Compare and contrast the following conceptual frameworks for family, school and community partnerships: Epstein’s, Coleman’s, Cochran’s, and Moll’s
What will be an ideal response?
Characteristics of each model:
? ? Epstein: overlapping spheres of influence, six keys—parenting, communicating, volunteering, learning at home, decision making, collaborating with community, basis for national PTA standards
? ? Coleman: social capital, importance of home environment on test scores, communities, obligations and expectations, norms and sanctions, and information-flow
? ? Cochran: parent empowerment, all parents want what is best for their children, all parents want to be good parents, parents are children’s first and most important teachers, empowerment skills include understanding, sensitive communication, life balance, understanding diversity, valuing family strengths, supporting families, home visits, conferencing, collaboration
? ? Moll: cultural competence requires a look beyond the classroom, funds of knowledge instead of a deficit view, teacher awareness of own prejudices, cultural variations in parenting and communication styles
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The smaller the level of confidence, the ______ precise the estimate.
A. more B. less
In social science terminology persons with whom a change agent works to effect change are referred to as the:
a. target group b. task group c. client system d. delivery system
When Mr. Boothe meets with students who misbehave, he generally has them sit at desks; he stands nearby and speaks to them about his concerns. He often crosses his arms over his chest and stares pointedly at them. Given what you know about effective communication skills for teaching, what is your evaluation of Mr. Boothe's practice?
a. It's ineffective because good communicators use unambiguous but non-threatening body language. b. It's ineffective because he should use variety in the way he responds to student misbehavior. c. It's effective, because his stance reminds the students that he is the authority figure in the class. d. It's effective because he can quickly move around to keep the students' attention.
Cronbach's alpha and split-half reliability are both measures of
a. test-retest reliability. b. alternate forms reliability. c. internal consistency reliability. d. external reliability.