Which of the following provides the best description of between-class ability grouping?
A. Students are sorted into tracks based on IQ tests from the previous year.
B. Students in a single class are divided into groups based on ability for one subject each day.
C. Students with differing abilities work together in a group so students can assist each other.
D. Classrooms are designed so children of different socioeconomic classes can interact freely.
Answer: B
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What is the primary characteristic of field independent students?
a. They get confused easily. b. They can’t seem to learn the material that is presented. c. They can’t seem to separate the unimportant information from information that is important. d. They seem to be able to recognize the important information in a problem. e. All of the above f. None of the above
Willa conducted a study on the effects of violent television viewing on choice of
playground activity. Her data indicated no support for her research hypothesis that those children that watched violent television played more aggressively on the playground. Interestingly, however, although not related to her hypothesis, she found that children who watched violent television played on the playground for a shorter amount of time when compared to children who did not watch violent television. How should Willa address this finding? a. Change her hypothesis statements to include a hypothesis about duration of playground activity. b. Add the analysis to the results section and discuss the finding in the conclusions and recommendations section. c. Rewrite the research problem to include duration of play as a variable of interest in the study. d. Address the finding in the discussion section and suggest future work that addresses duration of play as a variable.
The first step in reading a math problem is to __________
A) find out what information is supplied B) read carefully to find out what you need to do C) skim through to find out what mathematical operations are involved D) read to get an overview
What is the most important reason for rewriting introductory materials for items assessing the ability to use reference materials?
a. To obtain the exact length of material for the available space. b. To ensure that the material is suitable for the purpose it is to be used. c. To make the material easier for the students.