An educational leader's style is:
a. How he/she feels about his/her faculty.
b. The behavior he/she uses, as perceived by the faculty, when he/she is attempting to influence their behavior.
c. The behavior he/she perceives to be effective.
d. Effective with all faculty members.
B
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Which of these would a care teacher use to help infants and toddlers understand that some things are alive, others are not?
a. Rocks move when they are thrown b. Flags and banners blow in the breeze c. Plants grow, give vegetables or flowers, and die d. Water moves when little hands splash it.
Which one of the following statements is consistent with the textbook's discussion of scoring criteria for formal assessments?
A) When students know the teacher's criteria for scoring their performance, content validity is apt to be jeopardized. B) Students perform better when given only general guidance (e.g., "Answer as completely as you can") about how to respond. C) Students should be informed regarding the scoring criteria a teacher will use. D) Telling students the scoring criteria ahead of time is likely to make them unnecessarily anxious about the assessment.
How does Sandra's comment, "I knew I would need it," in reference to her third and fourth rules, and Joe's lack of a similar one relate to our discussion of developmental differences in students?
What will be an ideal response?
What is an experiment in social science research?
A. A task that is done to get a result B. A group of social scientists working together to arrive at a conclusion, based upon the data collected C. A way of testing a hypothesis by precisely controlling the variables D. Research that focuses on how societal attitudes change towards others when confronted by clear social status division