The impact of cultural and linguistic diversity in educational settings can be examined from each of the following perspectives EXCEPT:
a. informed instructional decision-making
b. cross-cultural communication
c. bridging and expanding content
d. cultural factors and student behavior
c
You might also like to view...
Jennifer Dussette, a middle school teacher, liberally praises her students for their efforts, even if they are unsuccessful, and praises their answers to both difficult and easy questions. Using students' needs for self-determination as a basis, which of the following is the best assessment of Jennifer's efforts?
a. It is likely to be effective because she is attempting to help the students believe they have high ability, so it is likely to increase the students' sense of self-worth. b. It is likely to be ineffective because students may perceive praise for answering easy questions as indicating that Jennifer believes they are not competent. c. It is likely to be effective because it helps meet the students' need for relatedness. d. It is likely to be ineffective because her general praise provides no information about the utility value of what the students are learning.
Which is not a characteristic of interest inventories? a. Some of these instruments compare the subject's patterns of interest tothe interest patterns of successful practitioners in a number ofvocational fields
b. It is assumed that the subject will find his or her area of greatestinterest where percentile scores are relatively high. c. These self-report instruments are used as unstandardized interviews. d. Some of these instruments are based on the correlation between anumber of activities from the areas of school, recreation. andwork.
Research states that instructional effectiveness has the following components:
a. Action research b. Professional development on instruction and classroom management c. Ongoing curriculum development and direct assistance to teachers d. All of above
What is the difference between a graphic organizer and a Thinking Map?
A. Thinking Maps provide visual representation for what is presented in the text. B. Thinking Maps help children focus on important content and features in what they read. C. Thinking Maps help children summarize the key information in the text. D. Thinking Maps are visual representations of distinct cognitive processes.