Mr. Gloster teaches high school and observes the long-term effects of stereotype threat with various groups of students in his classes. He wants to prevent their disidentification with academics and help them overcome this threat. Which of the following actions on his part is most likely to help him reach his goal?
a. Help students recognize that intelligence is inherited and encourage them to accept their level of ability without anxiety about stereotypes.
b. Help students feel a sense of belonging by lowering the expectations for individuals who exhibit signs of stereotype threat.
c. Help students avoid academic challenge and develop a positive mindset about their connections at school.
d. Help students see academic achievement as part of their ethnic, racial, and gender identity by introducing role models.
d
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Two-way communication between families and early childhood staff is especially important because
a. it requires families to come to the school. b. teachers can practice their interpersonal skills. c. both A and B d. it offers the opportunity for both parties to act as equals, contributing valuable information to the discussion.
Approximately what percentage of children under the age of 18 are raised in a single-parent household?
a. 10% b. 30% c. 60% d. 75%
Describe the similarities of and differences between frequency distributions and grouped frequency distributions.
What will be an ideal response?
Scheduling every moment so your entire day is planned out is
A. becoming a timetable pawn. B. counterproductive. C. equivalent to your master calendar. D. the goal of time management.