What are the educational implications for teachers who incorporate multiculturalism into their curriculum?
What will be an ideal response?
Clearly, the increasing diversity of American society has extensive implications for schools. There is a need to develop curricula and strategies that address the needs and backgrounds of all students—regardless of the social class, gender, sexual orientation, or ethnic, racial, or cultural identity. Teachers should provide cross cultural experiences for their students.
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Miss Smith is leading a group of 3-year-olds in a dance experience about seeds growing up into plants. The children are all scrunched up pretending to be seeds. "How can we show that we're turning into plants?" she asks them. "I know, I know!" says Shawna—"I have an idea." "Well, I have a better one!" laughs Miss Smith. [Author's note—I actually saw this happen in a demonstra¬tion class
once!] Miss Smith: a. doesn't really want the children to develop the curriculum. b. needs to pay more attention to what the children are suggesting. c. is teaching Shawna not to suggest ideas in the future. d. a and c are correct. e. a, b, and c are correct.
Stepfathers:
A. may expect to experience difficulties in their family relationships if they insist on implementing their own program of discipline over what has been established by the biological mother B. may expect to experience some financial difficulties in relation to support for their own biological children in addition to that needed for stepchildren C. may have better relationships with stepchildren if they do not have children of their own. D. all of the above are correct E. the first and second choices only
An interaction effect is also known as?
A. A mediator effect B. A moderation effect C. A deviation effect D. An interaction effect
The WISC-IV provides Index scores for the areas of
a) Verbal Comprehension, Perceptual Reasoning, Working Memory, and Processing Speed b) Nonverbal Matrices, Verbal Comprehension, Performance, and Working Memory c) Verbal Comprehension, Nonverbal Comprehension, Perceptual Reasoning, and Processing Speed d) Verbal Comprehension, Perceptual Reasoning, Knowledge, and Quantitative Reasoning