Q&A Hero

Q: How would year-end evaluations be used in action research projects? a. Teacher surveys b. Interviews c. Pre and post comparisons of student performance d. All of the above

Q: In the middle school in an urban area, there was a need to identify ways to improve instruction for the 15 different cultures present in the school. How would teachers participate in an action plan? a. Identify the needed resources b. Develop a common understanding of one culture. c. Provide support persons to demonstrate strategies for training d. Visit to suburban areas and note how they are meeting the needs.

Q: Action research has been compared to the metaphor of a huge meteor, which falls into the middle of the "supervision" ocean. The meteor may a. activate the seas of direct assistance, professional and curriculum development, and group development. b. become a giant wave that sweeps away the old sand of past instructional failures. c. replace the new sand with instructional improvement. d. all of the above

Q: Gordon, Stiegelbauer, and Diehl (2008) described the characteristics of successful action research program. Which of the following applies? a Distributed leadership b Detailed action plans for implementation and evaluation activities c Basis of grounded data gathering and analysis d Incremental, steady approach to action research

Q: Action research is key to the plan for instructional improvement. Which of the following activities would be included in this action research? a. Professional development b. Curriculum development c. Nondirective assistance d. Mentoring

Q: Collaborative action research may be used by supervisors with a. teachers of moderate or mixed levels of development. b. teachers who engage in joint decision-making. c. teachers to identify goals, actions, planning, evaluation and revision. d. all of these.

Q: McBee (2004) states that teachers, who possess low levels of development, may be able to a. engage immediately in their own action research projects. b. levels of decision-making. c. use collaborative action research. d. all of these.

Q: Supervisors must develop the methods to engage teachers who have very low levels of development, expertise, and commitment, and engagement engage in action research. Which of the following would be used? a. Intensive direct assistance b. Shadowing teachers who are engaged in the use of action research c. His/her expertise on a subject. d. All of these.

Q: Which of the following supervisory approaches are appropriate to use in conducting action research in schools? a. Directive b. Collaborative c. Nondirective d. All of the above

Q: In the final phases of the action research, implementing the action plan and evaluating effectiveness is essential to know whether there has been an improvement of instruction. This action plan would result in the a. continuation of the research. b. development of a new set of action. c. revision of further implementation in specific areas. d. all of the above.

Q: How is action research similar to the action plans developed within individual teachers? Which of the following describes the process? a. Phase 1 " select a focus area b. Phase 2 " conduct needs assessment c. Phase 3 " design action plan d. All of the above

Q: What are the ways that traditional research differs from action research? a. Traditional research uses outside experts to develop new knowledge through quantitative or qualitative methods. b. Action research uses practitioners to solve practical problems through quantitative and qualitative methods. c. The standard for quality research is through peer review (traditional research) and action research (results based upon desired change). d. The primary audience is other researchers (traditional research) and members of the school community (action research).

Q: Which of the following researchers have applied action research concepts? a. Calhoun (2009) discusses how teachers to improve instruction can conduct action research. b. Hubbard and Power (1993) discusses the power of teacher-led research. c. Schaefer (1967) discusses the importance of nurturing the power of scholar-teachers. d. All of these.

Q: Stephen Corey (1953) used Lewin's concept of action research to education. He stated that traditional research is a. done mainly by researchers outside the public schools. b. not influential on school practice. c. completed by individual teachers who work in schools. d. all of these.

Q: Kurt Lewin (1967) analyzed the relationships with groups, which has become the basis of group dynamics and action research. Social research is based upon a. controlled experiments. b. action research that analyze how action groups improve situations. c. the success that has been achieved through the engagement of real activities. d. All of the above.

Q: Which of the following applies to the stages of UbD? a. Develop learning plan b. Determine evidence c. Identify desired results d. All of these

Q: Wiggins and McTighe (2011) created a curriculum-writing model, called Understanding by design (UbD). Which of the following is found in this design? a. Explain, Interpret b. Apply, Shift perspective c. Empathize, Self Assess d. All of these

Q: Gay (2005) discusses the reasons for the gap between scholarship on multicultural curriculum and practice. Which of the following that would close this gap? a. Specific research that would provide effective practices in the curriculum development. b. Well " articulated guidelines for translating theory into practice c. Professional development to help educators meet these standards d. All of these

Q: Summarizing approaches that are used incorporate levels towards multicultural curriculum reform. Which of the following descriptions are accurate? a. Social Action Approach is where the students take action to help solve a social issue. b. Additive approach is where the themes or concepts are included into the curriculum structure. c. Transformational approach enables students to view concepts and themes from perspectives from diverse ethnic and cultural groups. d. All of the these

Q: James Banks (2010) created these four approaches to curriculum integration that specifically emphasizes cultural diversity. Which of the following is not one of these approaches? a. Level 1 " Contributions b. Level 2 - Integrations c. Level 3 - Additive d. Level 4 - Social Action Approach

Q: For each level, Guskey (2002) also proposed questions that would provide data to the evaluation levels. Which of the following were included? Students should learn a. about nondominant cultures. b. about experiences from a variety of cultures, which have not be afforded democracy. c. from communities and societies that recognize diversity. d. All of these

Q: Large-scale teacher-driven changes will not occur unless there is a a. clear understanding of the government mandates b. investment by the teachers. c. orientation of the levels of teacher's understanding about the curriculum. d. all of these.

Q: Supervisors who want to facilitate changes in curriculum purpose, content, organization, and format must know that a. change is done through incremental stages. b. the work with large group of teachers creates the commitment for progress. c. it is based upon working with a small group of teachers ensures a high level of involvement. d. all of the these

Q: Curriculum developers, whether they are inside, intermediate or outside, integrate its development with the instructional formats. Which of the following describes this integration? a. Staff with low level of curriculum function would be matched with outside developers and use tightly prescribed sequence. b. Staff with moderate level of curriculum functioning would be matched with intermediate level of teachers and would use a thematic approach. c. Staff at a high level of curriculum functioning would be matched with a team of teachers and specialists to generate curriculum that would use a results only approach. d. All of the above

Q: Tanner and Tanner (2007) discuss the levels of teachers and local schools functioning in curriculum development. What are the characteristics of these three levels? a. Level 1 " Imitative Maintenance relies on isolated skill-development activities, which are developed through the use of textbooks, workbooks and routine activities. b. Level II " Mediative relies on the integration of curriculum content that deals with emergent conditions through the use of a wide range of resources. c. Level III " Creative Generative relies on the use of generalizations and problems as the centers of curriculum organization, which is designed by the teachers and the whole school. d. All of the above.

Q: Logical links are proposed between the relationships of the curriculum purpose, content, organization and format. Which of the following is not accurate link? a. Transmission is connected to application analysis, evaluation, and results only. b. Transaction is connected to application analysis, interdisciplinary organization, and the use of webbing. c. Transmission is connected to knowledge comprehension, through discipline-based organization and the use of behavioral objective. d. All of these

Q: Districts should reflect on how the curriculum is developed, interpreted, and implemented. Teacher choice is key to the curriculum development. Which of the following would depict how districts would use the reflective approach? a. Behavioral curriculum is used as prescriptive teaching and gives limited choice to teachers. b. Results only format focuses on generalized and learning and gives much latitude to teacher choice. c. Webbing format focuses on themes and limits the teacher's activities and evaluation practices. d. All of the above

Q: In elementary reading, the curriculum development team concentrates on preparing a results-only format. Which of the following determines the accountability of the teacher for the results not the procedures? a. Classify name, color, shape, and size b. State the story sequence c. Draw a conclusion on the story d. Compare and contrast stories

Q: Kilpatrick (1925) emphasized the importance of the curriculum developer to predetermine the knowledge of skills and work around central themes. Which of the following depicts the webbing format for the major theme for environmental issues? a. Related theme-activities-outcomes in coal b. Related theme-activities-outcome in asbestos c. Related theme-activities-outcome in acid rain d. All of the above

Q: Which describes the advantages of using the behavioral " objective format? a. Easy to use b. Tightly sequenced c. Broad choice d. All of the above

Q: The progression of predetermined knowledge and facts are skills that are outlined in behavioral-objective format. Which is the appropriate sequence for this progression? a. Evaluation " activity " objective b. Activity " objective " evaluation c. Objective " activity " evaluation d. All of these

Q: Which of the following formats are examples of writing curriculum? a. Behavioral-objectives b. Web Design c. Results d. All of the above

Q: The transdisciplinary curriculum can be defined as a. organizing curriculum around common themes, skills or problems. b. beginning with broad intended learning outcomes. c. incorporating student choice on selected content. d. all of the above.

Q: Which of the following is considered an interdisciplinary approach? a. Modeling a lesson in a sequential flow meeting standards in each subject area b. Developing common themes (i.e. transportation) in math, science, etc. c. Using collaborative learning that incorporates literature, science, math, and geography d. All of the above

Q: Jacobs (1989) discusses discipline-based curriculum, which is described in the following examples. Which of the following applies to this? a. Separate subjects in separate time blocks during the school day b. Traditional approaches subjects, language arts, math, science etc. c. Interdisciplinary approaches incorporating thematic approaches d. All of the above

Q: Benjamin Bloom's taxonomy of learning guides the types of learning across content areas. Which of these levels are accurate? a. Lower Level " Knowledge and Comprehension b. Intermediate Level " Synthesis and Application c. Higher Level " Evaluation and Analysis d. All of the above

Q: Ornstein & Hunkins (2009) described the elements of the design process, which is based upon instruction. What are these elements? a. Sequence b. Continuity c. Scope d. All of the above

Q: Miller and Seller (1985) describe metaorientations, that emphasize the orientation will be created by the curriculum development team. Which of the following approaches and definitions are described accurately? a. Transmission " stresses mastery of traditional school subjects through teaching methodologies b. Transactional " focuses on personal and social change c. Transformational - views as a dialogue between the student and curriculum d. All of the above

Q: Curriculum process includes which of the following areas: a. Content b. Purpose c. Organization d. Involvement of teachers

Q: Which of the following does not represent the collective thinking about instruction and teacher participation? a Expert decisions made in commercial publishing can enhance teacher development. b Broad instructional dialogue on instructional topics can add teacher performance. c Assistance, choice, and responsibility for all stakeholders make decisions on student learning. d All of the above

Q: Learning standards and assessment, that have wide participation from all stakeholders, can be effective ways of ensuring the equal opportunity for all diverse learners. What are the key elements for this? a. Who should define the standards? b. What multiple ways of assessment for learning should be used? c. What should be the consequences for students, teachers, and teachers? d. What flexibility and authority should be given to classrooms in order to maintain accountability?

Q: What is the connection between the curriculum and high stakes tests? a. The educational objectives are aligned to the standardized tests. b. The alignment of the curriculum ensures that the teacher will cover the material. c. Evaluations will assess whether the teachers are following the curriculum. d. All of the above

Q: State policymakers lack the understanding reading regarding the reality of teaching when legislation is mandated on what should be taught. Which of the following statements does not show the policymakers' beliefs? a. What gets taught (curriculum) has a strong impact on how it gets taught. b. Teachers do not have to decide on curriculum because their professional expertise will illuminate the objectives for the students. c. Working in highly prescribed curriculum will increase the student's understanding of the objectives in a standardized manner. d. Curriculum if rigidly enforced has a significant impact on how teachers teach.

Q: In the State mandated curriculum, the objectives tend to be within the lowest categories of Blooms' taxonomy. Which of the following levels of the thinking is considered at the highest levels? a. Knowledge b. Comprehension c. Application d. Evaluation

Q: State-mandated curriculum provides a. a systematic approach to teaching for all public PK-12 levels. b. the knowledge and skills that are essential for students to learn. c. the required curriculum developed by the state legislation and educational. d. all of the above.

Q: Olivia (2008) suggested that most curriculum is developed far away from the local teacher and the school districts. What are the sources that were described in his research? a. Commercial Publishers b. Local school teachers c. Central Office Specialists d. Federal Government

Q: The No Child Left Behind Act of 2001 " Public Law 107-110 (2001) introduced the federal guidelines over K-12 school curriculum for states. What were the outcomes for this legislation? a. State departments of education have become actively involved in curriculum development at the district level. (250) b. Competency tests for student promotion and graduation have been developed. c. Curriculum specialists have written guides to be used for all districts. d. All of the above

Q: Sources of curriculum development may be found at which of the following levels: a. National b. State c. Local d. All of the above

Q: Johnson (2010) discusses that teaching is a moral activity where the teachers select objectives that will change the behaviors of students in order to achieve a "desirable educational ends." What is the element(s) of this process? . a. Curriculum decisions have been made through the standardization of procedures at the district or state level. b. Appropriate curriculum decisions have been made at the closest level of the students. c. Informed decision-making is made through research, people in schools, districts, and local communities. d. All of the above

Q: Building teachers as agents of professional development requires an understanding of adult development. . What is the basis of commitment that will be emphasized? a. Individual choice b. Responsibility c. Knowledge d. All of the above

Q: For each level, Guskey (2002) also proposed questions that would provide data to the evaluation levels. Which of the following were included? a. How will information be used? b. What type of measurements would be used? c. What are questions to be addressed? d. All of the above

Q: Guskey (2002) designed a system to evaluate professional development programs. Which of the following levels were included? a. Student Learning Outcomes b. Use of New Knowledge and Skills c. Organizational Support d. Participants Learning and Reactions

Q: The development of pedagogical skills has been expanded into professional training for educators. What are some of the topics that may be emphasized? a. Moral development through modeling social justice issues b. Career development through providing teachers an "exit" from the Focusing on student learning in professional development is described in which of the following ways? c. How do students learn literacy content? d. In what ways do teachers instruct diverse populations?

Q: Planning professional development is considered the "nuts and bolts" of the supervisor's responsibility. What is fundamental to this planning stage? a. Investigate the setting of the presentation, which includes seating and multimedia availability. b. Allow the speaker to discuss his area of research and expertise instead providing a focus point. c. Prepare speaker on the focus for the speech. d. Use exit forms for the participants to discuss feedback.

Q: Which of the following are the stages of professional development? a. Orientation discusses the goals, strengths and concerns. b. Integration is the application of the learning into the actual classroom. c. Refinement is the reflective discourse on creating new learning. d. All of the above.

Q: The individualized professional development revolves around the PDSA cycle. How is PDSA defined? a. Planning phase is gathering information on school effectiveness. b. Acting phase is a analyzing artifacts with the teacher's supervisor c. Studying phase is the implementation of goals for portfolios. d. Doing phase is attending workshops, conferences, or seminars

Q: What activities were incorporated in site based program development? a. Interviews with participants b. Analysis of videotapes about classroom instruction c. Direct observations d. Pre and post inventories

Q: Which of the following were the results of Ponticell's (1995) research on site based programs? a. Improvement of individual teacher's instructional goals b. Alignment to the national standards c. Enhanced collegiality d. All of the above

Q: Ponticell (1995) discussed the importance of collegial learning and support in a site based professional development opportunity. What were some of the aspects of this research? a. Identification of an instructional concern by teachers b. Systematic review of research, emphasizing the anticipated teacher behaviors c. Videotaping the implementation of improvement strategy d. Peer coaching and observations of the teachers

Q: How do mentors assist beginning teachers? Which of the following is appropriate? a. Mentor discussing philosophy and biases b. Regular meetings focused on interpersonal relationships with other faculty c. Visit to beginning teacher's classroom on a regular basis d. All of the above

Q: Supervisors considered the variables in the assigning of mentors to beginning teachers. Which of the following variables are relevant? a. Content area b. Interpersonal skills c. Best match between teacher and mentor d. All of the above

Q: Districtwide professional development provides support and assistance to the beginning teacher in a district. What are the key elements in creating effective mentors? a. Training in coaching, which includes conferencing and observation skills b. Personal goals of the mentor c. Adult development d. Organizational goal setting and planning

Q: Which of the following would be included in the model for professional development? a. Districtwide b. School wide c. Individual d. All of the above

Q: Empowering teacher leadership incorporates the investment in decision-making and improving the quality of instruction. Which of the following would be examples of this teacher leadership? a. Mentor b. Administrator c. Literacy Coach d. Curriculum developer

Q: What are the elements for building partnership in professional development? a. Mutual rights b. Contributions c. Benefits d. All of the above

Q: Collegial support groups may be organized to a. address common problems. b. engage teachers in group inquiry. c. implement innovations through common support. d. all of the above

Q: Which of the following would support beginning teachers? a. Orientation that is held in the middle of the year b. Training on classroom management c. Intensive mentoring d. All of the above

Q: Alternative professional development formats are available and prove to be more effective than a "one-shot" workshop. Which of the following are considered alternatives? a. Literacy Resource from Publishing Company b. Teacher Centers c. Reading Specialist Presentation d. Collegial Support

Q: Adults, like students, have different experiences and learning styles. Which of the following examples may be incorporated in professional development? a. Sharing research on the bullying mandates from federal government b. Observing cooperative groups that are being done at the middle school c. Learning how to use digital recording for technology d. Attending Character Counts and reporting on the community building of students

Q: Integrating school-wide, group, and individual professional development is essential to have an organizational change in learning. How can this integration be ensured? a. It is important that faculty provide input into establishing the school wide goal. b. Faculty members may create instructional goals that are aligned with the broad school wide goal. c. Varying professional development may be developed to meet the needs of the faculty study group. d. All of the above

Q: Relevant job-embedded professional development enables teachers to build collaboration and collegiality in the district. Which of the following would be considered job embedded professional development? a. Teaching critical thinking skills b. Instructing teaching assistants to support children who have special needs c. Administering the resources that are needed in program planning d. All of the above

Q: Professional development programs are clearly linked to the organizational overall mission to educate learners. Which of the following characteristics emphasize this concept? a. Creation of school wide improvement goals b. Active learning for all teachers, administrators, parents etc. c. Analysis of assessment and feedback on the implementation of instruction strategies d. All of the above

Q: Which of the following ways are focused on student learning in professional development? a. How do students learn literacy content? b. How do we coordinate the planning and implementation for mentoring teachers? c. In what ways do teachers instruct diverse populations? d. All of the above

Q: Research on professional development identified a number of factors for a successful program that has its mission to improve the quality of education in schools. Which of the following characteristics are identified in this research? a. Involvement of stakeholders in the planning b. Short and long team planning and development of goals c. Direct supervisory and administration in implementation d. All of the above

Q: Which of the question areas would be considered in leadership discussions on school improvement? a. Questions to focus discussion b. Questions to lend continuity c. Questions to help the group evaluate itself d. All of above

Q: Which of the following statements are not correct for leadership discussion? a. Group Evaluation " Should we look at our original goal for the program and compare this to Phase 3 of the project? b. Group Decision-making " What have we accomplished in our discussion up to this point? c. Continuity to Discussion " Your comment is interesting, but how is this relevant to the chief problem that we discussed. d. All of the above

Q: Guided discussion encourages the group to stay focused on the issue. What are some examples for guided discussions? a. Focus Discussion " I wonder if we have spent enough time on these issues. Should we move on? b. Broaden Participation " What other phases of the problem should be explored? c. Limit Participation " I am wondering if someone else might like to make some remarks? d. All of the above

Q: Before a meeting begins, participants understand the ground roles. Which of the following is not a ground rule? a. Professional dialogue b. Coordinator assignment c. Decisions made by consensus d. Open ended discussion

Q: What are the components that would be included in an agenda? a. Description of reports to be presented b. Specific and steadfast time periods for each item c. Unlimited time limits d. Subject heading

Q: Which of the following is included the pre-meeting planner for group meetings? a. Who should attend the meeting? b. Has the draft of the agenda been reviewed? c. Have we analyzed the outcome? d. Do we have a volunteer to record the minutes?