Q&A Hero

Q: The supervisor may use which of the following approaches to garner more participation in decision-making: a. Place more responsibility on the teachers to make decisions. b. Place more responsibility on the supervisor to make decisions. c. Place a shared responsibility on the supervisors and teachers. d. All of these

Q: The supervisor presented the expected criteria and the time frame for the implementation of the new literacy strategy to be used by all the first grade class teachers. Which of the supervisory behavior was used? a. Directing b. Problem Solving c. Reinforcing d. Standardizing

Q: In the curriculum meeting, the supervisor was faced with an issue and asked the representatives to formulate different approaches to formulate an action plan. Which type of supervisory behavior was evident? a. Encouraging b. Listening c. Problem Solving d. Negotiating

Q: When a supervisor asks questions to understand the speaker's point of view, which type of supervisory behavior is used? a. Clarifying b. Problem Solving c. Reflecting d. Encouraging

Q: Which of the supervisory behaviors is depicted by this example, "This is how I see itI What can be done is . . .?" a. Negotiating b. Problem Solving c. Encouraging d. Presenting

Q: Supervisory behaviors may be categorized into which of the following? a. Negotiating, problem solving b. Presenting, reflecting c. Encouraging, clarifying d. Explaining, Listening

Q: A purposeful behavior is defined as a. an assessment of how supervisors communicate with staff. b. the contribution that has been made to a decision for the a conference c. effectively listening to the speaker and giving an expression of understanding d. behaviors that determine the supervisor's effectiveness in decision-making.

Q: The supervisory behavior continuum includes the following ways in which to increase teacher growth and assure student learning. These dimensions are as follows: a. Building knowledge b. Using interpersonal skills for communication c. Utilizing technical skills for planning, assessing, observing and evaluation d. All of these

Q: Cultural beliefs, cultural artifacts, and deeply ingrained values may influence educator's beliefs. How do educators reflect on these beliefs? a. Value your own personal beliefs as a teacher b. Examine their own actions and beliefs c. Determine the underlying assumptions for their beliefs d. Use instruction that promotes your dominant position

Q: Based upon the supervisor's decision-making responsibility and educational philosophy, the supervisor may use which of the following types of supervision? a. Directive supervision b. Nondirect supervision c. Collaborative supervision d. All of these

Q: Supervisors need to understand that educational philosophy influences our decision-making responsibility. Which of the following relationship demonstrates this philosophy and the supervisor's responsibility? a. Essentialism " is used when the teacher is highly competent and requires low supervision b. Experimentalism " is used when the teacher is equally competent and requires equal supervision c. Existentialism " is used when the teacher has high competency and requires low supervision d. All of these

Q: Kierkegaard, Camus, and Sartre promoted the existential school of thought, which supports that a. beyond the individual there is only chaos. b. human dignity and work are of great importance. c. trial and error is essential to evaluate an outcome. d. natural law is superior to all other laws.

Q: Experimentalism merged the following absolute concepts of morality, truth, and knowledge during this period. Which of the following researchers were involved in this philosophy? a. Charles S. Pierce b. William James c. John Dewey d. Richard Pratte

Q: Bagley (1938) created essentialism which promotes a. that knowledge is learning how the machine works. b. that teacher digest teaching truths. c. that education has a use in society. d. that there is a body of timeless knowledge valued for living.

Q: The purpose of education is to condition the mind to think in a natural and logical way. Which philosophy represents this statement? a. Realism b. Essentialism c. Progressivism d. All of these

Q: Which of the following philosophy purports absolutes in which that reality or truth is above the common ways of knowing? a. Pragmatism b. Behaviorism c. Essentialism d. Realism

Q: Supervision is based upon which of the following philosophy frameworks? a. Essentialism b. Progressivism c. Existentialism d. All of them

Q: Supervisory beliefs are based upon a. knowledge, human nature, and control. b. curriculum content. c. learning environment. d. All of these

Q: Instructional goals are based upon beliefs on the a. purpose of education. b. what should be taught. c. nature of the learner and the learning process. d. All of these

Q: Teaching style implements a. individual choice by the teacher b. learning and trying out new instructional strategies c. adopting the district's guidelines in curriculum d. ongoing development of styles and repertoire over time

Q: Ornstein (1990) discusses the concept of teaching style in relationship to a. the development of their own repertoire. b. multiple sets of teacher types or styles. c. the teacher choice and comfort. d. the learning styles of students that are being taught.

Q: Instructional improvement and successful teaching has been defined a. In not one single instructional model b. Within the context of a particular instructional goals c. Within the context of a local learning environments and individual students. d. All of these

Q: How has the research addressed whether effective schools and effective teaching are the same? Which applies answers to this research? a. Effective teaching promotes the development of effective school research. b. Effective teaching and effective school research discuss the ways to accomplish the goals of learning. c. Effective teaching and effective school research has been neutral on its findings in the development of learning d. All of these.

Q: Supervision interacts with instruction in the following areas: a. School and teacher effectiveness b. Beliefs on educational philosophy or platform c. Propositions about supervisory belief and teacher development d. All of these

Q: Which of the following researchers have been involved in examining the sociocultural context of adult learning? a. Gilligan, Belenky " gender b. Oga, Pine " staff development c. Reinman, Parramore " teacher development d. Chavez, Phinney " race and ethnicity

Q: The sociocultural context of adult learning is an examination of which of the following variables? a. Gender b. Race and Ethnicity c. Society d. Power

Q: School systems and supervisors should expand their support for teachers' professional roles and role development. Which are included in this role development? a. Family b. Work c. Self d. All of the above

Q: Krupp (1987) suggests that staff development programs should be developed to assist in these transition events. Which of the following events may be included? a. Support networks within schools b. Retirement seminars c. Beginning teacher assistance programs d. Career support for personal and professional networking

Q: Which of the following areas represent the transition events in adult development? a. Life events b. Critical events c. Marker Events d. All of the above

Q: Teachers experience the critical components on age-linked life cycle development in a contrary manner than the natural adult life cycle. At what age do teacher experience that "bravado" of doing their best and being enthused with their own teaching? a. Young teachers (20-35 years of age) b. Middle age teachers (35 to 55 years of age) c. Experienced Teachers (55 to 65 years of age) d. All of the these

Q: Research on age-linked life cycle development examines the abilities of individuals at different ages. Which of the following is not representative of the critical components at a specific age? a. Individuals from mid-30s to mid-40s revolve around work and family b. Individuals from 20 to 35 revolve around finding stability in their families c. Individuals from 35 to 55 provide some disillusionment, reflection, and reordering of priorities d. All of the these

Q: The relationship between the development stages (cognitive, conceptual, moral, ego, levels of consciousness, teacher concerns) and adult and teacher development levels (low, moderate, or high) indicate the following findings: a. Teacher may operate at the same general level in more than one development stages. b. Tentative composite descriptions of teachers may be formulated according to low, moderate, and high levels of development. c. Teachers at higher stages of development appear to be more effective in classroom. d. Most teachers to not reach a high stage of attainment of teacher development.

Q: Francis Fuller (1969) delineated the stages of concern experienced by teachers. Which of the following concerns were revealed? a. Self adequacy stage " survival b. Teaching tasks " instructional and student discipline c. Teaching impact stage " students' learning and students' well being d. All of the above

Q: Robert Kegan's (1994, 2000) levels of consciousness for abstract thinking may be defined in the following manner: a. Concrete category for examination of facts and literal level interpretations b. Durable category to cross-categorical consciousness of ensuring loyalty to the larger community c. Fourth order consciousness that develops an independent and autonomous person d. Fifth-order consciousness that continued learning to meet the demands of adult life

Q: Ego Development, striving for meaning in one's life, was developed through the developmental theories derived from the study of women. Which of the following represents the ego development continuum? a. Concrete thinking " abstract thinking " highly abstract thinking b. Rebellious " conventional " feminist c. Fearful " conforming " autonomous d. All of these

Q: Gilligan (1979, 1982) extends Kohlberg's model of moral development to her research on women in which of the following ways: a. Morality is conceived in terms of relationships. b. Morality is conceived in terms of goodness in helping others. c. Morality recognizes the social contract to uphold individual rights. d. All of the these

Q: Kohlberg's model of moral development emphasizes the a. decision that are made according to individual, social norms, and principles and legal mandates. b. levels of preconventional, conventional, to postconventional continuum. c. higher levels as superior to enhancing the aim of all education. d. All of these

Q: Hunt, Butler, Noy, and Rosser (1976) defined conceptual level (CL) in terms of a. Low CL evaluates things in a simple and concrete fashion b. Moderate CL has moderate abstract thinking c. High CL emphasizes abstract thinking d. All of these

Q: The four stages of cognitive development demonstrated how the adult could learn from concrete operations to formal operations and end with post formal operations. This progress from simplistic to more complex interactions shows how the teachers can demonstrate different roles in learning and facilitating knowledge. Which one of the following theorist developed the cognitive approach? a. Levine b. Butler c. Piaget d. Marzick

Q: Levine (1989) describes the following stage theories of adult and teacher development. Which of the following would be included? a. Cognitive Development b. Conceptual Development c. Moral Development d. Ego Development

Q: Knowledge about adult learning has the following implications for instructional supervision. Which of the following does not apply to this knowledge? a. Differentiation instruction for student learning and performance b. Foster teachers' critical thinking and multiple perspectives c. Encourages independent approaches in classroom d. Supports dialogue and collegial learning among teachers

Q: According to Drago-Severson's (2004-2007) approach, principals as professional development leaders should employ the following pillar practices for educators: a. Mentoring b. Empowering teacher leaders c. Collegial partnering or teaming d. All of the these

Q: Supervisors need to develop professional development that a. identifies the learning strengths of teachers b. utilizes different learning methods for teachers at all levels of experience c. applies the same in-service workshop or approach for all teachers d. All of the these

Q: Teachers as adult learners have to be individualized to meet the needs of the following: a. Novice teachers b. Beginning teachers c. Veteran teachers d. All of the above

Q: Kilgore (2001) summarizes the components of critical and postmodern perspectives of adult learning in the following manner: a. Knowledge is socially constructed along with power as a factor in learning. b. Power can be possessed by principals, a culturally biased group, or a culturally relevant bias to one group. c. Dominant influence or authority (hegemony) to preserve inequities is linked to structures of privilege and oppression. d. Knowledge is multifaceted and shifts to the experience and context of the knower.

Q: Which of the following theories has challenged the dominant perspective of andragogy, self-directed learning, transformative learning, and experiential learning? a. Postmodernism b. Critical multiculturalism c. Critical race theory d. All of these

Q: Educational biographies, that encourage storytelling and creating one's narrative, is an example of narratives in adult learning. What is the beneficial benefit? a. Understanding how their learning was shaped b. Understanding the learning in students c. Changing goals and objectives d. Writing stories in the community

Q: Which of the following theorists developed adult learning that involves understanding the spirituality of learners in relationship to their education? a. Beattie b. Rossiter c. Tolliver d. Tisdell

Q: Somatic learning includes kinesthetic learning and the role of emotions in learning. Which of the following theorist developed the study of somatic learning? a. Merriam b. Clark c. Caffarella d. Baumgartner

Q: Which of the following dimensions are included in the holistic adult learning? a. Somatic or embedded knowing b. Narrative learning c. Spiritual learning d. All of these

Q: Marsick and Watkins (1990, 2001) examined learning in the workplace, other than a structured system that is prescribed by the company. Which of the following applies to this research? a. Systematic framework b. Examination of workplace etiquette c. Self-directed learning d. Incidental learning

Q: When teachers are immersed in real practice situations and are guided or coached by experienced colleagues, this may be called a. cognitive apprenticeship b. communities of practice c. observations d. All of the above

Q: The theory of situated cognition, which builds knowledge through authentic experiences engaged by the learner, was developed by a. Cranton, Mezirow b. Knowles, Tough c. Brown, Collins, and Duguid d. Taylor, Erickson

Q: Cranston (1994) discussed the importance of educators reflecting on their own perspective of being an educator. Which of the following processes were described? a. Engage in dialogue with others b. Develop an informed theory of practice c. Experiment on instructional strategies d. Practice academic freedom

Q: Which of the following researcher developed the following theory? a. Malcolm Knowles " Theory of Andragogy b. Allen Tough " Self-Directed Learning c. Jack Mezirow " Transformational Learning d. Jack Mezirow " Perspective Transformation

Q: Sternberg's (1985, 1990) triarchic theory of intelligence consists of the following subtheories: a. Contextual, which deals with socially influenced abilities b. Componential, which is cognitive processing c. Experiential, which is assessing intelligence through mental components d. All of these

Q: Supervisors can develop the learning strategies of adult learners through using Howard Gardner's (1983, 1999) theory of multiple intelligences. Which of the following is included is this theory? a. Interpersonal, intrapersonal b. Linguistic c. Logical-mathematical d. All of the these

Q: When an older adult learners uses judgment, knowledge and experience, this is an example of a. triarchic theory of intelligence b. multiple intelligence c. crystallized intelligence d. All of these

Q: When a youth quickly gains insight through complex interactions, this is an example of a. multiple intelligences. b. fluid intelligence. c. crystallized intelligence. d. All of these

Q: Early research on adult learning ability and instructional supervision emphasized the following intelligences. Which apply to this early research? a. Triarchic theory of intelligence b. Crystallized intelligence c. Fluid intelligence d. All of the these

Q: The transition events, role development and sociocultural variables of adult development indicate which of the following aspects: a. Interactive b. Complex c. Sequential d. Socially contexted

Q: The hierarchical stage and life cycle phases indicate that adult learning is a. interactive. b. socially contexted. c. universal. d. orderly and sequential.

Q: The conceptual frameworks have the following aspects in common: a. Change b. Adaptation c. Stability d. All of the above

Q: Conceptual models of adult development include the following: a. Hierarchical stage, life cycle phases b. Transition events c. Role development and sociocultural variables d. All of the these

Q: Networking can be a. regional, national , or international. b. flexible and adaptable to changing environment c. focused on a subject or professional development topic d. all of these

Q: School-business partnerships promote the a. exchange of business resources for school activities b. procurement of progressive enterprises for student growth c. promote on-site business experiences d. all of these

Q: What are the goals of a comprehensive professional development school? a. Creation of exemplary school sites b. Restructuring of schools and teacher preparation programs c. Improvement of preservice teachers' academic and clinical experiences d. All of these

Q: School community partnerships include which of the following? a. Parent-school partnerships b. Community stakeholders c. District - school partnerships d. School-university leadership

Q: Cultural responsiveness includes a. incorporating the customs and languages of diverse students b. creating ability tracking to highlight the learning needs of students c. engaging in discourse with community members d. using sensitive assessments to measure students' progress

Q: Earl & Katz (2006) discusses a culture of inquiry which can be seen through the following: a. Cycle of data gathering b. Outcome based solutions c. School Improvement plan d. All of these

Q: Gordon and Boom (2012) characterizes a strong democracy through which of the following elements? a. Internalization b. Integration c. Inclusion d. Moral and Communal

Q: What are the principles of authentic curriculum, instruction, and assessment? a. Use higher order thinking b. Enhancing deep knowledge and interactions c. Promoting reflective conversations between teachers and students d. All of these

Q: What are the elements of self-efficacy? a. Belief in success of activities b. Knowledge that you need a professional guide c. Participating in decision-making d. Follow instructions of your teacher

Q: How does moral tone affect a positive learning climate? a. Problem solving b. Respecting and being treated fairly c. Care for one another d. All of these

Q: Supporting beginning teachers includes a. the mentoring by an experienced teachers b. observing and discussing the beginning teacher's instructional strategies c. being evaluated by an administrator d. socializing new teachers into shared leadership

Q: Effective professional development includes a. the use job embedded strategies b. the involvement of teachers in the planning, delivering, and assessment of activities c. being trained by the professional speakers d. all of these

Q: A successful schools is a "cause beyond oneself." Which are the following characteristics for this school? a. Working with each other to educate students b. Having a shared belief and core values c. Connecting to the larger community d. All of these

Q: Collegial cultures do the following: a. Maintains your own personal mission for instruction b. Promotes creative thinking c. Increases goodwill d. All of these

Q: Which of the following are examples of teacher leadership teams? a. Action research teams b. Peer coaching c. Mentoring d. Curriculum liaison

Q: A leader improves knowledge and skills to improve instruction through the use of a. collaboration b. vision-making c. shared leadership d. collegiality