Which people might be able to provide you with career information, and how can they provide it?
What will be an ideal response?
You can get information from others via word-of-mouth or face to face dialog, or phone contact. Individuals who can prove informative include experts, alumni, classmates, instructors, neighbors, mentors, counselors, or relatives.
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The most concentrated source of energy is provided by:
a. carbohydrates b. water c. proteins d. fats
Consider comments such as: "Jessica, you take the notes while Jamal and Charles do the experiment." Or "Now I know all of you girls are going to be squeamish about what we're going to do next..." These comments are:
a. appropriate since traditionally girls have not actively participated in science classes. b. appropriate since some genders like to be actively involved and others like to be more passive. c. related to the problem of "equity" whereby girls are not treated equally in science classes. d. inappropriate because experiments are not appropriate for middle school science classes.
Imagine you are an educational researcher who wants to learn about the type of psychological environment in which middle school students feel most comfortable and best able to concentrate on their studies. You plan to examine a wide variety of factors that might contribute to such an environment, including physical factors (e.g., cleanliness and colorfulness of the school building) and social
factors (e.g., teacher-student relationships, general tolerance for diverse behaviors and beliefs). You realize that students might identify important factors that you yourself haven't even thought of. In this situation, your best choice would probably be: A) A descriptive, quantitative study. B) An experimental study with at least three treatment groups. C) An experimental study with one treatment group and one control group. D) A qualitative study.
Melinda wants to help her students understand the concept of velocity. She provides a large number of Hot Wheels cars and small ramps and scales, stopwatches, and rulers for her students so that they can work to find patterns. Melinda then questions the students as a group, and they come to a description of the patterns that emerged. Of the following, the Melinda's approach could best be
described as: a. direct instruction. b. cooperative learning. c. guided discovery. d. lecture-discussion.