U.S. statistics show that children who learn English as a second language achieve lower levels of literacy than their English-only counterparts. These statistics
a. show that bilingual children develop differently from monolingual children.
b. show that U.S. public education is not serving all children well.
c. are confounded with various other at-risk factors associated with lower academic performance, such as poverty.
d. show the need to immerse all children in English-only classrooms from the start.
c
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According to the stereotype content model of prejudice, how do most people react to those judged cold but highly competent?
a. they are judged with pride and we are motivated to interact with them b. with contempt, disgust and dehumanization c. they are seen as a potential threat d. they are judged with pity and we either help or ignore them
Which should a teacher emphasize to the parents of a school-age child?
a. Assure the parents that they already know the many ways their child engages in literacy activities. b. Parents should use the exact program prescribed by the school to develop their child's literacy. c. The child will develop her literacy much more at school than at home. d. By engaging with their child in literacy activities, the parents contribute immensely to the child's literacy.
Do you believe intelligence is fixed or can it be developed? Explain your answer and its meaning to you as a teacher
What will be an ideal response?
Each of the following is an assumption regarding the definition of intellectual disabilities except:
A. Limitations must be considered within the context of community environments typical of the person's age, peers, and culture. B. Valid assessments, considering cultural and linguistic diversity and differences in communication, sensory, motor, and behavioral factors, must be used. C. The condition is permanent, and even with personalized supports over a sustained period it does not improve. D. Limitations within an individual coexist with strengths.