Mrs. Capehart teaches a professional development session on ADHD to the teachers in her school district. She discusses that all of the following are effects of untreated ADHD except
A. students experience lower educational achievement.
B. students are less likely to graduate high school.
C. students are sociable with their peers.
D. students have a pessimistic outlook on their future.
C
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Imagine you are an educational researcher who wants to learn about the type of psychological environment in which middle school students feel most comfortable and best able to concentrate on their studies. You plan to examine a wide variety of factors that might contribute to such an environment, including physical factors (e.g., cleanliness and colorfulness of the school building) and social
factors (e.g., teacher-student relationships, general tolerance for diverse behaviors and beliefs). You realize that students might identify important factors that you yourself haven't even thought of. In this situation, your best choice would probably be: A) A descriptive, quantitative study. B) An experimental study with at least three treatment groups. C) An experimental study with one treatment group and one control group. D) A qualitative study.
An example of a teacher disposition from the INTASC Standards is a. The teacher understands how students' learning is influenced by individual experiences, talents, and prior learning as well as language, culture, family, and community values b. The teacher is sensitive to community and cultural norms c. The teacher brings multiple perspectives to the discussion of subject matter, including
attention to students' personal, family, and community experiences and cultural norms. d. all of the above
The movement suggesting that all students with disabilities be placed and served in the general education classroom regardless of severity or type of disability is which of the following?
A. The full-inclusion movement B. The regular education service plan C. The least restrictive environment D. The continuum of services
When evaluating students who have cross-cultural backgrounds, evaluators should focus on:
a. ascertaining how the student communicates in various contexts (e.g., home, in the community) b. getting information from a variety of sources (e.g., former teachers, parents) c. cross-validating test results d. all of the above