Frank is a good student. He attributes his success partly to studying long hours and partly to his intelligence ("It runs in the family," he says). From the perspective of attribution theory, three of the following statements are likely to be accurate descriptions of Frank. Which one is probably not an accurate description?
a. He feels proud of his academic accomplishments.
b. He engages in meaningful learning when he studies.
c. He expects to continue doing well in school over the next few years.
d. He is reluctant to ask questions when he's confused about class material.
d
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Which is NOT a benefit of providing book bags and family literacy activity packs to parents?
A) Children can finish their school work at home. B) Families have access to language-related activities and books. C) Parents' involvement in their children's learning is enhanced. D) Children have opportunities to share books with family members.
With light energy,
a.................................................................the longer the wavelength the faster it travels. b............................................................... the shorter the wavelength the faster it travels. c........................................... speed is related to frequency of light waves, not wavelength. d..............................................speed is the same regardless of wavelength or frequency.
Social Speech for a child who does not have AD vs. a child who does have AD can be contrasted by the following statements:
a. Normally developing infants show an attraction to the human voice vs. the reverse for children with AD b. Normally developing infants show an attraction the mother's voice over other sounds vs.the reverse exists for children with AD, who prefer other kinds of sounds rather than speech c. Normally developing infants have typical preverbal vocalizations vs. a child with AD whose preverbal vocalizations are atypical and there is a limited use of communication behaviors d. All of the above e. None of the above
The three observation methods used most often in classrooms include:
A.scales, checklists, and running records. B. notebooks, checklists, and portfolios. C. anecdotal records, logs, notebooks, and running records. D. portfolios, interviews, and conversations.