Of the following, which statement most accurately describes the influence of expert teachers on students?
a. Expert teachers have a lasting positive effect on students' academic performance in a variety of curriculum areas, but students' personal and social development is largely the result of their family background.
b. Expert teachers have a wide-ranging, lasting positive effect on students' personal and social development, but students' academic performance is largely the result of the native ability.
c. The effect of expert teaching on students is somewhat limited, because student achievement, as well as personal and social development largely depends on their parents' socioeconomic status and the involvement of parent with their children during the school years.
d. Expert teachers have a wide-ranging, lasting positive effect on students, including increased academic achievement, improved personal and social development, increased enrollment in college, and higher adult earnings.
d
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Separation anxiety often appears between eight to twelve months
a. True b. False
Define universal design.
a. Refers to barrier-free systems that meet the needs of everyone, including people with disabilities b. Includes any change in administration, scoring, and interpretation procedures we make specifically because of a test taker’s ability c. Adjusts the way students access test stimuli and questions d. Adjusts the way a test taker records responses to a test question
A teacher notices that when directions are given in class a particular student does not follow instructions and watches
the other students to see what they are doing before beginning a task. This student may be experiencing what type of problem? a. Aphasia b. Receptive Language Disorder c. Expressive Language Disorder d. Stubbornness and cheating
In this figure, if the value of a calculated statistic falls in the ______ , you will ______.
a. middle of the distribution; reject the null hypothesis
b. tails of the distribution; reject the alternative hypothesis
c. tails of the distribution; not reject the null hypothesis
d. middle of the distribution; not reject the null hypothesis