What level of text should be used for repeated reading?
A) The level at which the student has 50 percent word recognition
B) Any level as long as it engages the student
C) Independent to instructional level
D) A level within the zone of proximal development
C
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Which of the following examples are legally permissible as determined by the courts?
a. Free public transportation for parochial school students b. Tuition reimbursement to parents or parochial school children c. Shared time and community education programs for parochial school students d. State financing of auxiliary services and direct loans for instructional equipment and materials for parochial schools
Three of the following are potential drawbacks to instructional techniques that depend heavily on student discussion. Which one is least likely to be a drawback?
a. Outgoing and popular students may dominate discussions, even if their ideas and suggestions are off-target. b. Some students have trouble communicating their thoughts clearly enough for others to understand them. c. Students who believe that there is a single "right" perspective on any issue are more likely to participate than students who realize that several perspectives may all have legitimacy. d. Some students may become so focused on making a good impression when it's their turn to speak that they don't listen closely to what their classmates are saying.
Answer the following statement(s) true (T) or false (F)
1. Given the inherent ambiguity and complexity of the problems faced in schools, mixed methods research should be thoughtfully explored by practitioner-scholars. 2. If a researcher simply blends their methods without thoughtful choices, it can be called mixed methods research. 3. To perform a mixed methods research design, the practitioner-scholar does not need to have an integrated understanding of both quantitative and qualitative research methods. 4. Research questions are often reformulated at different points during the mixed methods research process. 5. In a qualitative leading design, the practitioner-scholar uses qualitative data to expand upon or challenge the quantitative perspectives he or she obtained.
When encountering a graphic in technical reading, one should not
A. summarize the information presented through the graphic. B. skim through it while reading the accompanying text. C. identify the purpose of the graphic. D. make connections between the graphic and text.