In Chapter 1 of your text, there was discussion of "pull-out" and "push-in" programs. According to the information reported there, what are some factors that lead to success, rather than failure, of "push-in" (i.e., inclusion) programs?
A. Case reports are developed by the special teacher and shared with the classroom teacher about special-needs students; easy-to-read books are used with the whole class; formal assessment is frequent.
B. The cultural background of the teachers is similar to that of the students; teachers take turns working with at-risk students; linguistic materials are used.
C. Family literacy programs are developed; peer tutoring is employed; volunteers are used to supplement teachers' instruction.
D. In-class instruction is preplanned, systematic, intensive, and research-based; additional time is provided for struggling learners.
D
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If you were mentoring a newly-hired teacher who was interested in presenting a unit on food safety, what suggestions would you have to help him or her get started?
What will be an ideal response?
Community college is a great choice for students. Why might students agree with this statement?
A. Community college is a real college. B. Community college is a marketplace of ideas. C. Community college students are better able to speak up in class and get to know their instructors. D. All of these are correct.
Of the following, which is the best description of a misconception?
a. An idea that makes sense to an individual but is inconsistent with evidence or commonly accepted explanations b. An idea that is important in one culture but is not important in another culture c. An idea that people understand in the abstract but can't apply in the real world d. An idea that is held by students but is not held people outside the classroom
A researcher was interested in predicting whether a person would attempt to commit suicide (score = 1) or not (score = 0) from their depression scores. They found that the value of exp b was 2.56. How should this value be interpreted?
A. If two people have depression scores that differ by 1 unit, then the odds of the person with the higher score attempting suicide are 2.56 higher than for the other person. B. 2.56 times more people who attempted suicide scored highly on depression. C. If two people have depression scores that differ by 1 unit, then the odds of the person with the higher score attempting suicide are 2.56 lower than for the other person. D. Suicide rates are 2.56 times as high in depressed people.