A school administrator finds no statistically significant difference in learning whether students are taught by computer or by books. She decides not to spend money on new computer equipment. Later, she finds that a neighboring district is very successful in implementing computer technology
a. She may have committed a Type I error.
b. She may have committed a Type II error.
c. A Type I and Type II error may have occurred.
d. No error is possible in this situation.
B
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Ms. O'Neill, a sixth-grade teacher, knows that Song feels proud of herself when she can construct something. Therefore, Ms. O'Neill provides Song with many opportunities to make models, draw pictures, and create objects. After Song has completed one of her creations, Ms. O'Neill can tell that she has fulfilled her needs for power (or self-esteem) and fun. Ms. O'Neill's classroom practices are
clearly influenced by a. Maslow's Hierarchy of Needs. b. Gardner's theory of Multiple Intelligence. c. Glasser'sChoice Theory. d. the Comer model.
One danger of cultural bias in intelligence tests is that:
a. a disproportionate number of non-English-speaking students may be erroneously classified as mentally retarded. b. minority students may score better on tests than they should, due to an over-reliance on past experience. c. bilingual students may have an advantage over other students because of their broadened experience in two languages. d. low SES students may score poorly due to a lack of "testwiseness."
An achievement test is more dependent on specific subject-matter content than an aptitude test
a. True b. False
Looking at ______ for a statistic like a t-statistic provides an indication of the directionality of the alternative hypothesis.
a. the null hypothesis b. alpha c. the critical values d. the sample size