Florida International University

EDP 3004

Chapter 4

1)The culture of most schools in the United States tends to reflect:

1. 1. the full range of class values.
   2. upper-class values.

C) middle-class values.

1. 3. lower-class values.

2. English language learners are typically taught in the most common instructional placement, which is called:
   1. three-way bilingual education, which involves English speaking and non-English-speaking students and their teachers.

B) English immersion, referred to as a "sink-or-swim" approach.

1. 2. paired bilingual education is which students study with a

partner.

1. 3. transitional bilingual education in which children are taught in both their native tongue and English together.

3. What has research told us about the use of cooperative learning in bilingual education programs?
   1. This approach helps students make a successful transition to English- only instruction.
   2. Cooperative learning is not very effective.
   3. This approach has about the same success rate as other approaches.

D) Cooperative learning will keep bilingual students in bilingual classes until they finish school.

4. The first step in multicultural education is for teachers, administrators, and other school staff to:
   1. begin American cultural enrichment programs.
   2. learn about the cultures from which their students come.
   3. acquaint the white students with multilingual lesson plans.

D) learn to speak Spanish.

5. High school females tend to:
   1. estimate their skills as being the same as males.
   2. overestimate their skills in social studies and English.

C) overestimate their skills in language and math.

1. 3. underestimate their skills in language and math.

6. High school males tend to:

A) estimate their skills as being the same as females.

2. overestimate their skills in social studies and English.
3. overestimate their skills in language and math.
4. underestimate their skills in language and math.

7. Charles Spearman's conception of intelligence is that:
   1. there are several different types of intelligences.
   2. intelligence is only weakly related to school achievement.

C) there is one general type of intelligence, called a g factor.

1. 3. intelligence is accumulated knowledge.

8. Binet's work advanced the science of intelligence assessment, but it also began to establish the idea that:

A) there were smart people who could be expected to do well in a broad range of learning situations.

2. there were smart people who could be expected to do well in a

narrow range of learning situations.

3. intelligence could be improved with motivation.
4. there were multiple intelligences.

9. Studies showing the effects of schooling in raising intelligence scores support an interpretation of intelligence as:
   1. genetically influenced.
   2. an aptitude rather than an ability.

C) environmentally influenced.

1. 3. general ability.

10. Which position regarding the use of intelligence scores is supported by your text author?
    1. Intelligence should be measured and reported as a linguistic score and a mathematical score.
    2. Intelligence scores are basically invalid and should not be used for educational decision making.

C) Teachers should be more concerned with students' actual performance than with their general intelligence.

1. 3. Knowing students' general intelligence scores can be helpful to

teachers in planning lessons.

11. French studies of children of low SES parents adopted into high SES families find:
    1. negative effects on the children's IQs compared to non-adopted children raised in low SES families.
    2. negative effects on the children's IQs compared to adopted children raised in low SES families.
    3. positive effects on the children's IQs compared to non-adopted children raised in high SES families.

D) positive effects on the children's IQs compared to non- adopted children raised in low SES families.

12. Shared norms, attitudes and ways of behaving that characterize a group of people are, collectively known as:
    1. socioeconomic status.

B) culture.

1. 2. race.
   3. ethnicity.

13. Based on the work of Dunn and Dunn, students may differ in preferences associated with surroundings, and these differences:
    1. necessitate individualized learning environments for all children.

B) cannot predict which learning environment will be most effective for each student.

1. 2. can predict the students who are in need of remedial education.
   3. can sometimes predict which learning environment will be most effective for each student.

14. In an English immersion placement, a student is primarily taught in the following manner:
    1. children are taught in their native language and English.
    2. children are taught in two different languages but at different times in the day.
    3. students are taught primarily their native language.

D) students are taught primarily in English.

15. Teaching techniques that facilitate success of students from different ethnic and social groups has been defined as:
    1. prejudice reduction.

B) equity pedagogy.

1. 2. knowledge construction.
   3. content integration.

16. Asking a student to understand the plight of a Jewish family while under Nazi occupation is an example of:

A) prejudice reduction.

2. equity pedagogy.
3. knowledge construction.
4. content integration.

17. Practices that are conducive to the academic and social growth of all students are commonly referred to as:
    1. school culture empowerment.

B) equity pedagogy.

1. 2. English immersion.
   3. content integration.

18. Socioeconomic Status (SES) is most often measured as:
    1. income level and social class.
    2. social class.
    3. occupation.

D) a combination of the individual's income and years of education.

19. You are a teacher working with students from a low-income neighborhood. Based on findings from research on academic progress and SES, you should expect your students, relative to middle-class students of the same age, to:
    1. maintain academic achievement levels over the summer.
    2. make slight academic gains over the summer.

C) lose ground academically over the summer.

1. 3. make modest academic gains during the summer.

20. The structural bias in traditional classrooms works against lower SES and minority-group students because:

A) there's a mismatch between the cooperative orientation of these students, and the competitive orientation of the school.

2. these students are more disposed toward competitive activities.
3. lower-income students are not receiving enough support from their teachers.
4. lower-income learners are less intelligent.

21. The academic self-concepts of African Americans, and the expectations they have of themselves, tend to be:
    1. higher than their Asian American classmates.
    2. lower than those of their white classmates.
    3. lower than those of their Native American classmates.

D) at least as high as those of their white classmates.

22. According to the text, what is the impact of desegregation when students from under-represented groups are sent early in life to high quality schools attended by middle-class students?

A) As a result of the students (from under-represented groups) receiving better educational opportunities, a significant positive effect was observed.

2. There is none; the effectiveness remains unchanged.
3. As a result of the students (from under-represented groups) having contact with middle-class students, a significant positive effect was observed.
4. As a result of the students (from under-represented groups) having to compete with middle-class students, a negative effect of desegregation was observed.

23. The overall effect of desegregation on the academic achievement of students from underrepresented groups has been:
    1. greater than expected.