Which of the following about state standards is not true?
a. they provide a guide for planning the content of teaching.
b. they serve as a tool of communication for principals, teachers, parents, and students.
c. they ensure that the percentage of students who pass state tests will increase
d. they ensure that all students have the opportunity to learn the content considered important
ANS: C
You might also like to view...
Which of the following is an example of an appropriate encouraging statement for a child who says, "I'm no good!"?
A. "You are good. You can do a lot of things." B. "Let's look at what you've accomplished so far." C. "I don't want to hear you putting yourself down. Let's see how we can fix things." D. "Let's look at what you've accomplished so far." and "I don't want to hear you putting yourself down. Let's see how we can fix things."
Answer the following statement(s) true (T) or false (F)
The goal in experimentation is to maximize the possibility that something other than a manipulation caused differences between groups.
High levels of stress hormones do not affect the developing brain because it is so resilient
Indicate whether the statement is true or false
If you were a school administrator selecting a literacy coach, doing so by using criteria that concurred with recommendations made in this text (in Chapter 1's text and figures, and in the table in the inside back cover), which person would you choose?
A. Mrs. Oterra (Mrs. Oterra has a degree in English Education from a major research university. She graduated from that university with honors and has taught English in a high school of a large southwestern city for 9 years, over those years teaching all four grades [9th, 10th, 11th, and 12th]. She has recently won an award for her teaching. She likes to write and contributes articles to a professional journal published by her state's English educators association. Several of her articles have been published.) B. Mr. Christopher (Mr. Christopher has worked 4 years as a fourth-grade teacher and 3 years as a Title I reading teacher. Last year, he presented in-service sessions to other teachers in his school. He has a Master of Reading Education degree, with extra coursework leading to remedial reading certification, including work in a university reading clinic. Mr. Christopher regularly attends reading conferences to keep up to date with reading research and practice. Sometimes, he presents at these conferences.) C. Ms. Sampson (Ms. Sampson is a first-year teacher. She has loved working with young children since she was a high school student, and she has volunteered in after-school programs for developmentally delayed children. Throughout her undergraduate program she had an enthusiasm that pleased her professors; her school principal during this first year of her teaching felt equally positive about her intent to be a good teacher. She often seeks advice from other teachers to build her repertoire of teaching skills and to solve problems.) D. Mr. Jenner (Mr. Jenner would like to work in a leadership position in his school district. He has an undergraduate degree in elementary education and two years' experience in a fifth-grade classroom. Two weeks ago he enrolled in a one-day workshop operated by a commercial group called "Literacy PROs, Inc.," who has offered these workshops to train literacy coaches since the advent of NCLB. Yesterday, Mr. Jenner wrote an application to his district's administrative offices seeking a position as a literacy coach.)