Educational level is
a. an accurate predictor of teacher competence.
b. a starting point to judge teacher competence.
c. not important when assessing an applicant.
d. the most important qualification for a teacher.
B
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For preschoolers, what does their ability to delay gratification depend upon other than their personal level of self- control?
What will be an ideal response?
Of the following, which paragraph, or set of paragraphs, best illustrates the open-ended phase of the lesson?
1. Carol Lopez, a fifth-grade teacher, wants her students to understand the concept adjective. She begins by displaying the following vignette on her document camera: John and Karen, with her brown hair blowing in the wind, drove together in his old car to the football game. They soon met their very best friends, Latoya and Michael, at the large gate near the entrance. The game was incredibly exciting, and because the team's running game was sparkling, the home team won by a bare margin. 2. Carol has the students read the vignette and then says, "What do you notice about the passage . . . . Bharat?" 3. "John and Karen are nouns," Bharat responds. 4. The students continue to make observations, in the process, identifying each of the nouns in the passage. 5. Carol then asks, "What do we know about Karen's hair?. . . Jesse?" 6. "It's brown." 7. "And what kind of game did they attend?" 8. "A football game," several students say together. 9. Carol continues having the students describe the nouns, and she asks what the words have in common? 10. "They all describe nouns," Conchita notices. 11. Then she says, "Now let's take a closer look. . . . What's different about exciting and sparkling compared to others like brown and old?. . . Duk?" 12. "They . . . don't come in front of the noun . . . like the others do?" 13. "Very good, Duk. Yes, but they still describe the nouns. . . . Now, what is important about running and football?. . . Sharon?" 14. "Running looks like a verb . . . and football looks like a noun." 15. "Yes they do . . . . but how do we know they're not verbs or nouns?. . . Lakesha?" 16. "They describe nouns . . . like football describes game, and . . . running does too." 17. Carol then says, "We call all of these words ‘adjectives, and they are parts of speech, just as nouns and verbs are . . . So, describe adjectives for us, . . . Leroy." 18. ". . . Adjectives are parts of speech that describe nouns," Leroy responds. 19. Carol then has her students look at the words soon, very, and incredibly and explain why they aren't adjectives, and finally, she has them write a paragraph that includes three or more adjectives, with at least one coming after the noun. 20. Carol collects the paragraphs and displays three of them on the document camera (with the names covered to avoid having the class know whose paragraphs are being analyzed), and discusses them the next day. a. 1-4 b. 2-4 c. 5-10 d. 11-15
A scientist was interested in the success of a newly developed sleep aid called ‘Night Owl’ on time taken to fall asleep and quality of sleep. She recruited 30 participants who were randomly allocated to receive either a dose of Night Owl or a placebo. The scientist measured the mean time taken for each participant to fall asleep (minutes) and the quality of their sleep (measured on a scale of 1 (poorest quality) to 10 (best possible quality)) over the course of one week.
What does the output below show?
A. The assumption of equality of covariance matrices has been violated. B. The assumption of sphericity has been met. C. The covariance matrices are not significantly equal. D. The covariance matrices are roughly equal as assumed.
Which of the following has a portion that contains a measure of working memory?
A. Digit Span B. Vocabulary C. Information D. Comprehension