Regarding cognitive development during and after college,
a. viewing television news programs that offer multiple views on current issues may help promote contextual knowing.
b. findings from Baxter Magolda's highly regarded longitudinal study are easily generalized across other student samples and other colleges and universities.
c. knowing that most students reach cognitive maturity by the first year after college and that academic and co-curricular activities are available should create self-confidence and reduce uncertainties in students.
d. reading about changes in our assumptions about knowing and our attitudes toward uncertainty and authority is a major step to making students independent and contextual knowers.
e. None of the above
A
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Good after-school programs do all EXCEPT
a. always have their children complete homework as soon as they arrive. b. provide opportunities for sports and outdoor games. c. provide nutritious snacks. d. provide challenging activities that children don’t get in school.
Proactive and preventative interventions may focus on
a. Setting events b. Antecedents c. Both of the above d. Neither of the above
Provide the definition of gifted and talented, as adopted by Congress in 1988 . Describe how students were traditionally identified as gifted and discuss three criticisms of that method
What will be an ideal response?
Select all of the following types of power that are related to an administrator's entrusted authority
a. Reward. b. Coercive. c. Expert. d. Legitimate. e. Referent.