An important aspect of action research includes ______.
A. two models of mixed-methods
B. no limited number of mixed-methods
C. four models of mixed-methods
D. the development of action plans
Ans: D
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Open method
a. a desirable feature of behavior samples b. a formal method of observation and recording in which you record selected behaviors during preset uniform time periods and at regularly recurring or randomly selected intervals c. the degree to which two or more observers agree with one another as to what occurred during an observation session d. a characteristic of any method that does not preserve descriptions of behavior and events as they originally occurred e. a characteristic of any method that preserves descriptions of behavior and events as they originally occurred
During the colonial and Revolutionary War periods in the United States, academies were different from Latin grammar schools in all but which of the following ways?
a. Academies focused less on religious education than Latin grammar schools. b. Academies had a more practical curriculum than Latin grammar schools. c. Academies were more open to the general public than Latin grammar schools; one did not have to be wealthy to attend. d. Compared to students in Latin grammar schools, students in academies were given more opportunities to choose subjects appropriate to their later careers. e. Latin grammar schools offered a more narrow choice of subjects than academies.
Perfectionism occurs in gifted students when
a. parents push the child too hard. b. the student can not match his/her behavior to his/her expectations. c. the student becomes unmotivated and then overly motivated. d. the student enters high school and the expectations are higher.
Mr. Cooper wants to motivate his students to do well on their classwork, especially the work that involves preparation for the end-of-grade tests his students will take. He hits upon what he thinks is the perfect motivator: each day, he'll give students a mini-test with twenty questions, and he'll give one piece of candy for each correct answer a student gives. His system is likely to be
a. ineffective, because (1) his rewards will be too easily attained to be meaningful to most students and (2) he will have to keep up with which students answered which items correctly, and count out the corresponding number of candies. b. ineffective, because some students will never get any candy. c. effective, because the system (1) encourages individual student effort and rewards it accordingly, and (2) involves the use of tangible reinforces, which have been shown to be more powerful than praise. d. effective, because students need to have some reason to work hard in class and many won't even try if there is not a tangible reward forthcoming.