A multicultural educator creates a learning environment ______.
a. in which diverse students are grouped together by cultural groups
b. in which students doubt they can learn
c. in which students engage in meaningful and relevant learning experiences connected to who they are
d. in which diverse students have lower expectations
Ans: C
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Postmodernist critics who attack the perennialist notions of education, such as the “Great Books” approach, do so on the grounds that
a. not all children will be able to understand such complex literature. b. perennialist approaches to education are restricted to unchanging knowledge from certain times and contexts only. c. the "Great Books" approach to education leaves little time for anything beyond reading. d. only a small minority of schools will be able to afford the wealth of literature necessary for an effective perennialist education.
Which of the following is not true of the bipartite system?
a. It is a modern-day version of the traditional European dual-track system. b. It separates students into vocational and academic tracks beginning with their first year in school. c. The academic track is designed for college preparation. d. It separates students into different tracks after several initial years of “common” schooling.
Of the following activities, which one supports authentic written practice when high school students work autonomously in online communities to meet with friends around the world, share media, and provide language feedback?
A. language labs B. social networking sites for language learning C. virtual field trip D. language blogging
The quasi-experimental research design includes a quasi-independent variable. What is this type of variable?
What will be an ideal response?