A very effective way to teach fairness is to see that:
a. every child keeps his own possessions in his own cubby.
b. the rights of the aggressive child are protected as firmly as the rights of the passive child are.
c. each child gets the same thing every other child does.
d. the children take the responsibility of keeping track of who gets the next turn rather than the teacher.
b
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Consider research on delay of gratification in preschoolers. In the graph shown below, the lower line joined by squares represents
a. no thoughts suggested. b. thoughts about rewards. c. fun thoughts that divert attention. d. rewards given at two minute increments.
Checklists are used
A. when degrees of performance variability are important. B. when acceptable evidence is gathered for quality of performance . C. with selected response items. D. when there is a yes/no decision.
Which one of the following strategies is most consistent with the textbook's recommendations for dealing with rule infractions?
a. Unless there are extenuating circumstances, all students should be treated consistently when they break a rule. b. Consequences for misbehavior should be tailored to students' unique temperaments. c. Teachers need to be more lenient when dealing with students who have emotional and behavioral disorders. d. High achievers should be held to higher standards for classroom behavior than low achievers.
A criticism of historical research is that it does not
a. delimit the research problem. b. employ the principles of probability. c. use hypotheses. d. control the conditions of observations.