Apply elimination by aspects to a decision about what elective course to take next semester
What will be an ideal response?
When we have more alternatives than we can consider in the time available, we sometimes use a different strategy. In a process of elimination by aspects, we eliminate alternatives by focusing on aspects of each alternative, one at a time, instead of mentally manipulating all the weighted attributes of all the available options. If you are trying to decide which elective course to take next semester, the process of elimination by aspects might look like this:
• Focus on one aspect (attribute) of the various options (time available based on other courses);
• Form a minimum criterion for that aspect (maximum number of hours per week on elective course, e.g. 6);
• Eliminate all options that do not meet that criterion (e.g., Course A will take 8 hours per week );
• For the remaining options, select a second aspect for which we set a minimum criterion by which to eliminate additional options (must add to resume); and
• Continue using a sequential process of elimination of options by considering a series of aspects until a single option remains.
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Curriculum is all of the _______________ and unplanned activities
Fill in the blank(s) with the appropriate word(s).
Current research on gender differences in student interest and performance in math, science, and history suggests that:
a. both boys and girls are interested in all 3 disciplines when they are young, but girls become less interested when they realize they cannot be successful. b. girls outperform boys when the teaching methods involve hands-on activities and small-group discussions. c. on average, although boys have slightly more aptitude than girls in math and science, girls outperform boys in history. d. boys and girls have similar abilities in all 3 disciplines, and any differences are most likely due to the messages they receive from their texts and their teachers.
Oral language concepts should be assessed because
a. they are necessary to help students acquire more knowledge. b. speech problems need to be caught early. c. delays in oral language indicate disability. d. children should not begin reading or writing instruction until oral language has developed.
A potential threat to the nonequivalent comparison-group design is the presence of a differential attrition effect.
a. True b. False