One common educational practice is to chart students' progress over time so that students can see their own improvement. These progress charts often lead to higher student achievement in the absence of other observable forms of reinforcement
The effectiveness of such charts in changing behavior illustrates the role of reinforcement as:
A
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Statements that specify acceptable and unacceptable behaviors in the classroom
a. rules b. contingency contract systems c. discipline d. procedures
Children learn best when they construct their own knowledge. This includes all of the following EXCEPT:
a. hands on interaction with materials. b. teachers providing correct answers to their questions. c. teachers challenging children to think about what the answers might be. d. teachers helping children to evaluate their ideas via experimentation. e. All of the above help children to construct their own knowledge.
To find out if visual imagery (i.e., "picturing" things in one's mind) is more effective than verbal repetition in learning French vocabulary words, a French teacher develops two different study guides for her students:
one that tells students how to use visual imagery to learn French words, and one that tells them to just repeat the words over and over. She randomly distributes the two study guides to her students. Over the next few weeks, the teacher finds that students using visual imagery study guides achieve higher average quiz scores. Because all of the students used their given study guides and there was no reason to suspect other differences between the two groups of students, she concludes that the visual imagery study guide helped her students to learn their French vocabulary words more than the other study guide. Is the teacher's conclusion valid for her students? a. No, because she used random assignment b. No, because her experiment wasn't conducted in a laboratory c. Yes, because her students probably all had similar IQ scores d. Yes, because she was able to manipulate a variable in the environment
Research on classwide peer tutoring (CWPT) to help meet the instructional needs of students with mild mental retardation in inclusive settings shows that, compared to teacher-led instruction, CWPT resulted in each of the following EXCEPT
A) increased academic performance for all students. B) increased amount of engaged academic time. C) increased academic performance for the students with mild ID only. D) positive acceptance from the teachers and students.