The Interstate School Leader Licensure Consortium (ISLLC) developed standards for
a. The preparation and assessment of school leaders
b. The accreditation of colleges with teacher education
c. Establishing cut scores on school licensure tests
d. None of the above
c. Establishing cut scores on school licensure tests
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Lamont worries that he has unintentionally hurt another student's feelings. From this information alone, we can reasonably conclude that Lamont:
a. Has developed a theory of mind b. Has reached Kohlberg's conventional level of moral reasoning c. Has reached Kohlberg's postconventional level of moral reasoning d. Must be at least 12 years old
Kounin and Evertson and Harris provide models that emphasize:
a. positive middle school classroom environments, ones specifically designed to address the developmental needs of young adolescents. b. student teacher rights and responsibilities, accompanied by significant parent involvement c. teachers' effective teaching behaviors and the effects of these behaviors, both positively and negatively, on students' behaviors. d. teachers' cooperating with students to provide them a sense of ownership in the classroom.
Regarding HIV/AIDS and sexually transmitted infections,
a. Teachers will most likely encounter a student with a sexually transmitted infection in their career. b. Teachers are unlikely to encounter a student with HIV/AIDS. c. Teachers in elementary schools will probably never encounter a student with either HIV/AIDS or a sexually transmitted infection. d. Teachers who work in elementary or secondary parochial schools will least likely encounter a student with HIV/AIDS or a sexually transmitted infection.
Standardized tests
A) have no place in special education. B) should be used to compare students with disabilities before and after they receive special instruction. C) can be used effectively to compare students with disabilities to those without disabilities. D) are useful for making instructional decisions.