Distinguish between continuous and categorical variables and give an example of each
What will be an ideal response?
A continuous variable is one that can take on any value within an interval on the measurement scale, e.g. height. A categorical variable is one that varies in kind; gender and grade in school are categorical variables,
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An organization that maintains formal authority structures while also recognizing individual achievements is known as a ______ organization.
a. Theory Z b. Theory X c. Theory Y d. laissez-faire
How are job-specific skills different from transferable skills? Give three examples of each.
The portion of the objective that stipulates when and how consistently a child must carry out the behavior:
a. can help the writer of the objective think about what it is reasonable or unreasonable to expect of young children. b. focuses primarily on what the child will be doing when he has attained the objective. c. describes activities that would give him practice in attaining the objective. d. must include the time of day and place the behavior will be observed.
A student comes to her high-school language arts class and announces that she would rather read books and write long-hand than use a computer. To encourage her to develop the technological literacy required for the class and in society in general, the best strategy for the teacher is to:
a. assign some tasks that can only be completed with a computer, but offer alternative assignments for her. b. ensure that all classroom activities and lessons can be completed either with computers or with printed (nondigital) sources and pen-and-paper. c. put students into groups when an activity requires a computer and allow them to select which group members must use the computer. d. require computer use but scaffold the student's efforts to use technology in increasingly complex ways.