Professional Documents
Culture Documents
Teach 2Nd Edition Janice Koch Test Bank Full Chapter PDF
Teach 2Nd Edition Janice Koch Test Bank Full Chapter PDF
Bank
Visit to download the full and correct content document:
https://testbankdeal.com/download/teach-2nd-edition-janice-koch-test-bank/
Koch, TEACH, 2nd edition—Chapter 06
MULTIPLE CHOICE
1. During what era did Sir Thomas More comment that “Education is not the piling on of learning,
information, data, facts, skills, or abilities . . . but is rather making visible what is hidden as a seed”?
A. Between the 15th and 16th centuries
B. 17th century
C. 20th century
D. 21st century
ANS: A
2. What multilevel teacher response system identifies students at risk of underachieving, creating
multiple strategies to enhance success?
A. Race to the Top (RTTP)
B. Response to Intervention (RTI)
C. Social and Emotional Learning (SEL)
D. HeadStart
ANS: B
ANS: D
4. Through an alignment with which 2001 act did the U.S. Department of Education’s Office for Special
Education Programs establish guidelines for improved performance of students with disabilities?
A. Individuals with Disabilities Education Act (IDEA)
B. No Child Left Behind Act
C. Elementary and Secondary Education Act (ESEA)
D. Special Education Act
ANS: B
Test Bank—Chapter 06
ANS: C
ANS: D
7. When students’ thinking is not aligned with conventional questioning or expected answers, this is
called:
A. In-the-box thinking
B. Out-of-the-box thinking
C. Exceptional thinking
D. Centered thinking
ANS: B
ANS: C
ANS: D
10. What does social and emotional learning (SEL) not refer to?
A. Individuals’ abilities to manage their emotions
B. Developing caring and concern for others
C. Handling challenging situations effectively
D. Letting others make your decisions for you
ANS: D
ANS: C
ANS: A
ANS: B
14. The No Child Left Behind Act will now be called what?
A. Elementary and Secondary Education Act
B. No Child Left Behind Act II
C. Race to the Top (RTTP)
D. U.S. Department of Education Act
ANS: A
15. Who writes that the school and student situation will be greatly improved when local schools and
districts have the “flexibility to create innovative solutions to meet their own unique situations”?
A. Torp and Sage (2002)
B. Ball (2004)
C. Guilfoyle (2006)
D. Condliffe Lagemann (2007)
ANS: C
16. Schools are required to meet state standards for what period of time in order to avoid state
penalties?
A. One year
B. Two consecutive years
C. Three consecutive years
D. Four consecutive years
ANS: B
17. About how many charter schools exist today in the United States?
A. 300
B. 470
C. 4,700
D. 6,000
ANS: C
18. The Rand Corporation study of middle schools gave reasons for seeking alternatives to the typical
middle school structure. Which of the following is not a reason to seek alternatives?
A. National school-safety statistics suggest that physical conflict is especially problematic in middle
schools
B. Social norms in middle school may foster antisocial behavior
C. Academic progress for middle schools is uneven and lackluster
D. Academic progress for middle schools is considered high achieving
ANS: D
19. What is permitted in public schools today as a result of various laws, court cases and federal
guidelines?
A. Prayer as a regular part of the public school day
B. Worship services, including Bible readings, can be practiced in public school
C. Teachers and administrators in public schools may advocate religious beliefs
D. Extracurricular religious groups may meet on public school grounds as long as they are not led
by a teacher or school official
ANS: D
20. What may teachers receive if the evaluation of their performance is deemed acceptable during a
defined probationary period?
A. Tenure
B. Due process
C. Probation
D. Certificate
ANS: A
SHORT ANSWER
1. What is least restrictive environment (LRE)? How is inclusion different from mainstreaming?
ANS:
LRE is a learning environment for students with disabilities that, to the greatest extent possible,
matches the environment experienced by nondisabled students. It is a requirement of IDEA.
Mainstreaming was the initial response to IDEA; it focuses on placing students with disabilities in
the general education classes for part of the school day only. Inclusion goes further by its
commitment to educate these students in general education classes for the entire school day,
sometimes through the use of additional teaching staff.
2. Define the term special education, and describe the purpose of individualized education programs.
Who typically prepares the IEP?
ANS:
Special education is the branch of education that deals with services for students with disabilities
or other special needs that cannot be met with traditional means. IEPs, mandated by IDEA, are
learning plans that outline long- and short-range goals for individual students. They should specify
the instructional goals, services to be provided, and assessment techniques that will be used to
evaluate the student's progress. IEPs are usually prepared collaboratively by the general education
teacher and the inclusion teacher, and input may be included from parents, administrators, school
psychologists, and (when possible) the student.
3. Describe project-based learning and problem-based learning. What characteristics do they have in
common?
ANS:
Project-based learning is a teaching method that engages students in extended inquiry into
complex, realistic questions as they work in teams and create presentations (in various forms) to
share what they have learned. Problem-based learning is a related method involving focused,
experiential learning organized around the investigation and resolution of "messy," real-world
problems. The former usually results in the construction of something, whereas the latter is more
open-ended. In each, however, students are engaged problem solvers, work in collaborative
groups, use interdisciplinary resources, acquire new skills, and struggle with ambiguity and
complexity. Both deal with real-life issues that are relevant to students, and both have teachers
serving as coaches, guides, and models of interest and enthusiasm for learning.
4. Explain what a charter school is. What has research shown to be the positive and negative
attributes of charter schools?
ANS:
A charter school is a publicly funded elementary or secondary school that is granted a special
charter by the state or local education agency. The charter exempts the school from selected rules
and regulations; in exchange, the school agrees to be accountable for certain student outcomes.
On the positive side, schools with strong charter school laws are associated with definite
achievement gains. Charter schools can also foster a spirit of competition, raising the bar of
achievement for other public schools. Finally, charter schools are often a benchmarking target for
educational practices. On the negative side, no research has shown charter schools as a group to be
more successful than public schools. Another concern is that leaders and teachers in charter
schools may not be subject to the same training criteria as those in traditional public schools.
5. Describe what a school climate of safety is like. What are the U.S. Department of Education
guidelines for establishing a safe school climate?
ANS:
In a climate of safety, all members of the school community respect each other and have positive
connections. Problems can be raised and addressed in peer groups and with counselors before they
get out of hand. When a member of the school community is distressed, someone notices and the
cry for help is answered. Guidelines: 1) create connections between adults and students; students
should have positive relationships with at least one adult with whom they can share problems and
concerns; 2) encourage students to break the peer code of silence; 3) assess the school's emotional
climate; and 4) involve all members of the school community in creating safety-related policies and
practices.
6. List four student/parent rights under the Family Educational Rights and Privacy Act. What is
another name for this act?
ANS:
Rights include: 1) to inspect and review educational records; 2) to request amendment of
educational records; 3) to exercise some control over the disclosure of information from
educational records; and 4) to file a complaint with the U.S. Department of Education when
agencies fail to comply with the act. FERPA is also called the Buckley Amendment.
7. In terms of educational settings, what does it mean to be “gifted”? List five characteristics of gifted
students that distinguish them from their classmates. How are gifted and talented students
identified? Describe services that might be offered to gifted students.
ANS:
Responses to the definition will vary but should address some of the different ways in which the
term gifted is defined and the controversy associated with defining it. Five characteristics of gifted
students: 1) they learn new material in much less time; 2) they tend to remember what they have
learned, making review a “painful” experience; 3) they perceive ideas and concepts at more
abstract and complex levels; 4) they become passionately interested in specific topics and may
have difficulty moving on to other learning tasks; and 5) they are able to operate on many levels of
concentration simultaneously. Gifted students are typically selected using a variety of methods–
test scores, teacher recommendations, creativity assessments. Gifted students may be offered
enrichment (a broadened curriculum) or acceleration (speeding up of progress through the
curriculum). A newer focus today is “gifted inclusion.”
8. Describe ways in which the No Child Left Behind Act is different from the legislation from which it
originated, the 1965 Elementary and Secondary Education Act. Explain the four major provisions of
NCLB. Has NCLB met its goals? Why or why not?
ANS:
NCLB emphasizes increased funding for less wealthy school districts, as well as devoting resources
to bringing about higher achievement for poor and minority students. It contains measures for
holding schools accountable for students' progress, including the establishment of new rules for
standardized testing in grades 3 through 8. Response should expand upon the following four
provisions: 1) stronger accountability for results; 2) more freedom for states and communities; 3)
proven education methods; and 4) more choices for parents. Answers to the last portion will vary
but should include discussion of some of the issues surrounding NCLB (teaching to the test,
assessment, lack of standardization across states).
9. Describe how the middle school concept evolved. According to the comprehensive study reported
in your text, what are six specific problems with the middle school structure? List eight
characteristics of an effective middle school culture.
ANS:
The original school model was eight years of elementary school and four years of secondary school.
The NEA suggested that secondary school should begin at seventh grade, because this was the
beginning of adolescence. Two decades later the junior high school was born, with an emphasis on
preparation for the academic rigor of high school. However, due to political and social factors,
during the 1960s and 1970s there was a search for alternative models. The middle school evolved
at this point, with a variety of configurations that are still used today. Research suggests that
students in grades 7 and 8 fare better when taught under a K-8 model. Six problems: 1) physical
conflict is especially problematic; 2) social norms foster antisocial behavior; 3) academic progress is
uneven and lackluster; 4) adequate state and federal support is not available to meet NCLB
standards; 5) schools do not foster parent involvement; and 6) many teachers do not have
certification in the subject areas they teach or specific training in the development of young
adolescents. Eight characteristics of an effective middle school culture include: 1) educators who
value working with young teens; 2) courageous, collaborative leadership; 3) shared vision; 4)
inviting, supportive, safe environment; 5) high expectations; 6) active learning by all; 7) adult
advocates for each student; and 8) family and community partnerships.
10. The number of students who are homeschooled has risen dramatically since 2000. What are some
reasons parents give for homeschooling their children? What effect has the digital revolution had
on these parents’ decisions?
ANS:
Many parents expressed dissatisfaction with academic instruction in schools, but the most frequent
reason parents give for homeschooling their children is concern about the schools’ “environment,”
which included worries about safety, drug use, and peer pressure. Today, a vast number of
websites support curriculum construction for homeschooled children, providing teaching ideas and
resource material.
ESSAY
1. The standardized testing protocols ushered in by the passage of NCLB (2002) were upheld in part
by the more contemporary initiative of RTTP (2008-2012). Describe the effects on classroom
instruction and curriculum that this movement has engendered. How is teacher efficacy related to
this movement?
2. Problem and project based learning have subtle differences from each other however, both rely on
group work and shared decision making. How can a classroom teacher facilitate this type of
instruction given the constraints of “teaching to the test”?
3. Seeking ways to improve education, the federal government encourages experimental design for
public schools. Describe the small urban high school movement, the charter school movement and
the middle school controversy. What is the common theme for all these experiments in the
structure of schools?