Kohn views disciplinary techniques (e.g., rewards, bribes, and threat) as:
a. necessary behavior management techniques for controlling urban learners.
b. instruments for controlling learners, which teachers should avoid.
c. part of an integrated and comprehensive classroom management.
d. driven by negative opinions and mindsets of children, what he calls the dark side of students' human nature.
d
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Several years after NCLB was enacted, researchers found that states had different definitions of what it meant for students to be considered proficient in a particular subject. Which of the following statements best reflects what that finding meant to researchers?
a. It was considered a beneficial development because NCLB was intended to foster diversity in how states define proficiency. b. It was considered a beneficial development because states with lower standards would raise them to the level of those states that reported the highest test scores. c. It was considered a detrimental development because it revealed that states were able to manipulate one of the major features of NCLB in order to increase its chances of meeting the law's demands. d. It was considered to be neither a beneficial nor a detrimental development as accountability is more important than uniformity across states.
Churches dominated education during the early stages of the American Republic
Indicate whether the statement is true(T) or false(F).
In order for collaboration among school professionals to be effective,
A) decision making should be done by the special education teacher only. B) individual students' progress must be carefully monitored. C) special education resources should remain separate in order to provide the additional support a student may need. D) building administrators should assign teachers to collaborative pairs.
Which of the following is an advantage of using factorial designs versus single-factor designs?
a. The interpretation of factorial research designs is simplified by the presence or absence of interaction effects. b. Testing and interpreting effects in a factorial research design is less complicated than single-factor designs. c. Factorial designs allow for test the significance of each dependent variable separately from the others. d. Factorial designs have the ability to study multiple effects in one study.