Why are educators reluctant to engage in discussions about diversity in the classroom?
What will be an ideal response?
Ans: Answers to this question will vary but should include elements of the following: Educators’ lack of their own understanding about diverse cultures, lack of skill in facilitating challenging conversations, maintenance of a belief that school time is for learning content, and a belief that because students in a school may be diverse and are in the same setting, they then know deeply about each other already.
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In the Preoperational Stage, the child is egocentric
a. True b. False
A teacher notices Mary being inattentive in a class discussion on the factors leading up to the American Revolutionary War. Based on research examining effective teaching behaviors, of the following, what is the best teacher action?
a. Ask, "What is one of the things the British did that angered the colonists? Mary?" b. Ignore the inattention. c. Say, "Mary, please pay attention to this topic. Information from this discussion will be on the next test." d. Say, "Mary, please pay attention to what we're doing here. This information is important."
When conducting an ethnography of a music class in a junior high, qualitative researchers are most likely to engage in what step?
a. Include all participants within the junior high. b. Focus on the patterns of behavior of individuals. c. Collect data at their offices rather than the site. d. Describes how the class works during a week
Students need a purpose for reading. Research suggests that it is most effective for students
to: a) consider many purposes while reading a single text b) sustain a single purpose while reading a text c) rely upon the teacher to set purposes d) always set purposes with their peers