What is the structure of a writing conference?
What will be an ideal response?
Conferences have a predictable structure. The teacher begins by attempting to discover the student's intentions. Here, the teacher is searching for the way to match the teaching during the conference with the writer's goal for this piece of writing. Knowing the writer's goal helps the teacher decide what the writer needs to achieve the goal. The second part of the conference is assessing the writer's needs so as to decide what to teach. The third step is to teach the writer a needed strategy or skill. The teacher teaches something the student needs now, but also something that will be useful in subsequent pieces of writing. The fourth step is to create a plan with the writer. What did the writer understand the teacher to say? What will the writer do now? The teacher then makes a record of the student's plan.
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Overrepresentation of minority groups in special education:
a. occurs in all disability categories. b. occurs mainly in the specific learning disability category. c. occurs in disability areas where professional judgment and opinion play a role in the decision-making process. d. does not occur in categories such as mild intellectual disability or emotional disturbances.
If a test is composed of items that all have high discrimination indexes (based on the total test score), the test is said to also have
A. content relevance. B. difficulty. C. high reliability. D. high predictive power.
The first case in which the U.S. Supreme Court ruled that schools couldn't unilaterally change the placement of children through expulsions was
a. Stuart v. Nappi b. New Jersey v. T.L.O. c. Honig v. Doe d S-I v. Turlington
When you are thinking critically, you are:
a. not finding faults b. being distracted c. being discerning d. disregarding evidence