Students who are engaging in metacognitive regulation of their writing effort are most likely to ask themselves whether they:
a. are achieving the goals they set for whatever they are writing.
b. have a good understanding of what they've read.
c. will get a low or a high grade on the final product.
d. like to read and write.
a
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The purpose of Title I is to
a. enable districts to develop curricular programs on multicultural education. b. improve the education of economically disadvantaged children. c. provide districts with funds to implement desegregation plans. d. support educational programs that help handicapped children.
An elementary science teacher has a new student who was assigned just today; the student speaks no English at all. The teacher has planned to engage the students in an activity in which groups of students will investigate the relationship between the number of batteries connected to each other and the brightness of a flashlight bulb that is connected to the batteries. What should the teacher do
with the new student? a. Send the student to an English for Speakers of Other Languages (ESOL) class. b. Signal to the student to watch the others do the activity. c. Assign the student to a group and instruct the group to include the new student fully in the activity. d. Ignore the new student.
Empirical-rational and power-coercive strategies for change have two assumptions that they share which separates them from normative-reeducative strategies. Identify one of these assumptions and give an example
What will be an ideal response?
A female participating in an official FFA Creed contest should wear:
a. a black blouse b. black slacks c. black shoes d. an unzipped official FFA jacket