Children who have known genetic and biomedical conditions that affect their lives are categorized as
A. a biological risk
B. an economic and social risk
C. an environmental risk
D. an established risk
d
You might also like to view...
An experiment was conducted to see how people with eating disorders differ in their need to exert control in different domains. Participants were classified as not having an eating disorder (control), as having anorexia nervosa (anorexic), or as having bulimia nervosa (bulimic). Each participant underwent an experiment that indicated how much they felt the need to exert control in three domains: eating, friendships and the physical world (this final category was a control domain in which the need to have control over things like gravity or the weather was assessed). So all participants gave three responses in the form of a mean reaction time; a low reaction time meant that the person did feel the need to exert control in that domain. The variables have been labelled as group (control,
anorexic, or bulimic) and domain (food, friends, or physical laws). Looking at the output below, what can we conclude about the main effect of the group variable? A. People with eating disorders need to exert more control over different domains of their life, F(2, 27) = 0.93, p < .05. B. People with eating disorders significantly differ in their need to exert control over food, F(2, 27) = 0.93, p > .05. C. People with eating disorders need to exert significantly more control over different domains of their life than people without eating disorders, F(1, 27) = 2029.76, p < .001. D. When ignoring the type of domain, people who differ with regard to eating disorders did not significantly differ in their need to exert control, F(2, 27) = 0.93, p = .405.
Clarity, or clear instruction, includes:
A. few opportunities for interaction among students to keep students on task. B. few social studies lesson each month. C. experiences related to and relevant to students' lives. D. eliminating student self-evaluation of their learning.
With the textbook's discussion of grading in mind, identify the high school teacher who is assigning class grades in an appropriate manner
a. Mr. Robbins grades his students on three major exams, giving equal weight to each one. He has made sure that each exam has content validity for the material it is intended to cover. b. Ms. Lansing uses a single final exam that has high content validity for the curriculum she has covered and yields highly reliable scores. c. Mr. Pottier uses as much data about each student as he can get his hands on; in addition to using test scores and homework assignments, he also rates students' performance in question–answer sessions and cooperative learning groups. d. Ms. Norrell bases her final grades on 15 in-class projects and test scores; although she doesn't grade the accuracy of students' homework assignments, she takes into account whether they have turned in their homework regularly.
How can teachers teach mini-lessons in only 10 to 15 minutes?
A. Do not allow for many student responses. B. Focus on one specific objective. C. Cover only skills rather than strategies. D. Use only explicit instruction.