education

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Attached you will find  a second case study for mathematics read each sheet before attempting to response. Be sure to support your answers with referred  sources as you are not an expert in this area. Complete answers should be provided and external references should be sited.

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EDCE 512 Quiz 1

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IMPORTANT: AFTER PURCHASE, OPEN THIS PAGE AGAIN AND SCROLL DOWN BELOW TO DOWNLOAD FILES WITH ANSWERS.

  1. Life-skills emphasis in psychoeducational groups purports that people can be taught on a(n)   level how to stop potential problems from occurring.
  2. Which one of the following is not a type of role in a group setting?
  3. Counseling groups recommend the number of members   for groups with children than for groups for adults.
  4. Leaders when working with conflict brought about by “power” difficulties within a group must differentiate between position power and personal power. Position power conflict is often seen between    individuals.
  5. The physical structure of a group is often dependent upon that group’s intended purpose. Which structure below is more likely to be employed as a command structure (e.g., military)?
  6. _____________________ group leaders are less directive serving as a facilitator, not as a director.
  7. Which of the following would be a limitation resulting from co-leadership in group work?
  8. Yalom’s curative factors within a group often affect the interactions of members and the group as a whole in complex ways. As members accept responsibility for their own lives, Yalom would assert that   is the curative factor.
  9. When a group leader is promoting interaction between group members without drawing attention to him/herself, this role is being employed.
  10. The “interaction of group members with one another” is often referred to as    .
  11. This type of group may have 20 to 40 members on average.
  12. One would expect a “Theory X leader” to be most closely aligned with a     leadership style.
  13. In general   groups stress “growth through knowledge”.
  14. A social    emerges in a group that manifests itself by altering actions, attitudes, and feelings.
  15. In working with abusive individuals,   groups seem to be rather effective.
  16. Kottler asserts that a “counseling group for counselors” can help counselors deal more effectively with the   that comes from working with people in pain.
  17. The “Critical-incident Model” for training group leaders involves each of the following “steps” where the trainee completes each except   .
  18. Which one is not a core mechanism of group leadership?
  19. Although distinction between “self-help groups” and “support groups” can be subtle, a difference in   is often evident.
  20. In regards to group content, “good decision making involves interaction with others in the pursuit of a _________________________”.
  21. When engaging in    the group leader shows a genuine concern for others through their openness and honesty
  22. The direct outcome of successful supervision for group leaders purports to aid in leaders’ growth in all of the following leadership skills except  .
  23. According to Nolan, accomplishing the goal of “honest self-investigation; to promote full use of potentials; to bring about awareness of self-contradictions”, group leader would employ  .
  24. Glass and Benshoffs PARS model, to conceptualize “processing” in group work, is an acronym where “A” stands for   .
  25. According to Hulse-Killackcy, Schumacher, and Kraus, the “balance” between content and process is   .

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Key Components in Collaboration and Consultations

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Implementing effective collaboration practices can help educators break down possible barriers and build relationships with students, families, colleagues, and community members. Understanding the characteristics and components of effective collaboration techniques is the precursor to being able to implement them.

Part 1: Components in Collaboration Matrix

For this part of the assignment, complete the matrix in Part 1. Summarize each key component of collaboration, based on information from your topic readings. In addition, explain how the key components tie into general and special education teachers’ roles and responsibilities to support the learning for individuals with disabilities.

Part 2: Collaboration and Consultations Reflective Questions

Respond to each prompt listed in Part 2 in 100-150 words. Support each response with a minimum of one scholarly resource and reference your completed collaboration matrix where applicable. Use the “References” section of the template to list your sources.

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STEP Standard 5 – Implementation of Instructional Unit

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Implementing an instructional unit requires analysis of student   learning and reflection of teacher practices. To this point,   pre-assessment data has been analyzed and a unit designed to address   learning needs. The next step is to implement a unit and analyze data   to determine learning outcomes.

Implement the unit you have designed. You have already implemented   and analyzed the pre-assessment. In this topic, you will implement all   lesson activities, correlating formative assessments, and the   summative post-assessment. Choose one of the lesson activities to   video record a 5-10 minute segment to review and reflect on your   teaching. Have your cooperating teacher/mentor review the recording   and provide feedback, if possible.

Complete STEP Standard 5 by summarizing, in 500-750 words, your   experience teaching your unit. Include the following:

Summary of Unit Implementation

  • Discuss each lesson activity and whether the execution of each     lesson went exactly as planned.
  • Describe the engagement     strategies used and if they helped foster the learning goals.

Summary of Student Learning 

  • Describe your initial perception of the overall student   learning.
  • Describe the results from your observations and     each measurement of learning that supports your initial perception     of student learning. (Note: This summary is intended to be brief. It     does not need to include detailed data results on formal     assessments, as you will be analyzing these more closely in the next   topic.)
  • Describe one student’s learning or response     that caused you to rethink your plans.
  • Describe how you     responded to that student including why you thought this would     improve student progress, and what effect, if any, it had on the   student.

Reflection of Video Recording 

  • Describe your perceptions of your teaching performance.
  • Identify one thing you would like to improve upon in your future     teaching (be specific), and one thing you felt you did well and how     you will build upon it.

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PRO ETRHICA MODULE 4

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Dr. Davis, a high school principal, is experiencing stress at work and in his personal life. He decides to take an extended fishing trip to relieve the stress, and he classifies the time he takes off as medical leave.
Does Dr. Davis’s action put at risk the ethical principles for professional educators?

 

Yes, because it was inappropriate   for Dr. Davis to decide for himself what constitutes medical leave.

No, because stress is a legitimate   medical concern that could impair Dr. Davis’s ability to do his job.

No, as long as Dr. Davis carefully   reviewed his own symptoms and determined that he fit the criteria for having   a psychological condition.

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Addressing Biased Behavior about Race and Gender

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See the attachment “Creating an Anti-Bias Learning Community: Diversity of Race and Gender”  form. Consider how you would  build help children get to know themselves better, build respect for  others, and combat stereotypes and prejudices that arise in the setting  in which you work with young children and their families through the  four aspects of creating an anti-bias learning community:

  • Positive interactions with children
  • Positive relationships with and among families
  • The visual and material environment
  • Curriculum planning

Next, read through the statements below  that reflect children’s misconceptions about race or gender differences  and may signify the beginnings of internalized privilege or internalized  oppression. Select one statement (either race or gender-related) to be  the focus of your analysis.

Race:

  • “Am I red, teacher? That girl said I’m a Red Indian. Why did she say that, I’m not red!!” (Boy, 6)
  • “I don’t like dark people – dark people are bad guys!” (Girl, 3)
  • “People with slanty eyes are scary. I’m glad I don’t have slanty eyes.” (Girl, 5)

Gender:

  • To a boy wearing boots with a flower pattern: “Tommy is a girl! Tommy is a girl!” (boys, 5)
  • “Rosie is big and ugly! She looks like a boy!” (Girl, 3½)
  • “Only boys can play with the big trucks!” (Boy, 3 )

Now, consider how you could use the  statement you chose to proactively challenge stereotyping and address  the diversity issue(s) in order to help children in the process of  learning to honor and respect race or gender differences.

Using  the attached  form, record the child’s statement you selected in the upper  right-hand box. Then, for each of the four anti-bias learning community  elements listed on the left-side of the form, come up with at least two action items that will address the misconceptions or biases indicated in  the child’s statement.

Review Chapters 6 and 7 of attached Anti-Bias Book

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Help word 3

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In this project, you create a form for contractors seeking insurance coverage at Central Sierra Insurance. You apply a theme, styles, a multilevel list, tab stops, leaders, indents, borders and shading, a page break, and page numbering.

[Student Learning Outcomes 2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 2.7, 2.9]

File Needed:  InsuranceQuestionnaire-02.docx  (Available from the Start File link.)

Completed Project File Name:  [First Name.Last Name]-InsuranceQuestionnaire-02.docx

Skills Covered in This Project

· Modify an existing document.

· Change margins.

· Apply a document theme and theme color.

· Change font size, line spacing, and paragraph spacing.

· Apply a style to selected text.

· Modify an existing style.

· Apply borders and shading to selected text.

· Set and use a tab stop with an underline leader.

· Apply and modify a multilevel list.

· Insert a page break.

· Insert a built-in page number in the footer.

· View the document in Side to Side view.

Alternate Instruction for Microsoft 365 Apps iconThis image appears when a project instruction has changed to accommodate an update to Microsoft 365 Apps. If the instruction does not match your version of Office, try using the alternate instruction instead.

1.  Open the InsuranceQuestionnaire-02.docx start file. If the document opens in Protected View, click the Enable Editing button so you can modify it.

2.  The file will be renamed automatically to include your name. Change the project file name if directed to do so by your instructor, and save it.

3. Change the margins of the document.

a.  Click the Page Setup launcher [Layout tab, Page Setup group] to open the Page Setup dialog box.

b.  Change the Left and Right margins to 0.75″.

c.  Click OK to close the Page Setup dialog box.

4. Change the theme and theme color of the document.

a.  Click the Themes button [Design tab, Document Formatting group].

b.  Select Integral from the drop-down list.

c.  Click the Colors button [Document Formatting group] (Figure 2-100).Theme Colors drop-down listFigure 2-100 Theme Colors drop-down list

d.  Select Aspect from the drop-down list.

5. Change the font size, paragraph spacing, and line spacing of the entire document.

a.  Press Ctrl+A to select the entire document.

b.  Change the font size to 11 pt.

c.  Change the line spacing to Single (1.0).

d.  Change the After paragraph spacing to 6 pt.

6. Apply styles to selected text.

a.  Place the insertion point in the first line of text (“Contractor’s Insurance Questionnaire”).

b.  Click the Title style [Home tab, Styles group] in the Style gallery.

c.  Select the second line of the document (“Please carefully . . .”).

d.  Right-click the selected text, click Styles on the mini toolbar, and select Book Title from the Style gallery.

e.  Click the Change Case button [Home tab, Font group] and select UPPERCASE.

f.  Select “Applicant’s Instructions” and apply the Intense Quote style from the Style gallery. If necessary, click the More button in the Style gallery (bottom-right corner) to display all styles.

g.  Apply the Strong style to the three words in all caps (“ALL,” “NONE,” and “NONE”) in the next paragraph (“Please answer ALL questions . . .”).

h.  Select “Insurance Application Disclaimer” on the second page of the document and apply the Intense Quote style.

7. Modify an existing style.

a.  Click the More button [Home tab, Styles group] to display all the styles in the Style gallery.

b.  Right-click the Intense Quote style in the Style gallery and select Modify (Figure 2-101). The Modify Style dialog box opens.Style context menu displaying optionsFigure 2-101 Modify an existing style

c.  Change the font size to 12 pt. in the Formatting area.

d.  Click the Format button on the bottom-left corner and select Paragraph. The Paragraph dialog box opens.

e.  Change the Left and Right indent to 0.

f.  Click OK to close the Paragraph dialog box.

g.  Click the Only in this document radio button if it is not already selected to apply the style changes to only this document.

h.  Click OK to close the Modify Style dialog box. The style changes apply to all text formatted with the Intense Quote style on both the first and second pages.

8. Add borders and shading to selected text.

a.  Select the first three paragraphs below “Insurance Application Disclaimer” on the second page.

b.  Click the Borders drop-down arrow [Home tab, Paragraph group] and select Borders and Shading to open the Borders and Shading dialog box (Figure 2-102).Borders and Shading dialog box displaying a left and right borderFigure 2-102 Apply a left and right border

c.  Select Custom in the Setting area.

d.  Select the solid line border (first option) in the Style area.

e.  Click the Color drop-down list and select the fifth color in the first row of the Theme Colors (Orange, Accent 1).

f.  Click the Width drop-down list and select 1 pt.

g.  Click the Left and Right border buttons in the Preview area (see Figure 2-102).

h.  Select Paragraph in the Apply to area if necessary.

i.  Click the Options button to open the Border and Shading Options dialog box.

j.  Change the Left and Right settings to 5 pt. and click OK to close the Border and Shading Options dialog box.

k.  Click the Shading tab (Figure 2-103), click the Fill drop-down list, and select fifth color in the second row of the Theme Colors (Orange, Accent 1, Lighter 80%).Fill drop-down list in the Borders and Shading dialog boxFigure 2-103 Select shading Fill color

l.  Click OK to close the Borders and Shading dialog box.

9. Change the paragraph spacing and add a tab stop with an underline leader to selected text.

a.  Select the last three lines of text on the second page.

b.  Click the Paragraph launcher [Home or Layout tab] to open the Paragraph dialog box.

c.  Change the Before paragraph spacing to 12 pt.

d.  Click the Tabs button to open the Tabs dialog box (Figure 2-104).Tabs dialog boxFigure 2-104 Set a right tab stop with an underline leader

e.  Type 7 in the Tab stop position text box.

f.  Click the Right radio button in the Alignment area.

g.  Click the 4 (solid underline) radio button in the Leader area.

h.  Click the Set button to set this tab stop and click OK to close the Tabs dialog box.

i.  Click at the end of the “Name and Title of the Insured” line and press Tab. A solid underline displays across the page to the right margin.

j.  Repeat step i on the next two lines.

10. Add a multilevel list to selected text and modify lists settings.

a.  Select the lines of text beginning with “Applicant” on the first page and ending with the last “If yes, please explain:” on the second page.

b.  Click the Multilevel List button [Home tab, Paragraph group] and select the 1), a), i)

c.  Click the Multilevel List button again and select Define New Multilevel List. The Define new Multilevel list dialog box opens.

d.  Click the Set for All Levels button to open the Set for All Levels dialog box (Figure 2-105).Set for All Levels dialog boxFigure 2-105 Change settings for a multilevel list

e.  Set the Bullet/Number position for first level to 0″.

f.  Set the Text position for first level to 0.3″.

g.  Set the Additional indent for each level to 0.3″.

h.  Click OK to close the Set for All Levels dialog box and click OK to close the Define new Multilevel list dialog box.

11. Increase indent on selected lines.

a.  Click anywhere in the list to deselect it.

b.  Place your insertion point in 13 in the numbered list (“If yes, . . .”) and click the Increase Indent button [Home tab, Paragraph group]. This line is now letter a).

c.  Repeat step b on each of the lines in the list that begin with “If yes, . . .” The list should display 28 numbered items when you finish this process.

12. Change paragraph spacing on the multilevel list and add a right tab stop with an underline leader.

a.  Select the entire multilevel list.

b.  Click the Paragraph launcher [Home or Layout tab] to open the Paragraph dialog box.

c.  Deselect the Don’t add space between paragraphs of the same style check box (Figure 2-106).Don’t add space between paragraphs of the same style check box in the Paragraph dialog boxFigure 2-106 Add spacing between lines of text with the same style

d.  Click the Tabs button to open the Tabs dialog box.

e.  Type 7 in the Tab stop position text box.

f.  Click the Right radio button in the Alignment area.

g.  Click the 4 (solid underline) radio button in the Leader area.

h.  Click the Set button to set this tab stop and click OK to close the Tabs dialog box.

i.  Click at the end of the first numbered item (“Applicant:”) and press Tab. A solid underline displays across the page to the right margin.

j.  Repeat step i on each of the numbered and lettered paragraphs.

13.  Save the document.

14. Insert a page break in the document.

a.  Place the insertion point before the text in number 22 in the multilevel list.

b.  Press Ctrl+Enter to insert a page break.

15. Add a page number in the footer of the document.

a.  Place your insertion point at the beginning of the document or press Ctrl+Home.

b.  Click the Page Number button [Insert tab, Header & Footer group].

c.  Select Bottom of Page to display the drop-down list.

d.  Scroll down and choose Bold Numbers 3 in the Page X of Y section. The page numbers display at the right of the footer.

e.  Click the blank line below the page numbers in the footer and press Backspace to delete the blank line.

f.  Click the Close Header and Footer button [Header & Footer tab, Close group]. Alternate Instruction for Microsoft 365 Apps icon Click the Close Header and Footer button [Header & Footer Tools Design tab, Close group].

16. View the document in Side to Side page movement.

a.  Click the Side to Side button [View tab, Page Movement group].

b.  Click the Vertical button to return to your document [View tab, Page Movement group].

17.  Save and close the document (Figure 2-107).Word 2-1 completedFigure 2-107 Word 2-1 completed

18.  Upload and save your project file.

19.  Submit project for grading.

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EDCE 512 Quiz 5

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IMPORTANT: AFTER PURCHASE, OPEN THIS PAGE AGAIN AND SCROLL DOWN BELOW TO DOWNLOAD FILES WITH ANSWERS.

  1. The ideal setting for a group with older members should be
  2. Vince and his wife of 48 years, Ann, are 86 and 74 years old respectively. They are in the      and    age ranges.
  3. Martin and Thomas report success in working with “shy” college students in behavioral/cognitive groups on campus. They advertised these groups as “clinics” for which of the following reasons?
  4. Cummins identifies three areas that must be carefully addressed in preparation for women with eating disorders to eventually have successful group experiences.  Which of the following is NOT one of these three areas?
  5. Counseling groups for older adults differ in several ways from those designed for other age groups. All of the following except   reflect such unique distinctions.
  6. An eclectic approach to couples group therapy, which includes elements of psychoanalysis, transactional analysis, Gestalt, cognitive therapy and systems theory, is   .
  7. Since the 1970s a popular group experience for older persons, where people gather together to study often on college campuses, is called   .
  8. Following their sixteen-week, closed-ended, grief and loss psychotherapy group with adults as reported by Price et al, which of Yalom’s therapeutic factors was most identifiable?
  9. Individuals who may have “lost interest” with the present and future and instead focus on the past might benefit from    groups.
  10. Adulthood is conceptualized as the age period between 20 and 65 years. Midlife, therefore, is thought to begin around   .
  11. For young adult students in higher education, Vinson advocates that leaders carefully utilize    to help group members better understand the complex dynamics affecting their life development.
  12. Topic-specific groups with older adults are    in nature
  13. Leaders working with adults often use activities in a sequential pattern because it is developmental and logical. Donigian and Hulse-Killacky assert that non-sequential activities are especially appropriate to use when the group   .
  14. Typically, Santrock contends men, women, as well as individuals with special needs and developmental concerns experience midlife   .
  15. Adult men in groups often engage in the group process by telling stories. Using ritual processes such as drumming, physical movement, and imagery exercises can be powerful adjuncts to traditional therapeutic groups for men. These are often termed
  16. Solution-focused debriefing (SFD) groups share many features of other crisis debriefing group formats; one element is that all members
  17. Helen, at age 83, has entered a unique counseling/psychotherapy
    group with the expressed goal of her becoming more cognitively organized and to increase socialization skills through interpersonal interaction. This group is likely titled a    group.
  18. A major goal and focus of growth for “relationship groups” for adult women is reported to be
  19. Thomas and Martin identify problems with confinement, infringement of lifestyle, restricted social life, and emotional physical and emotional stress as primary features of which of the following groups?
  20. Adult children of alcoholics tend to need help breaking Black’s three universal roles.  Which of the following is NOT a universal role as outlined by Black (1981)?
  21. Groups for caretakers of older adults primarily supply   .
  22. One of the first types of groups set up specifically for men in the early 1970s was the all-male    group.
  23. Psychotherapy and counseling groups for older adults might focus on helping members
  24. Groups geared toward the remediation of specific problems such as social isolation and physical decline are __________________.
  25. A short-term, structured ________ group focuses on a particular problem.

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Education homework help

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Answer the question and relate it back to real life: APA Style

  • wrestle with the essential question(s) by answering the question clearly and concisely
  • provide evidence or examples for claims
  • cite our readings/watchings when appropriate
  • make connections to candidate’s life and/or current events
  • are reflexive about how this has shaped their previous and present understandings of the topic

USING THE SOURCES PROVIDED ONLY:

https://www.edutopia.org/blog/why-representation-matters-laura-thomas

https://fiu.instructure.com/courses/114593/files/17800792/preview

Whose story (or knowledge) matters? Who gets to decide? Who benefits? Who/what is left out? Why does representation matter? 

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EDUC 200 QUIZ 4

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Question 1 

  1. Overseeing the administration of teacher licensure      requirements, organizing programs of study, supervising elementary and      secondary education program assessment, and applying school finance laws      are all tasks of

 

the chief state school officer.

 

the state department of education.

 

the federal Department of   Education.

 

the school principal.

2 points

Question 2 

  1. Many believe that the movement for statewide standards      testing has resulted in all of the following except

 

state educational policymakers   directing financial assistance for underperforming school districts.

 

federal policymakers taking over   control of underperforming schools.

 

curriculum becoming more   narrowly-defined and tightly focused.

 

lower socioeconomic communities   failing tests at higher rates than higher socioeconomic communities.

2 points

Question 3 

  1. Parents who home school their children strongly believe      that they can provide a better education for their child than the public      school. Parents cite reasons for home schooling that include

 

Concerns about the moral climate   in public schools

 

Religious objections to the   content taught in schools

 

The absence of particular courses   of study

 

All of the above

2 points

Question 4 

  1. In a constructivist approach to learning, learners

 

actively make their own meaning   from new knowledge.

 

learn new facts and knowledge   without questioning them.

 

question all new information.

 

believe that there are no   universal truths since all truths are relative.

2 points

Question 5 

  1. Joshua is a high school history teacher who believes      that his role as teacher extends to teaching his ninth-grade students      certain core values, such as honesty, justice, kindness, and respect. Which      of the following would most likely be found in Joshua’s classroom?

 

A multiple-choice test on   important events in World War II

 

A geography unit identifying the   locations of all the major battles of World War II

 

A fine arts unit in which students   develop appreciation for the music and dance of the United States in the   1940s

 

A discussion of the   responsibilities of the United States toward Europe in the early 1940s

2 points

Question 6 

  1. Ryan and Cooper contend that the “Tools for Learning,”      a set of academic learning skills, ought to be a major component of school      reform because these skills

 

can train students’ thinking so as   to make them more efficient learners.

 

provide job training to make high   school students more marketable.

 

keep students from mixing up   facts.

 

help students do better on   standardized tests.

2 points

Question 7 

  1. The typical holder of this position is white, male, and      college-educated, and has a managerial or professional job unrelated to the      position. The position is

 

state superintendent.

 

school principal.

 

local school board member.

 

state department curriculum   specialist.

2 points

Question 8 

  1. Which of the following most aptly characterizes the      historical stance that business has had toward public education?

 

Business was and still is   interested in educational efficiency, standardization, and productivity.

 

Business was interested in   standardization and regulation; now, it is almost exclusively concerned with commercialization   of education.

 

Business was more concerned with   efficiency and quantitative evaluation; now, it is much more concerned with   authentic evaluation and student satisfaction.

 

Business used to be exclusively   concerned with productivity; now, business is exclusively concerned with   educational expenditures, seeking to lower costs.

2 points

Question 9 

  1. Ms.Pfluger is interviewing for a teaching position in      the Florham Park school system. According to school management and      organization, which of the following is the formal hiring authority?

 

Building principal

 

Assistant superintendent of   instruction

 

Local school board

 

School superintendent

2 points

Question 10 

  1. Susan Breiner has just completed interviewing two prospective      faculty members, has sent in a large teaching supply order, has proofread      the new school discipline policy written by a team of teachers, and has      reviewed the school budget for the next academic year. Based upon those      activities, what is Susan?

 

Department chairperson

 

Superintendent of schools

 

Assistant superintendent of   personnel

 

School principal

2 points

Question 11 

  1. Mrs. Jones is finding her morals challenged by the      newly implemented curriculum. She wants to recommend the curriculum be      reviewed. Who should she approach?

 

State legislature

 

Superintendent of Schools

 

State Superintendent

 

School board

2 points

Question 12 

  1. Title I was designed to provide federal funds to      divisions for

 

education of special needs   students and hiring of instructional aides.

 

reading instruction for ESL   students and supplementary services for families of these students.

 

reading instruction only for   low-achieving students.

 

education of students from   low-income families and supplement services to low-achieving students.

2 points

Question 13 

  1. Any successful reform of education will require

 

the approval of Congress.

 

funding from the federal   government.

 

the active participation of the   teachers involved.

 

the creation of a new body to   oversee the changes.

2 points

Question 14 

  1. During recent presidential elections, hundreds of      thousands of educators have been mobilized to support a particular party      platform and the candidate endorsed by that party. Which organization has      been instrumental in influencing the educators to support a particular      candidate?

 

National Association of School   Boards

 

National Education Association

 

Association of Teacher Educators

 

National Parent Teacher   Association

2 points

Question 15 

  1. Which of the following is not listed as a key element      of true school reform as defined by Ryan and Cooper?

 

Active learning

 

Lifelong learning

 

A sense of community

 

School choice

2 points

Question 16 

  1. Authentic assessment grew out of a concern that

 

student performance was declining   on standardized tests.

 

the emphasis on standardized test   scores caused a narrow application of lower-order thinking skills.

 

multiple-choice tests were too   difficult for the majority of students.

 

students were focusing on   critical-thinking skills and not performing well on competency tests.

2 points

Question 17 

  1. Joining the discussion for educational reform with      former President Obama was Steve Jobs of Apple, Inc. His suggestion for      reform included which idea?

 

The need for more tech schools,   community colleges, and trade schools to teach basic engineering to American   students for skills in manufacturing.

 

Digitalize all student textbooks,   materials, and assessments, to be interactive and individual to each student.

 

Treat teachers as professionals

 

All of the above

2 points

Question 18 

  1. The state of Illinois wants to establish a policy      regarding its public education in the twenty-first century. Illinois wants      to create a broad-based policy outlining its priorities and establishing      its goals for the state’s students. Which agency would issue this policy?

 

The state department of education

 

The federal Department of Education

 

The local school boards

 

The state board of education

2 points

Question 19 

  1. Ms. Mildred teaches a fifth-grade class in which she      applies a constructivist approach to learning. What would Ms. Mildred’s      classroom probably look like?

 

Students sit quietly in their   seats and work independently on worksheets.

 

Mildred does a lot of whole-class   instruction, presenting lecture-type lessons.

 

Students make frequent use of   library resources to prepare written reports on various assigned topics in   social studies and science.

 

Students work on projects in small   groups or independently. There are a lot of hands-on activities.

2 points

Question 20 

  1. What effect did the Tenth Amendment to the U.S.      Constitution have upon public education?

 

The state department of education   was established.

 

Legal responsibility for school   governance was delegated to the states.

 

Responsibility for the majority of   funding for public education was assumed by the federal government.

 

Equal educational opportunity was   guaranteed for all.

2 points

Question 21 

  1. A benefit of home education cited by parents that make      this choice is

 

Students develop the habit of   learning so they are not dependent on instructors

 

The slower student does not miss   out on foundational skills because the other students are ready to move on

 

The advanced student is not held   back and made to repeat exercises she has already learned

 

All of the above

2 points

Question 22 

  1. Smaller schools are often a recommended component of      school reform because they

 

are less expensive to operate.

 

require a smaller administrative   staff and less cost.

 

allow for a greater sense of   community within the school.

 

make it easier to keep track of   books and supplies.

2 points

Question 23 

  1. Although much debate revolves around whether schools      should teach values—and if so, which values—character educators maintain      that students

 

have a moral “Teflon coating” and   absorb little teaching of values.

 

are constantly and unavoidably   learning values from their teachers, so it would be beneficial to formalize   this instruction in the curriculum.

 

practice good moral behavior   already and have little need for character education.

 

have such a narrow focus on   academics that they block out any other instruction.

2 points

Question 24 

  1. What is the foundational reason for which school choice      is advocated considering the phrase “parents as educational consumers?”

 

Free market principles suggest   that “more choice equals more competition equals better products (better   educated students) at lower prices”.

 

Charter schools are the best   option available in the school choice discussion.

 

Over and under performing schools   should be provided with the same resources to teach students.

 

All students should be free to   attend their school of choice.

2 points

Question 25 

  1. Which governing body deals mainly with personnel      performance?

 

Chief State School Officer

 

Local school board

 

State board of Education

 

State Department of Education

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