One of the consequences of accepting the idea that intelligence is made up of separate and independent abilities is that
A. it becomes much easier to design an intelligence test based on this principle.
B. we no longer need to worry about how we should define fluid intelligence.
C. it means someone could be strong in one area, but be weak in other areas.
D. we do not need to develop norms to standardize the tests we use.
Answer: C
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Which of the following accurately describes school choice?
a. Voucher plans can provide students and parents with options for either public or private schools. b. Private schools can refuse vouchers from any student. c. Open enrollment allows students to choose from all the schools within the district for which they qualify. d. All of the above
Of the following which is an example of a prospective casual-comparative study?
a. Katie was interested in whether differences in university persistence are found between students coming from large versus small high schools. She compared the percentage of students who had dropped out of college that had attended either a large or small high school. b. Carrie compared college GPA of students who had either enrolled in high school AP classes and those who had not. c. Molly compared the amount of time spent independently reading between those who were given phonics instruction in first grade and those who were given whole language. d. Jason investigated whether assigning vocabulary homework for a high school history class would help their performance on his final. He identified one class that had weekly vocabulary homework and then compared their final exam scores to those of another class to which no weekly vocabulary homework was assigned.
When building a backward design pyramid the following are all building blocks to "Step 1: What your students will know or be able to do" except:
a. become familiar with the grade level and content standards. b. identify "big ideas" in the curriculum. c. write a step-by-step pacing guide for teaching. d. gather information about the students, especially their literacy levels.
The point of examining your family and cultural background in relationship to your academic self-concept is to allow you to:
a. Understand your family's definition of success and achievement b. Recognize the distinct possibility that your education will change and transform you c. Clarify your family's expectations for you d. All of the above