The concept of “inclusionary practices” can be addressed with questions about the manner in which services are
designed and delivered in schools. This is the perspective of the:
a. philosophical vantage point
b. organizational vantage point
c. governmental and policy vantage point
d. professional/procedural vantage point
b
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Ms. Snow says, "I went to a seminar about neuroscientific principles and I can see many ways that I can use what I learned to impact my students' classroom behavior and achievement. I'm going to start applying the information right away – isn't that great?" Which of the following responses most closely reflects what we know about the impact of applying neuroscience principles to classroom
situations? a. "Actually, the neuroscience-classroom research that exists suggests that teaching students information about brain function has a negative impact on their performance." b. "There hasn't yet been enough research conducted for us to draw clear conclusions about how to use neuroscience principles to change classroom outcomes." c. "Practical research does support the idea of applying principles of neuroscience in classroom practice, so you will likely see improvement from your students." d. "In general, neuroscience is viewed skeptically by most education professionals and your administration may question your use of those principles in your classroom."
Broadly, the general ability to understand and communicate meaning using context-specific concepts and symbols is known as:
a. metacognitive oversight. b. literacy. c. cultural bias. d. knowledge transforming.
Answer the following statement(s) true (T) or false (F)
The audiences to which we share our ideas and works are often larger than we recognize.
Refer to Exhibit 5-1. Which of the hypotheses violated the criterion that: hypotheses should follow the principle of parsimony in providing explanations
a. Peter is an inherently bad boy who had stepped out of line and ran to the classroom by the back stairs in order to infuriate the teacher. b. Peter leapt from the ground directly into the classroom window. c. Peter has an identical twin whom the teacher did not know about. He and Peter arranged with the principal to stage the fire drill so that they could play this trick on the teacher. d. Peter slipped into the boy's room on the way out and returned to his seat from there.