Mr. Burris teaches a class made up predominately of African American and Latino/a students. The students are engaging in a debate about a controversial topic. Mr. Burris notices that some students are getting louder, more animated, and more overtly emotional as they build their argument. Mr. Burris asks that all students calm down and remember that the goal is to have a meaningful, productive
conversation, and that if the behavior continues, they'll have to discontinue the debate. Mr. Burris's intervention is
a. likely to be effective, because it is a reasonably and professionally delivered request.
b. likely to be effective, because it reminds students that Mr. Burris likes a calm and orderly classroom.
c. likely to be ineffective, as the students' behavior may be a product of cultural norms and they may not perceive it as inappropriate .
d. likely to be ineffective, as Mr. Burris has demonstrated authoritarian behaviors to which students are likely to respond with strong negative feelings.
c
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Out-of-school learning opportunities provide a natural mechanism for:
a. intergenerational communication. b. preliminary assessment. c. appreciating presentism. d. promoting chauvinism.
The idea of culture is discussed throughout the first chapter. Which of the following is not true about culture?
A) Culture always affects us B) Culture only matters during holidays C) Culture affects what we see and how we behave D) Culture can seem invisible until we bump up against a different culture
Carroll's model of time and learning recognizes that:
a. students have different learning styles. b. students have multiple intelligences. c. students learn at different rates. d. students can learn in a variety of settings.
A student whose standardized test scores fall below what would be expected based on his/her IQ score could be identified as having
A. dyslexia. B. a severe discrepancy. C. learned helplessness. D. at-risk qualifications.