Q&A Hero

Q: Schools can promote equity for LGBT students. How can this be done? a. Establish school policy that protects and supports sexual minority b. Affirm the rights of LGBT confirming in the school community c. Develop self awareness through professional development d. All of the these

Q: Effects on sexual minority students is supporting through which of the following research? a. Weiler (2003) " LGBT youth hide their identity and deepens sense of confusion b. Weiler (2003), Glimps (2005, Whelan (2006) " Frequent absences, less involvement, and higher dropout rate c. Van Wormer and McKinney (2003) " Engagement of high risk behaviors d. All of these

Q: Educators who support the heteronormative nature of schools ignore which of the following groups? a. Lesbian b. Gay c. Transgender d. Bisexual

Q: Payne (2007) states that most schools are heteronormative, which means a. there is a normal membership of both sexes present. b. rituals are established based upon the sexes. c. the popularity are group membership are equated with heterosexuality. d. all of these

Q: Addressing gender issues in schools requires the establishment of goals in schools. Which of the following applies to this? a. Treat boys and girls equally. b. Address the needs of each gender. c. Provide gender experiments on gender bias d. Provide strategies inviting gender-neutral learning environment

Q: Gender inequity may be defined as a. discrimination and sexual harassment of female students b. lack of needed reading instruction of female students c. sexual roles found in conventional schools d. all of the these

Q: Supervisors need to develop a culturally responsive school. Which of the following creates that type of school? a. Cushner, McClelland, and Safford (2003) " stages of intercultural sensitivity b. Guerra and Nelson (2008) " demographic analysis of variety of student data c. Madsen and Mabokela (2005) " creation of school development highlighting the organizational identity and collaboration with families and community d. All of these

Q: Research emphasized the importance of support with assertiveness for student success. Which of the following research supports this premise? a. Howard (2002) " Students are held accountable for meeting expectations of respect and dignity. b. Brown (2004) " Teacher avoid power struggles and provide students with an "escape route" so they are not embarrassed in front of peers. c. Ladson-Billings (1995) " Students were not permitted to choose failure in their classrooms. d. All of these

Q: An assets-based approach to teaching cultivates multiculturalism. Which of the following is incorporated in this approach? a. Build on the strengths that students already possess b. Understanding that teaching and learning is integrated within the culture c. Assisting students to realize their own potential for academic success d. Create a caring, collaborative, positive classroom environment

Q: What do culturally responsive classrooms look like? What are some of characteristics? a. Develop bilingual students, where the student's culture is fostered b. Provide academic excellence c. Emphasize that students need to use dominant language d. All of these

Q: What are some ways that culturally responsive teachers accept students? a. Accept students as they are. b. Develop basic knowledge and skills and critical thinking skills. c. Assist students to choose academic success d. Build relations in terms of personal attention that extends beyond the classroom

Q: Ladson-Billings (2009) sets the stage of beliefs for culturally responsive teaching. Teachers who are culturally responsive do which of the following? a. Teaching is considered an art rather than technique b. All students can succeed c. Community connections and service to others is engrained in the curriculum. d. All of the these

Q: Delpit (2006) discusses why educators are not culturally responsive. Which of the following reasons apply to this research? a. Teacher and leadership programs do not address adequately cultural understanding. b. There is a low level of interaction between educators from the dominant culture to the families and communities of students from low socioeconomic and racial/ethnic minority groups. c. Inquiry fosters the differences between cultures. d. All of the above

Q: Valenzuela (1999) states that subtractive schooling contributes to the stereotypes, misunderstanding of cultural norms, student behaviors, and other deficits model. Which of the following represents subtractive schooling? a. Goal of schools is to transition English as a second language students to English-speaking rather than bilingual students. b. Separating low-socioeconomic and racial/ethnic minority groups into separate tracks or ability groups c. Separating by tracking or grouping does not establish peer relationships or social capital d. All of the above

Q: In teaching Eurocentric, middle-class curriculum may cause clashes with diverse cultures because this emphasis does which of the following? a. Explains why cultures exist in society b. Emphasizes ways to deal with different cultures c. Presents curriculum that is funded to support the main culture d. All of the above

Q: Chamberlain (2005) research discusses the cultural clash that is shown by teachers from the dominant culture. Which of the following describes this clash? a. Unable to distinguish underachievement based upon disability rather than culture clash (310) b. Use of standardized tests to identify ways to meet the needs of students c. Analysis of data that supports opportunities for all minority students d. All of the above

Q: Banks (2000) describes classes for lower-track students in the following manner. Which applies to his research? a. Low level instruction b. Drill exercise c. Lack of higher-level content d. All of the above

Q: Educators misdiagnosis many lower socioeconomic and racial/ethnic minority students. Which of the following depicts this research? a. Establishment of categories for diagnosis b. Over referral of racial/ethnic minority students into special programs c. Failure to identify racial/ethnic minority students as gifted d. All of the above

Q: What are some examples of cultural differences that may cause clashes? Which of the following illustrate these examples? a. Understanding the differences in communication between dominant and minority cultures b. Communication styles are inferior and withdraw from classroom interactions c. European Americans tend to favor episodic narratives rather than linear approach. d. Some minority cultures prefer topic centered and linear narratives.

Q: Understanding different cultures requires reviewing the research on diverse groups. Which of the following represents this research? a. Valenzuela (1999) refers to educaacion, where the importance role that the family plays in inculcating children with a sense of moral, social, and personal responsibility. b. Delpit (2006) discusses how a White teacher responded to the African American student; the teacher "taught down" to her. c. Garcia and Dominguez (1997) discussed how lower-socioeconomic and racial/ethnic minority student behaviors cope with how they are treated. d. All of these

Q: Where do you find the clash between the culture and dominant culture's values and interests? Which of the following applies to this clash? a. Norms b. Values c. Organizational structures d. Assessment method

Q: What is the most effective way that supervisors and teachers work to end segregation? a. Become part of a coalition of educators, businesspersons and policy makers who work for change b. Educate the general public on the need to change and push for legislation c. Work in these diverse areas d. All of the these

Q: Educators proactively need to take an approach to address the inequitable treatment of diverse groups. Which of the following describes their approach? a. Examine their own cultural identities b. Develop competencies for working with cultures different from their own c. Involve directly supervisors and teachers to change public policy d. All of these

Q: Educators respond to the systematic problems in U.S. society. How can schools respond? a. Understand that societal problems are outside their control b. Focus on increasing the achievement of poor and racial/ethnic minority c. Prepare the poor and racial/ethnic minority to overcome the barriers present in society d. All of the above

Q: Educational policy in the United States reinforces inequities present in society. What are the characteristics of this failed educational policy? a. Funding inequities b. Variation of skilled teachers working with minority students c. Equitable salary structure for teachers d. All of these

Q: Rothstein (2004) discuss how classism and racism have negative effects on the quality of life. Which of the following supported this premise? a. Inadequate wages b. Substandard housing c. Poor healthcare d. Few educational opportunities to for poor and racial/ethnic minority students

Q: Kirsch, Braun, Yamamoto, and Sum (2007) predicts a "perfect storm" in this nation's increasing diversity. What descriptors influence this perfect storm? a. Wide gap in skills among different groups b. Changes in the economy c. Globalization d. All of these

Q: Passel and Cohn (2008) state that the demographers suggest by the year 2050, that a non-White group will a majority of the population. What is the group and what is the percentage? a. African Americans " 60% b. Asian " 51% c. Non-Hispanic White " 47% d. All of these

Q: According to the data gathered from the National Center for Education (NAEP) Statistics, the percentages of students in selected economic, racial and ethnic groups revealed an achievement gap. Which of the following statistics from this research support this premise for the years 2005-2007? a. Students above the poverty level demonstrated basic skills across the various grade levels and content areas. b. Higher percentages of Whites than African American and Latinos scored at a basic level or higher level. c. High school dropouts have less earning power than graduates. d. All of these

Q: Banks (2000) discusses key elements in addressing diversity with our nation. What does his research support in recognizing and legitimizing differences? a. What groups will participate in constructing a new national identity? b. What factors will be used to motivate powerful groups to share with power? c. How does one develop a nation-state that reflects the culture of diverse populations? d. All of these

Q: How does effective leadership spread throughout the organization? a. Building distributive leadership b. Building teacher leaders in action research, study groups, and other teams for instruction improvement c. Strong administrative oversight on the quality of involvement d. All of the above

Q: Evans (1996) discusses ways that teachers will understand that change is feasible and that the teachers will be committed to this process. What are some of the elements were used? a. Teachers believe that they can achieve and implement the change. b. Teachers understand that this change if appropriate to students. c. Teachers will know that the theory and research are present. d. All of these

Q: Fullan (2005) believes that engaging teachers' moral purpose is another pathway to commitment. How does engagement happen? a. Commitment to raise the bar in student performance b. Close the gap in student achievement c. Increased understanding of research on diverse groups d. All of the above

Q: Teachers need to develop a commitment to change; however, supervisors need to understand that building this capacity requires which of the following elements? a. Inquiry b. Reflection c. Dialogue d. Experience

Q: A broad set of principles that direct the change process may be informed as a result of a. collaborative efforts between stakeholders in the community. b. data gathering from external and internal research. c. consideration of the need to reduce achievement gap between different groups. d. All of these

Q: Fullan (1997) discusses that shared vision must emerge to develop a change process in organization. Which of the following components would be part of this shared vision? a. Shared vision is established by the district administration and community partners. b. Engagement emerges from joint work of leaders and teachers over a period of time. c. Redefine shared vision to meet the changing conditions. d. All of these

Q: Bain (2007) recommends the establishment of communication networks. What are the elements involved in this network? a. Flow of feedback to all levels of the schools b. Collaboratively working on teaching and learning c. Provide formal and informal professional communication d. All of these

Q: Gordon, Stiegelbauer, and Diehl (2008) develops a readiness by creating opportunities that a. build dialogue from the central administration. b. provide small and whole school dialogue. c. create a variety of groups: leadership, content area, task force etc. d. All of these

Q: Allen and Glickman (1998) state that to create a better understanding of the complexities in school culture, one must do which of the following? a. Lead the teachers through the prescribed outcomes. b. Work with consultants to enable effective training of teachers. c. Build trust with teachers. d. Provide information and opportunities to interact on making decisions.

Q: Steigelbauer and Boyd (1992) state that building capacity occurs when a. Teacher engages in reflective inquiry. b. Dialogue is held on the interactive effects of change and culture. c. Supervisors present the problem areas. d. All of these

Q: Problems with school culture prohibit schools from building the capacity for improvement efforts. Which of the following represents this issue? a. Communication b. Relationship-building c. Collaboration d. All of these

Q: Which of the following represents key concepts in the Education Change Theory? a. Capacity-Commitment b. Leadership-Evolutionary Planning c. Problem Solving-Support d. Coherence " Continuous Improvement

Q: Researchers advocate that change must occur to meet the needs of schools in the following ways: a. Consider alternative theories for change. b. Move from the present structure. c. Develop better ways to think about, dealing with unpredictable processes. d. All of these

Q: Which of the following is included in postmodernism? a. Antireductionism b. Antiessentialism c. Antirealism d. All of the above

Q: Research suggested that education change theory have the following components: a. Capacity b. Individuality c. Leadership d. Outcome

Q: Atkinson (2002) summarizes the characteristics of postmodernism in the following ways: a. Irreverence for traditions of philosophy and morality b. Acceptance of complexity c. Acknowledgement of subjectivity d. Rejection of fixed notions of reality

Q: Strange attractors are a. Random patterns that are simple b. Complex and unpredictable patterns c. Permanent patterns leading to school improvement d. All of above

Q: What are examples of feedback loops? a. Student performance data b. Administrative memos c. Survey results d. District policies

Q: Which of the following example(s) in schools are similar to fractals in nature? a. Schoolwide staff development data b. Department meeting c. Classroom lesson d. All of the above

Q: Fractal is a geometric shape that similar to itself at different scales. What are some examples of fractal? a. coastlines b. mountains c. clouds d. rivers

Q: Lorenz created the butterfly effect, which can be defined as a. sensitive dependence on initial conditions b. small and seemingly unrelated event in one part of a system and its effects on other parts c. the impossibility of predicting the long-term future of any chaotic system. d. all of the above

Q: Gordon (1992) discusses that change is the growth and development of a complex organization. Which of the following elements are needed in this growth? a. Interdependence b. Consistency c. Balance among various subsystems d. All of above

Q: How would you describe chaotic system? a. It is a linear system, which has simple cause-effect relationships. b. It is analogous to a line of dominoes. c. Nonlinear system is analogous to bowling. d. All of above

Q: Chaos theory has the following focus: a. Exploration of the hidden order that exists within a chaotic system b. Study of how self-organization emerges from chaos c. Review the static features in an organization d. All of the above

Q: Change experts suggest the way to improve the school's approach to meeting the needs of today's students and society in the following ways: a. Consider alternative theories b. Analyze the past issues that didn"t work c. Go beyond the rational-structural approach d. All of the above

Q: Evans (1996) states that the rational-structural model in schools is the primary reason why change does not take effect. Which of the following characteristics represents this model? a. Top-down methodology requirements for innovation b. Lip service participation c. Staff investment in the implementation d. All of the above

Q: Fullan (1997) believes that the complexity of education change is based upon which of the following? e. Forces impacting educational policy f. Unplanned factors g. Movement of key leaders h. Inventions of technology

Q: Sarason (1990) states that educational reform is an image that is paved with good intentions rather than a. recognizing the changes in the demographics, culture, and economy etc. b. understanding the school culture and relationships impacting the culture. c. superficially proposing reforms that have no clear results. d. all of the these

Q: Which of the following conditions have to be changed if improvement is to be made? a. Overloading teachers to the extent that they are unable to develop relationships with all stakeholders b. Supporting teachers through low a priority of resources that prohibits quality education c. Protecting teachers from cultivating values of diversity and visioning d. All of these

Q: Innovation has a greater chance for success once a critical mass of teachers reach the impact stage. What is the focus of this stage? a. Consequence b. Collaboration c. Refocusing d. Management

Q: Hall and Hord (2006) describe the stages of concern about innovation. Which would be included in this description? a. Development levels range from lowest (informational) to highest (refocusing) b. To move from one concern to another, faculty will reveal certain expressions to the supervisors or change levels. c. The stages affect the self, task, and impact on the institution d. All of these

Q: Understanding the context of these norms requires clear definitions of the continuous improvement. Which of the following definition is not accurate? a. Recognition, sharing and celebration share change efforts and results from parents, community and outside educators. b. Incremental approach is a variety of coordinated professional development formats. c. Trust and confidence promotes professional respect for each other. d. Productive conflict is coordinated and coherent.

Q: Change theorists have identified norms present in school cultures of continuous improvement. What are the components for these norms? a. Distributed supportive leadership b. Collegiality and collaboration c. Experimentation and risk taking d. All of these

Q: Coherence is building change initiatives that limit overload and fragmentation. Bain (2007) proposed which of the following strategies to build coherence? a. School " level schema is depicted through the innovation of cooperative learning techniques b. Embedded design applies to the principle of solving a problem through the establishment of solutions to only grade level issues. c. Similarity of scale uses principles of cooperative learning that applies to innovation at each level d. All of these

Q: External and internal support provides networking in change efforts. Which of the following would contribute to this support? a. Electronic informational retrieval and networking systems b. Mentors, coaches, or evaluators c. Regional conferences of networking schools d. All of these

Q: Fullan (1997) tells us that "problems are our friends" because this conflict generates a. information b. resolution process c. redefinition of resistance d. All of these

Q: Evolutionary planning means that a. this is a straightforward path of systems to improve instruction. b. this is a long journey with inevitable but predictable barriers. c. there is ongoing feedback on how the innovation is understood and process for revision. d. there is comprehensive framework for implementations based strongly on research and standards.

Q: Supervisors provide a focus and structure for teachers to engage in inquiry methods to improve instruction. In what areas should supervisors assist teachers in action research? a. Understanding data b. Establish a set of ethical guidelines in the research process c. Provide resources d. Provide opportunities to share action research within the school community

Q: The task force makes recommendation regarding the decision-making procedures. Which of the following would be included in this report? a. Goals and objectives b. Action plan c. Evaluation d. All of the above

Q: Which of the following definitions characterize some of the components for operational models? a. Executive course consist of the 7-11 members, which represents the minority of teachers. b. Task forces are adhoc groups, who provide feedback from others on instructional needs. c. Liaison groups are formal groups, who communicate between the faculty and executive council. d. All of the above

Q: Schmuck and Runkey (1995) developed an operational model for action research. Which of the following premises are used in this operational model? a. Formal groups b. Decision-making procedures c. Implementation d. All of the above

Q: The principles in operating shared governance for instructional improvement is which of the following? a. One person, one vote b. Limit decisions to specific sections of Schoolwide instruction c. Authentic feedback requires large groups d. All of the above

Q: The underlying premises for shared governance lies in a. the involvement of shared decision-making. b. the involvement of every professional in the school. c. staff implementing the decision regarding schoolwide instructional improvement. d. all of these.

Q: Fullan (1985) discussed that early studies of school improvement and action research lacked a. descriptions of individual schools or districts went about the process of change. b. ways to sustain the change. c. the ways in which supervisor initiated goals and objectives. d. all of the above.

Q: In the critical action research, which of the following questions emphasize a change in the system? a. Whose interests are served by the existence of the tracking system? b. Who decided which students are placed in the various tracks? c. How can the diverse learning needs of students be met in an emancipatory way? d. All of these.

Q: Praxis is a. an interactive cycle of practice and theory. b. used in implementation phase of the action research. c. the end of point of research. d. the form of ongoing cycle of action and reflection.

Q: Critical action research has the following emphasis? a. Examines power relations that lead to inequity b. Analyzes ways to overcome negative effects c. Aim to free groups and individuals from inequitable treatment d. All of these

Q: Interpretive researchers do which of the following? a. Observe inquiry lessons and take extensive notes on class activities. b. Conduct interviews with teachers and students on their experiences. c. Analyze only one perspective on the learning activity. d. All of these

Q: Interpretative action research is understanding phenomena in schools and providing interpretation to the meaning. Which are the following support this action? a. Implementation of a new curriculum b. Interactions between teachers and students on controversial issues c. Inquiry on school culture d. All of these

Q: Alternative approaches to action research are called a. Interpretive. b. social action. c. critical action. d. all of the above