The ______ is not accounted for in the study but impacts the independent variable.
A. independent variable
B. confounding variable
C. extraneous variable
D. experimental variable
Ans: B
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Fourth-grade teacher Junie Lee is working on a unit about weather with her students. Lee has a formal plan of studies to learn about hurricanes, tornadoes, and tsunamis; it aligns with the textbook used in all fourth-grade classes in the district and in the state-established core curricula for this topic. During their studies, a tsunami strikes in southeast Asia. Lee adds Internet articles about
the disaster to the unit. In the classroom, Lee encourages her students to ask questions and relate the material to their existing knowledge, and she does not have a lot of rules of conduct. The school has a relaxed social atmosphere where teachers, administrators, and students interact in a casual manner; students learn to respect and value each other. Which aspect of this scenario represents informal curriculum? a. Ms. Lee's formal plan of studies for the topic of weather b. The school's social atmosphere c. Ms. Lee's philosophy and approach in her classroom d. The state-established core curricula e. Ms. Lee's addition of Internet articles about the tsunami disaster to the weather unit
Answer the following statement(s) true (T) or false (F)
1. On average, most people can hold about three items in short-term memory 2. An item’s meaning is represented in a semantic code 3. Learning to play the guitar is an example of episodic memory 4. Information that is not activated for use is in a state of storage 5. Pictorialists don’t believe in images
As part of developing reactive strategies in the BIP, all but one of the following are goals of
debriefing with a student: A. Problem solving B. Modifying supports C. Maintaining positive teacher-student relationship D. Maintaining adequate relations with peers
Self-monitoring requires students to
a. record the frequency of a specific behavior. b. determine appropriate reinforcers for specific behavior. c. evaluate the quality of their performance on a specific behavior. d. trade in their point cards at the end of a behavior management session.