Q&A Hero

Q: Ms. Hurteau wants to help her students learn and retain information. Which of the following strategies to promote learning and retention of information is best supported by research? a) Using embedded video lessons b) Giving lengthy homework assignments c) Introducing spoken word documentaries d) Asking students to repeat facts verbally

Q: The term developmentrefers to how people: a) Learn in response to environmental cues b) Grow, adapt, and change over the course of their lifetimes c) Fulfill intellectual potential and promise d) Respond to demands placed upon them

Q: An itinerant (or traveling) teacher would be most likely to provide help for a student with: a) a speech disorder. b) a learning disability. c) cerebral palsy. d) a hyperactivity problem.

Q: Mr. Sains begins a lesson in chemistry by discussing the symbols for each of the elements. Part way into the lesson the teacher refers to chapters and class work the students will have in six months. At another point Mr. Sains expresses dissatisfaction with the administration's new policy regarding equipment security, which will now require more paperwork. Mr. Sains then talks about an event that took place during spring vacation. The class period ends before he finishes the lesson. What appears to be the overriding problem of Mr. Sain's lecture style? a) There is a lack of clarity in the lesson presentation. b) The lesson includes abstract elements. c) The teacher should not share personal information with students. d) The teacher does not vary the topics.

Q: Mr. Bachmann is ready for the challenges of teaching 11th grade geometry. Although he is a little nervous about his first day of class he believes he is well prepared for this day. As he attempts to introduce himself to his new students, a group of students at the back of the room begins talking loudly to each other. Mr. Bachmann moves to the back of the classroom thinking his proximity to them will quiet them; however, when he gets closer to the students they begin to talk more loudly. There are several actions Mr. Bachmann can take. Based on ideas presented in the chapter, what do you suggest he do and why? Write an ending to the story that demonstrates a positive solution to the problem and identify the principle of classroom management that he demonstrates.

Q: A student who is assigned to a general education class for most of the day works away from that classroom for an hour each day on reading and mathematics, in a small group, with a special education teacher. This type of placement is called: a) consultation. b) special-education class placement. c) resource room placement. d) special-education class placement with part-time inclusion.

Q: Ms. White, in conducting a lesson, draws attention to what students had learned previously by saying, "Yesterday we learned how to find the area of a rectangle. Who will remind us how this is done?" Ms. White believes that this brief reminder is sufficient because today's lessonfinding the area of a triangleis a direct continuation of yesterday's. Which of the following strategies does the example reflect? a) Reviewing prerequisites b) Using wait time c) Applying a rule-example-rule pattern d) Evaluating student work

Q: Consider the following research finding: Finding A: It was reported that students who are assigned more homework earn higher grades. - What type of research is this? - How strongly does Finding A support the conclusion that spending time on homework causes students to earn higher grades? Finding B: It was reported that students who own cell phones earn higher grades. - How strongly does Finding B support the conclusion that owning a cell phone results in students earning higher grades? - In what way do these two findings differ? Does one finding tell us more than the other about how students earn higher grades?

Q: Research finds that well-designed consulting models can be effective in assisting teachers to keep disabled students in general education classes. To which group of students does this finding best apply? a) Students with severe emotional problems b) Students with cerebral palsy c) Students with mild disabilities d) Students with severe disabilities

Q: Mr. Dudley is teaching a prerequisite skill for developing a business model. After students have been oriented to the lesson, Mr. Dudley's next major task is to: a) provide wait time so that the class can get focused. b) tell a personal business experience. c) check whether students have mastered prerequisite skills. d) tell students that they will be tested on the material at a later time so they can prepare themselves accordingly.

Q: Describe a study you might conduct using a descriptive research design.

Q: Students with learning disabilities are likely to spend most of the school day in a: a) general education class. b) special class. c) one-to-one tutoring situation. d) special school.

Q: Ms. Falkenhain wants to establish a positive mental set (the attitude of readiness) in her students before beginning an important health lesson. She should try to arouse student curiosity by: a) waiting at least five minutes to allow the students to calm down for instruction. b) having students open textbooks to the first page of the chapter in the health text. c) emphasizing the subject's seriousness for community health. d) making the health concept personally relevant to students.

Q: You are interested in how the feedback provided by the teacher on homework assignments influences the quality of subsequent homework. Describe how this question might be studied using each of the following: 1/ laboratory experiment; 2/ single-case experiment; and 3/ randomized field experiment.

Q: Individualized Transition Plans are written for which of the following groups of students with disabilities? a) Infants b) Adolescents before their 17th birthdays c) Children in elementary school d) Preschool children between the ages of two and five

Q: What is the best way for a middle-school teacher to communicate objectives to students? a) List objectives that students have already met. b) Introduce objectives at the end of the lesson. c) State objectives at the beginning of a lesson. d) Take steps to avoid establishing "mental set."

Q: Define and compare external validity and internal validity. Which do you feel is more important to emphasize in educational research? Explain the rationale for your choice.

Q: An Individualized Education Program (IEP) is usually written by: a) the school principal. b) the district special education department. c) a special services committee made up of teachers, psychologists, and other concerned staff members. d) the regular education teacher.

Q: Mr. Sherbloom is teaching a lesson on federal law and wants to be certain students are grasping the information. Which step in a direct instruction should Mr. Sherbloom utilize to obtain a brief student response to lesson content, in order to assess level of understanding and correct students' misconceptions? a) Provide distributed practice and review. b) Conduct learning probes. c) Orient students to the lesson. d) Present new material.

Q: A teacher wants to know: Do students behave better in class when they help to create classroom rules or do they behave better when teachers create the rules for them. How can you set up a study to help answer this question?

Q: Which of the following educational services is most restrictive? a) Self-contained special education b) Itinerant services c) Resource room placement d) Consultation

Q: Ms. Gismegian is presenting a direct instruction lesson on verbs to her students. What is her first step? a) Give students learning probes and provide feedback on seatwork where students underline the verbs. b) State the learning objectives and orient students to the lesson. c) Present students with new learning material on action verbs. d) Give students time for independent practice in listing action verbs.

Q: What personal and professional characteristics contribute to being an effective teacher?

Q: Which of the following is the least restrictive environment? a) Special-education class placement with part-time inclusion b) Special day school c) Self-contained special-education classroom d) Resource room placement

Q: Which of the following ideas about direct instruction does recent research best support? a) Direct instruction alone is the most effective teaching method. b) Direct instruction is the least efficient method for student development of concepts. c) Direct instruction can be more efficient than discovery learning for conceptual development. d) Direct instruction is the most efficient method of teaching.

Q: Variables for which there is no relationship between levels of one compared to another are referred to as: a) positively correlated b) negatively correlated c) uncorrelated d) discorrelated

Q: The concept that provides a legal (Student Teams-Achievement Divisions), is referred to as: a) least restrictive environment. b) cooperative learning. c) integration. d) grouping.

Q: Which of the following statements about direct instruction is correct? a) Direct instruction requires students to provide accurate learning models to peers. b) Cooperative learning and discovery are two types of direct instruction. c) Direct instruction is a teaching approach in which lessons are directed by students. d) In a direct instruction lesson, teachers transmit information directly to students.

Q: One way toward becoming an intentional teacher in your beginning years is to: a) Practice teaching in front of a mirror instead of spending time away at workshops b) Seek a mentor who is an intentional teacher to guide you and share ideas with you c) Discourage others from observing you so you do not become inhibited d) Keep confidential your successes and failures

Q: The "least restrictive environment" provision of P.L. 94-142 provides a direct legal basis for: a) full inclusion. b) each student who needs special education being entitled to it. c) parents having a right to file a grievance if they are dissatisfied with the services their children are receiving. d) inclusion of individuals with disabilities in regular classes.

Q: Elaine Hanley teaches at Maple Hills High School in a large suburban community. Her third period advanced placement history students completed their first exam of the year and they were not happy with the results. Mrs. Hanley knew the students would be concerned. Most of them were applying at competitive colleges across the nation, so grades and grade point averages were a part of their daily discussions. "I'm doomed!" cried a student who Mrs. Hanley knew was applying to Carlston University, a prestigious nearby institution. "I'll never get into Carlston now!" "Mrs. Hanley, what can we do?" asked another member of the class. "I'm not sure it's worth taking this advanced placement class if all I can get is a C on the exam. I'd be better off in the regular history class getting A's." "Instead of changing classes," declared Mrs. Hanley, "let's figure out some study strategies that will help you get high grades on my tests. First of all, what's different about my tests? Why are they more difficult for you?" "You make us know the stuff. In most classes we just write down what the teacher says, memorize it, then take the exam." Mrs. Hanley replied, "Well, you're right, I want you to do more than memorize history. What study strategies do you use? Monica?" "First of all, I take notes in class, then rewrite them when I get home. I underline important points, which is just about everything I write down. Then I read and reread until I think I have a page of notes memorized." Next Mrs. Hanley asks, "Alex, how do you study for tests?" "I don't take many notes, but listen carefully to what the teacher says. When I study my text, I just start from the beginning and read until I'm finished. That usually works for me." After listening to other students about their study habits, Mrs. Hanley announced, "I think I can help you study for my tests by suggesting some different strategies than those you are now using." Using the information from the chapter, discuss whether or not the strategies suggested by the students are effective. If they are effective strategies, what makes them effective? If they are ineffective, what makes them so? What additional strategies do you think Elaine Hanley will suggest to her students?

Q: According to our text, to become an intentional teacher you must first: a) Finish post-secondary education b) Become a certified teacher c) Conduct an action research study d) Attend graduate school

Q: Which of the following is an effect of the extension of P.L. 94-142 beyond its original focus? a) Mainstreaming has been eliminated. b) IEPs are now the sole responsibility of the regular education teachers of those needing special services. c) Preschool children needing special services can receive them more readily. d) Students with special needs are now labeled "children with handicaps."

Q: As a teacher, what classroom strategies could you use to help students memorize either of the following lists? Dinosaur protoceratops tyrannosaur triceratops brachiosaur iguanodon trachodon rhamphorhyncus allosaur archaeopteryx brontosaur Food tortilla crepe tortellini baguette enchilada ravioli croissant frittata fajita ziti lasagna fondue Extended thinking. Increasing the meaningfulness of material must involve the use of information already stored in the learner's long-term memory. Using the information processing model, explain why one strategy you described above would involve both: (1) the flow of information from short-term memory to long-term memory, AND (2) the flow of information from long-term memory to short-term memory.

Q: Mrs. Hart is a first-grade teacher and she is doing research in her own classroom. This type of descriptive research is called: a) Reflective research b) Practitioner research c) Expansive research d) Action research

Q: One criticism of programs aimed at enriching the educational experience of students who are gifted is that: a) an enriched educational experience will inhibit their ability to get along with their peers. b) these students already receive too much attention from their teachers. c) all students could benefit from an enriched educational experience. d) students who are gifted do not take advantage of such programs.

Q: List the steps of the PQ4R method and describe its usefulness.

Q: Research aimed at identifying and gathering detailed information about something of interest is: a) Correlational research b) Descriptive research c) Experimental research d) Longitudinal research

Q: Research on the effects of gifted programs on achievement has indicated that: a) acceleration programs are more effective than enrichment programs. b) acceleration outcomes are too difficult to measure, making comparisons to enrichment invalid. c) neither acceleration nor enrichment is effective. d) enrichment programs are more effective than acceleration programs.

Q: What does the research say about note taking, underlining, and summarizing as effective or ineffective study strategies?

Q: Carson, who is struggling in math, has missed nine days of school this semester. The relation between his math skill and his absences show which type of correlation? a) Positive correlation b) Negative correlation c) Divergent correlation d) Achievement correlation

Q: Our text suggests an emphasis on three types of activities for enrichment programs. One is exploratory activities, the second is individual and small group investigations of real problems, and the third type of activity is: a) individualized seatwork assignments. b) teacher-focused activities. c) group training activities. d) programmed instruction.

Q: Think about a schema for a familiar idea, such as types-of-punishment, or Erickson's 5th stage. Draw a representation of that schema, using the "bison" example in Figure 6.3 in the textbook as a model. Now imagine that you are going to teach that idea to someone younger, or less-informed about the subject. Draw a representation of what that learner's schema might be like. Summarize the difference between these two individuals' schemata. If you were in fact teaching the concept to the learner whose schema you described, how would you address the differences between the learner's schema, and your own? Specifically, what are two things you would do as a teacher, that take into account the limited schema of your student?

Q: Tamika is better than average is both reading and math. What else might we expect about her reading and math? a) They are positively correlated b) They are negatively correlated c) They show divergent correlation d) They reflect an achievement correlation

Q: Parents of a child who is gifted are wondering what the child will be like as an adult. Based on Terman's classic study, they might expect their grown child to be: a) less athletic than other adults. b) better adjusted than other adults. c) less socially skilled than other adults. d) about the same as other adults.

Q: A teacher was excited when all of his fourth-grade students were able to reduce fractions to their lowest common denominator. On a test he had given, the students were able to reduce, for example, 18/20 to 9/10 and 18/24 to 3/4 correctly. The teacher told his class how pleased he was with their performance, then he said, "For a review, let me ask you which you would prefer: 18 pieces of a cake that has been cut into 24 pieces or 3 pieces of a cake that has been cut into 4 pieces?" To his astonishment, the teacher listened as half the class said they would prefer 18 pieces because there were more pieces, and the other half said they would prefer 3 pieces because they were bigger. Explain what happened with the students, by discussing rote versus meaningful learning.

Q: According to our text, which of the following is the most frequently used research method in educational psychology? a) Randomized field experiments b) Single-case experiments c) Correlational studies d) Longitudinal studies

Q: Which of the following statements regarding visual impairments is true? a) When a vision loss is correctable it is still a disability. b) A person whose field of vision is significantly narrower than a normal person's could be considered legally blind. c) Individuals who are labeled legally blind have no sight. d) Partially sighted people must use Braille in order to read.

Q: Three types of verbal learning tasks are typically seen in classrooms. What are they? Give several examples of each. The choice of a learning strategy should depend on the nature of the material to be learned. For two of the types of tasks you described above, suggest strategies that would be effective for classroom learning, and explain why each of these strategies suits its task.

Q: Mr. Sanchez randomly assigns have of his class to study their home state on the computer and the other half of the class to use their social studies textbook. Mr. Sanchez then compares the two groups by giving both a test on basic state history. Mr. Sanchez conducted which type of research? a) Descriptive b) Ethnography c) Correlational study d) Experimental

Q: Students exhibiting socialized-aggressive behaviors such as fighting, stealing, destroying property, and refusal to obey teachers may benefit from: a) rigorous academic programs. b) home-based reinforcement. c) aversive academic strategies. d) behavior management strategies.

Q: Does practice make perfect? Include in your response a discussion about massed vs. distributed practice, automaticity, and enactment.

Q: A researcher wants to study the effects of rewards on motivation and needs to set up two groups: one to receive rewards for its efforts and one to receive no rewards. What procedure should the researcher use to guarantee both groups are essentially equivalent? a) Put reward-motivated students in one group and the other students in the second group b) Put students in groups based on perceived response to past rewards c) Assign group numbers by having students count off by twos d) Randomly assign students to each group

Q: A student is withdrawn and immature. In general, the most appropriate treatment approach to use is: a) suspension from school. b) group contingencies. c) teaching of social skills. d) drug therapy.

Q: Explain the basic ideas of levels-of-processing theory, using an example to illustrate your explanation. How do the research findings that support levels-of-processing theory help us understand why some study strategies, such as highlighting, are not always effective?

Q: Ms. Baden began using a sticker chart to reward students for on-task behaviors and recorded her students' behavioral responses. She continued using the sticker chart for one week, then discontinued the chart and again recorded behavioral responses. Finally she compared the behavior records to determine if the sticker chart had made a difference. The study Ms. Baden conducted would be known as: a) Correlational b) Baseline c) Single-case d) Triangulation

Q: Adriana seems anxious and depressed and stays home with a stomachache when her class does group projects. Adriana may be diagnosed as having an emotional disorder if: a) these symptoms have grown steadily worse over the past year. b) she is found to have an IQ lower than 100. c) she also has poor motor coordination and difficulty solving problems. d) these symptoms are new and are accompanied by mispronunciations of certain words.

Q: Characterize working memory in terms of its limitations. With two examples from your experience or personal observation, illustrate how an excessive load on working memory can cause problems in learning tasks, skills (such as reading or writing), or problem solving. Describe a situation in which a learner could use practice, or a learning strategy, to help overcome learning problems caused by working memory overload. Using concepts from the information-processing model, explain how the practice or learning strategy aids learning.

Q: Mr. Davis is hoping to learn why some of his sixth-grade students are performing poorly during the third quarter. He finds that the more students are absent, the lower his or her grades are likely to be. His results reflect: a) A positive correlation b) A negative correlation c) Uncorrelated variables d) A codependent correlation

Q: To help a student with a mild speech disorder, a teacher should: a) avoid finishing the student's sentences when he or she is having difficulty pronouncing words. b) accentuate the way a word that is often mispronounced by the student should sound. c) call on the student less frequently than others, to avoid embarrassment. d) ask the student to write instead of speak.

Q: This phase of memory capacity can hold up to seven items. a) Sensory b) Short-term c) Long-term d) Frontal

Q: In one study, researchers investigated the relation between students' attentiveness in class and their achievements and IQs. This type of study is an example of a/an: a) Single-case experiment b) Correlational study c) Longitudinal study d) Attitudinal survey

Q: Which of the following statements concerning speech disorders is correct? a) Teachers should help students with speech disorders by calling on other students to help them finish sentences more quickly. b) Language and speech disorders are really the same. c) Therapy should always be delayed until the secondary grades. d) Most mild speech disorders improve with time.

Q: The duration of this structure of memory can last up to four seconds. a) Sensory b) Short-term c) Long-term d) Frontal

Q: Mrs. Mandava asks the school psychologist to observe the behavior of her second-hour class and then design a special program for them. The psychologist returns to observe the students' behavior under the new program and finally to observe their behavior after she discontinues the new program. This type of study is a/an: a) Single-case experiment b) Longitudinal experiment c) Ethnographic study d) Correlational study

Q: A child has difficulty pronouncing the "r" sound and also says "tham" instead of "Sam." The child probably has a(n) ________ disorder. a) incurable b) stuttering c) voice d) articulation

Q: This part of long-term memory is responsible for the storage of the ability and knowledge to do activities. a) Episodic memory b) Semantic memory c) Procedural memory d) Sensory registry

Q: The degree to which results of an experiment can be applied to real-life situations is known as: a) Construct validity b) Correlational validity c) External validity d) Internal validity

Q: A student is classified as having ADHD. Which of the following is true? a) The student will have difficulty attending to the teacher. b) The student will qualify for special education services because he or she has ADHD. c) The student is probably female. d) The student's IQ will probably be in the 80"95 range.

Q: Graphs, charts, and tables can lose their effectiveness for organization if they: a) contain too much information. b) are not color coded. c) include too many examples. d) provided by the textbook

Q: An educational research experiment conducted in an actual classroom is called: a) A randomized field experiment b) A situational experiment c) An externalized group experiment d) A variable field experiment

Q: Mr. Welch understands that Tommy sometimes means to obey, but fails to control his behavior. Tommy loves to play with his peers, but tends to annoy them with impulsive actions. Mr. Welch avoids using long time-outs at recess to discipline Tommy, because he wants Tommy to have a chance to be active. Mr. Welch helps Tommy by making rules extra clear, adjusting seating arrangements as needed, and sending home daily report cards. Which of the following disabilities best fits Tommy's characteristics? a) Withdrawn behavior b) Autism c) ADHD d) Hearing impairment

Q: By engaging in this study strategy, a student identifies main ideas, then diagrams connections between them. a) Outlining b) PQ4R method c) Writing to learn d) Concept mapping

Q: Laboratory studies offer highly reliable data characterized by: a) External efficacy b) Control validity c) Internal conformity d) Internal validity

Q: Definitions of learning disabilities have recently been significantly changed by: a) differences in ability subscales. b) response to intervention. c) IQ-performance discrepancies. d) high-quality instruction.

Q: Research has not detailed the conditions in which this study strategy can increase comprehension or the retention of written material. a) Practice tests b) Note-taking c) Underlining d) Summarizing

Q: Researchers in the Lepper study created a highly structured setting for educational experiments allowing them which of the following? a) The opportunity to observe the variables under different conditions b) The ability to standardize treatment options for children c) A very high degree of control over all the factors involved d) A laboratory school for observation of teacher candidates

Q: Sheila is in fourth grade but is still reading at the first-grade level. She has normal intelligence and is able to understand concepts and contribute to class discussions. When Sheila is given a written quiz, however, she hands in a blank paper. Which of the following best describes Sheila's underlying difficulty? a) Sheila has autism. b) Sheila has an intellectual disability. c) Sheila has a behavioral disorder. d) Sheila has a learning disability.

Q: Failing to make decisions about which study material is most relevant to the issues at hand is one example of the disadvantages of which of the following study strategies? a) Practice tests b) Note-taking c) Underlining d) Summarizing

Q: A researcher carefully planned a study and randomly assigned children to one of two groups, ensuring that: a) The two groups were essentially equivalent b) The children could not sit with friends c) The dependent variable was easily identified d) The treatment and control group received random input