Esther receives an unusual report card. Help her out by ranking her performance in her class from best (1) to worst (5). Assume that the grades are normally distributed in each of her classes. Anthropology: Her z-score was 0; Psychology: Her PR was 75; Sociology: She scored 3 standard deviations above the mean; English: She scored in the top 33% of her class; Chemistry: In a distribution where P50 = 95, she scored 85.
What will be an ideal response?
Correct Answer:
1. Sociology; 2. Psychology; 3. English; 4. Anthropology; 5. Chemistry
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The use of standardized assessments (tests) with prekindergarten children
A) is a subject of continuing debate. B) is acceptable to most educators. C) is effective in identifying children who are pulling ahead. D) angers most parents. E) is acceptable to most educators and is effective in identifying children who are pulling ahead.
Teachers as advocates can help build community awareness and shape local culture toward supporting quality care and inclusive early education for all children
a. True b. False
Imagine that you are a third-grade teacher. Eight-year-old Amanda arrives at school one day with a black eye, several large bruises, and a noticeable limp she didn't have yesterday. When you ask her what happened, she refuses to discuss the situation. You recall that a few months ago she had a broken arm that she attributed only to "being stupid." You suspect child abuse. The most important thing
to do is: a. Report your suspicions to appropriate authorities. b. Start keeping written records of your observations. c. Request a meeting with Amanda's parents or other primary caregivers. d. Be exceptionally caring and supportive in your interactions with Amanda. few months ago she had a broken arm that she attributed only to "being stupid." You suspect child abuse. The most important thing to do is:
Improved infant screening measures, better medical technology and more informed pediatricians have resulted in
A) a lower prevalence of low-incidence disabilities. B) fewer numbers of infants developing multiple-severe disabilities. C) early identification of most infants and toddlers with low-incidence disabilities. D) a higher incidence of young children with multiple-severe disabilities.