A fifth-grade teacher provides several options for family engagement to support the needs of working families and parents who are not native English speakers. Which principle is he practicing?
A. Principle 5: Schools acknowledge their role in the community that they serve and recognize that school programs that are embedded in the community contribute to the community-building process
B. Principle 2: Administrators, principals, and teachers recognize the capacity of families and honor their role in supporting the overall growth and development of all family members: young children, students, and adults
C. Principle 6: School-based or school-sponsored initiatives for families are designed to advocate with families for services and systems that are fair, responsive, and accountable to the families and students served
D. Principle 3: School staff understands that families are important resources to design, implement, and evaluate programs. They are resources to themselves and to
B. Principle 2: Administrators, principals, and teachers recognize the capacity of families and honor their role in supporting the overall growth and development of all family members: young children, students, and adults
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What will be an ideal response?
Many American parents adopt children from races that differ from their own. In those adoptions, which of the following is true?
a. The race of the child usually does not factor into the adoption decision. b. African American children are the most likely to be adopted. c. Parents who adopt African American children tend to be younger, White, lesbians, and people who consider their communities to be more diverse. d. When African American children are adopted into families in which their parents are not African American, the adjustment of these children tends to be unsatisfactory.
The quickest way to communicate with many parents at once is by
a. using a mail-merged letter. b. writing a note to send home. c. creating a classroom blog. d. tell the students to tell their parents.
________ refers to the extent to which a particular test measures what it is supposed to measure and is often evaluated by comparing different tests of the same skills or abilities.
A. Achievement B. Reliability C. Validity D. Intelligence