the things they should be able to do with each topic. C) The topics students have studied and the order in which they have studied them. D) The kinds of questions she wants to ask and the types of instructions she intends to give students about how to respond.
When students have misconceptions about a concept, helping them acquire more scientifically acceptable understandings of that concept is difficult. It is most difficult when the student has:
a. Many minor misconceptions b. One major misconceptions c. A few well- engrained misconceptions d. Many few well- engrained misconceptions