Educational Psychology Exam 2 (Chapters 5, 6, 7, 8 ,9)

Achievement gaps between ethnic groups can lead to​ long-term opportunity gaps for many students of​ color, and ultimately to education gaps such as lower rates of school completion. In recent​ years, high school completion rates were highest among A. Asians and Pacific Islanders B. Native Americans C. ​Latinos/Latinas D. Whites

A. Across all the United States in​ 2011, about​ 76% of White students graduated from high​ school, compared to​ 60% of African American​ students, 58% of Hispanic​ students, and​ 79% of Asians and Pacific Islanders.

Alaina, an​ eighth-grader who recently moved from​ Germany, is very​ intelligent, but speaks little English. Her​ teacher, Mr.​ Estes, thinks she may be gifted but has trouble telling because of her limited language skills. How can Mr. Estes determine whether Alaina might be​ gifted? A. Meet with her​ parents, and collect past assignments and assessments to create a portfolio. B. It is not helpful for Alaina to be in gifted classes if she is struggling with​ English, so it would be better for Mr. Estes not to refer her. C. Ask Alaina to provide a writing sample for evaluation. D. Give her an intelligence test.

A. By talking to​ Alaina's parents and friends and looking at her past work​ (possibly some already graded assignments in her native​ language), Mr. Estes can gain a fuller picture of​ Alaina's intelligence.

Which of the following sentences would probably be easiest for a preschooler to interpret​ correctly? A. Mommy went shopping because we needed food. B. The dog was chased by the cat. C. Levi said that Casey waved at him. D. Because she was​ happy, Pat sang a song.

A. Children of this age rely on word order to interpret complex sentences. Even children who do not yet understand the meaning of because can understand the two clauses separately-"Mommy went​ shopping, and we needed ​food"-and still interpret the sentence correctly.

When teaching in a classroom with a high percentage of students who are living in​ poverty, teachers are well advised to A. set and maintain high expectations. B. excuse poor work because students are under stress. C. refrain from critiquing students for​ low-quality work. D. restrict lessons to​ less-challenging concepts.

A. Children work toward goals. Teachers should continue to encourage achievement in all students.

Chris is a Generation 1.5 student whose family emigrated from Hungary when he was 10 years old. His mother speaks a little​ English, and his father speaks fluent English for his job at the​ bank, although he still has a strong Hungarian accent. Chris speaks Hungarian at home and English at school. What is the most likely language outcome for​ Chris, based on what you know about Generation 1.5 students who are English language​ learners? A. Chris will most likely become fluent in both languages. B. Chris will forget Hungarian and consider English his native language. C. Chris is unlikely to ever become fluent in English. D. Chris will learn English but will always prefer to speak Hungarian.

A. Chris is very likely to become fluent in both languages. He is learning English at​ school, and his father can help him with English. Emigrating at the age of​ 10, he is fluent in​ Hungarian, and his family continues to use it at home.

Miss Simpson asks her students to bring in artifacts from home that show their​ family's history and traditions. Which of the following best describes what she is making use of with her​ students? A. Funds of knowledge B. Assimilation C. Bicultural orientation D. Sheltered instruction

A. Family history and tradition comprise funds of​ knowledge, information students gain from their families and cultures.

Adriana is a Generation 1.5 student whose family emigrated from Puerto Rico when she was in the fifth grade. Her father is a construction worker who speaks almost exclusively​ Spanish, and her mother is the nanny for an​ English-speaking family. Adriana has two younger​ siblings: Antonio, 5 years​ old, and​ Maribel, 2 years old. Mr. Ross is​ Adriana's freshman English​ teacher, and he notices that Adriana seems to be doing fairly well in English but is often tired or distracted. What considerations should he be aware of with regard to​ Adriana's position as a Generation 1.5​ student? A. Adriana is likely to be partially responsible for her younger​ siblings, and she may have to act as a​ go-between for her parents and the American culture. B. ​Adriana's parents probably do not want her to learn English and become​ assimilated, because they want to maintain their native culture. C. Adriana is at risk for dropping​ out, because she is from a family that does not value education. D. Adriana probably will not become fully fluent in​ English, because her parents do not speak English.

A. Generation 1.5 students are often more responsible for their families than either native students or Generation 2​ students, and they may become the default translator or helper for their families.

The primary reason that young children develop prejudiced views is that A. they learn beliefs and values from their cultural group. B. culture encourages economic competition among different groups. C. most children dislike certain racial or ethnic groups. D. they have an innate mistrust of people who are different.

A. Prejudice develops as a result of learning certain values of a particular cultural group. Children learn about valued and devalued traits and characteristics from their​ families, friends,​ teachers, and the world around them.

Sierra is a​ fifth-grader who moved from Mexico to Texas with her family. She is in a sheltered instruction history class where she will likely NOT A. be immersed in English along with native​ English-speaking students. B. converse with her fellow students in English to practice speaking skills. C. learn history and English simultaneously through​ real-life examples,​ visuals, and gestures. D. receive instruction in history using simplified English vocabulary and grammar.

A. Sheltered instruction classes do not immerse students in English. They are typically composed of students who are English language learners who have multiple different native languages.

Jaime is teaching a sheltered instruction biology class for the first time. Her students speak multiple different​ languages, but they are all learning English. What would be the most appropriate assignment for this​ class? A. Assign the students to groups of​ two, and ask them to discuss the differences between plant cells and animal cells. B. Show the class a movie in English about the nervous system. C. Give the students a circulatory system diagram to label independently with vocabulary words from the lesson. D. Assign a series of​ course-related essay questions for the students to answer at home and turn in the next day.

A. This is a good assignment for a sheltered instruction class because it gives the students a chance to communicate with each other and promotes peer language​ learning, while still teaching the content of the lesson. Sheltered instruction puts the words and concepts of the content into context to make the content more understandable.

Jack is a​ high-achieving student from a family that is upper middle class. When the principal came to observe​ Jack's class in the middle of the​ semester, she noticed that the teacher gives Jack a tremendous amount of​ attention, often calling on him and praising him for correct answers.​ However, when the principal brought up the issue​ privately, the teacher said she had no idea she was favoring Jack. Which of the following choices would be best for the principal to do to help correct the​ situation? A. Talk to the teacher about watching for any unintended biases in her classroom practices. B. Tell the teacher to avoid calling on Jack in the near future and give him less attention. C. Tell the teacher to gradually change her practices and give each student an equal amount of attention. D. Tell the teacher to come up with a system for calling on girls more than she calls on boys to reverse the bias.

A. To avoid gender bias in​ teaching, teachers are advised to monitor their attitudes and behaviors and watch for unintended biases.

Hee Jung is a​ nine-year-old girl who has recently emigrated from Korea to Oregon. She lives with her​ mother, father, and her older​ brother, who all speak only a little English. If Hee Jung is placed in a​ two-way immersion program at​ school, what will be the likely outcome for her language​ skills? A. Hee Jung will become fluent in English while maintaining her proficiency in Korean. B. Hee Jung will not learn​ English, because she is not required to speak it at home and is in a bilingual class at school. C. Hee Jung will continue to mostly speak​ Korean, only using English when it is necessary. D. Hee Jung will become fluent in English but forget Korean.

A. ​Two-way immersion programs pair native speakers of one language with native speakers of another language in the same​ class, with the goal being for both groups to learn both languages. Students who are ELL maintain proficiency in their native​ language, while becoming fluent in English as well.

Inflection, tone, or choice of words unique to an individual or group of individuals

Accent

Events that precede an action

Antecedents

Focus on a stimulus

Attention

Researchers argue that two strands of elements bind students to their classroom​ community: self-agency and connected relationships. Which of the following teachers is most clearly encouraging the academic​ self-efficacy component of the​ self-agency strand? A. Mr.​ Armour, who allows his students to make choices regarding what and how they learn B. Mr.​ Abasolo, who has a diverse group of learners who regularly tackle challenging​ tasks, with his help C. Mr.​ Amistoso, who provides rules and regulations that help his students to develop​ self-control D. Mr.​ Anderson, who works hard to build a community that includes​ himself, his​ students, their​ families, and partnerships with local organizations

B. Academic​ self-efficacy is a belief in​ one's own ability to learn. Teachers help to build academic​ self-efficacy when they provide​ challenging, meaningful​ tasks, set high​ standards, and provide support only when needed.

Ms. Martin has decided that she will ask each of her​ fifth-grade students to interview a student in another class about a time when they felt left out or excluded because of their​ gender, age,​ race, or socioeconomic status​ (SES). Then, she will ask her students to share these​ stories, and she will lead a discussion about the everyday effects of discrimination. Which of the five dimensions of multicultural education posited by James Banks does this activity​ address? A. Equity pedagogy B. Prejudice reduction C. Content integration D. Empowering school culture and social structure

B. By asking her students to investigate specific experiences of prejudicial​ behavior, Ms. Martin is encouraging prejudice reduction

According to the​ best-documented evidence concerning gender bias in​ teaching, which of the children will probably receive the least amount of attention from the teacher in​ class? A. ​Monnie, a​ low-achieving girl B. ​Cassandra, a​ high-achieving girl C. ​Kye, a​ low-achieving boy D. ​Davarko, a​ high-achieving boy

B. High-achieving girls generally receive the least teacher attention compared to other students.

Which of the following statements regarding bilingualism is​ accurate? A. Children learning two languages have lower language skills overall in each language than do children who only learn one language. B. Bilingualism is linked to increased cognitive flexibility and creativity. C. Additive bilingualism is the process by which parents teach their children two languages. D. When bilingual children mix vocabularies of the two languages they are​ learning, they demonstrate language confusion between the two languages.

B. Higher degrees of bilingualism are correlated with increased cognitive abilities in such areas as concept​ formation, creativity, theory of​ mind, cognitive​ flexibility, and understanding that printed words are symbols for language. In​ addition, these children have more advanced metalinguistic awareness​ (awareness of the forms and structures of​ language).

Madeline comes home from the grocery store with her​ three-year-old, Daphne. She shakes off her umbrella and​ exclaims, "It is raining cats and dogs​ outside!" Daphne runs to the window and​ says, "Mommy, there are no cats and​ dogs! Silly!" What common​ language-learning error has Daphne​ made? A. Syntax B. Literal interpretation C. Language delay D. Overregularization

B. Literal interpretation is seen when​ children, for​ example, interpret sarcasm as an honest comment or interpret an idiom in its literal sense​ (e.g., thinking​ "I'm flat​ broke" means the speaker is flattened and​ broken).

Which of these students would be considered a Generation 1.5​ student? A. ​Aref, a high school student who moved from Libya with his family last year. B. ​Polina, who is 16 and emigrated from Russia with her family when she was 6 years old. C. ​Alejandro, whose family emigrated from Mexico 5 years before he was born. D. ​Kami, who was adopted from Japan by an American family when she was 6 months old.

B. Polina would be considered a Generation 1.5 student because she spent her​ language-learning years in another​ country, but has lived most of her life in the United States.

If a person has​ rigid, irrational beliefs and negative feelings about a particular category of​ people, researchers describe the person​ as: A. engaging in discrimination. B. prejudiced. C. engaging in stereotyping. D. biased.

B. Prejudice is a rigid and unfair generalization-a prejudgment-about an entire category of people. Prejudice is made up of​ beliefs, emotions, and tendencies toward particular actions.

Which of the following teachers has the most culturally compatible​ classroom, based on the information given​ here? A. Mr.​ Studebaker, who lets the students who have been the most restless all morning go to lunch​ first, and who always says that it is more important for kids to learn to enjoy school than for them to learn specific information. B. Mr.​ Britt, who asks his students for anonymous suggestions to improve the classroom atmosphere through a suggestion box on his​ desk, and asks parents what values their family embraces during​ parent-teacher conferences. C. Ms.​ Miller, whose class bookshelf has several books with​ African-American children as the main​ characters, and who celebrates Cinco de Mayo and St.​ Patrick's Day with her class. D. Mrs.​ Johannsen, who alternates calling on boys and girls in order to make sure they get equal representation in the classroom.

B. Soliciting feedback from students and​ parents, especially regarding the values and classroom activities that are most important to​ them, helps in creating a culturally compatible classroom.

When​ Guang, a Chinese American high school​ senior, met his calculus​ teacher, the teacher​ said, "I bet​ you'll be the best in the​ class." The teacher intended his comment to be a compliment. Guang recalled that his precalculus teacher said the same thing when she met him at the beginning of his junior year. These stereotypical comments are likely to make Guang feel A. like a favored student. B. like a perpetual foreigner. C. like a failure. D. like a regular American student.

B. Such stereotypes can make students feel​ "foreign" even in the country of their birthlong dashAmerica.

According to​ research, which of the following is the best practice for dealing with children who use nonstandard English dialects in your​ classroom? A. Require correct use of standard English as part of your classroom​ routines, and reinforce students when they use standard English. B. Accept the​ children's use of​ dialects, and then offer alternatives that are standard English usage. C. Accept the​ children's use of dialects until you think they are comfortable in the​ class, and from that point​ on, correct them when their English is nonstandard. D. Accept the​ children's use of dialects without correcting them to prevent feelings of rejection.

B. The best teaching approach seems to be to focus on understanding the students and accepting their language as a valid and correct​ system, but to teach the alternative forms of English​ (or whatever the dominant language is in your​ country) that are used in more formal work settings and writing so that the students will have access to a range of opportunities.

In a metaphor comparing culture to an​ iceberg, what aspects of culture could be described as the visible tip of the​ iceberg? A. roles of men and women B. traditional dress and holiday customs C. sense of time D. rules about eye contact

B. The visible signs of​ culture, such as costumes and marriage​ traditions, reflect only a small portion of the differences among cultures. Other differences are​ "below the​ surface."

Which of the following metaphors is currently preferred when describing the inclusion of refugees and immigrants in the United​ States? A. Melting pot B. Salad bowl C. Mainstream artery D. Cake mixer

B. There is an increasing sense among many ethnic groups that they do not want to assimilate completely into mainstream American society.​ Rather, they want to maintain their culture and identity while still being a respected part of the larger society. Multiculturalism is the goal-more like a salad bowl filled with many ingredients instead of the prior melting pot idea.

​Fourth-grade student Lucinda struggles with reading. She received direct instruction with​ inside-out and​ outside-in skills in kindergarten and early elementary grades but has not​ "cracked the​ code" and moved forward. Based on studies of children like​ Lucinda, which of the following outcomes is​ likely? A. Lucinda and other children who still struggle with reading in fourth grade are likely to struggle throughout elementary and secondary school despite ongoing intensive interventions. B. Without intensive intervention and continued​ support, Lucinda is likely to struggle and fall behind her peers even in high school and beyond. C. Lucinda is likely to​ "crack the​ code" with the​ fourth-grade reading curriculum and remain on track with her peers throughout school years and beyond. D. With 1 year of intensive intervention in fourth​ grade, Lucinda is likely to overcome her reading problems and remain on track with her peers into high school and beyond.

B. Without intensive intervention and continued​ support, Lucinda is likely to struggle and fall behind her peers even in high school and beyond.

Explanations of learning that focus on external events as the cause of changes in observable behavior

Behavioral learning theories

Mrs. Geiger teaches the special education program at La Piedra Middle School. One of her new​ students, Deon, has just moved with his family from the Ivory Coast.​ Deon's first language is​ French, and he speaks almost no​ English, but Mrs. Geiger feels that he was incorrectly assigned to the special education program. How might Mrs. Geiger approach the special education director and convince her that Deon is intelligent enough to participate in general education​ courses? A. Mrs. Geiger should allow Deon to continue in her special education class until his English improves. Then Mrs. Geiger might approach the special education director about​ Deon's placement. B. Ask the special education director to schedule a private interview with Deon. By speaking to Deon​ one-on-one, the director should be able to determine​ Deon's level of intelligence and appropriate placement. C. Meet with​ Deon's parents and friends. Ask them questions about his​ intelligence, and collect past assignments and assessments to create a portfolio demonstrating​ Deon's previous level of work. D. Meet with the special education director and ask that Deon be scheduled for intelligence testing to determine the best placement for him

C. By talking to​ Deon's parents and friends and looking at his past work​ (possibly including some​ already-graded assignments in​ French), Mrs. Geiger can give the special education director a​ complete, unbiased assessment of​ Deon's intelligence.

Which one of the following statements best summarizes a key research finding about​ gender? A. After many years of systematic effort by​ advocates, textbooks are virtually free from gender stereotypes. B. Girls become more comfortable and more assertive in the classroom as they get older. C. Even before going to​ school, children are likely to encounter texts that​ over-represent males. D. Teachers offer more positive feedback and encouragement to girls in class than to boys.

C. Males are often​ over-represented in​ texts, as well as in other media. This is especially true on television and in​ children's book illustrations.

Rani has just moved to the United States from a Middle Eastern country where most women remain at​ home, serving their husbands and taking care of their children. She seems confused when she is asked to perform the same school tasks as her male classmates.​ Rani's confusion likely reflects A. her sexual identity. B. her prejudice. C. her gender schema. D. her gender bias.

C. Rani's confusion stems from the gender schema she developed growing up in a Middle Eastern culture. Her gender schema differs from the gender schema she encounters in the U.S. classroom setting.

Sexual orientation is an important part of most​ individuals' identities, especially if it is not heterosexual. Research suggests that adults with homosexual or bisexual orientation often report​ that: A. as young​ children, they were primarily interested in playing with children of the same sex. B. their gender identities do not match how others perceive their sex. C. as​ adolescents, they recognized attractions toward​ same-sex peers and felt unsure or confused. D. they knew that they were sexually attracted to members of the same sex in early childhood.

C. This is a typical finding in research focused on development of sexual orientation and identity.

Researchers have suggested that some students with low SES may become part of a resistance culture in which A. ​students' fear of confirming​ others' beliefs about students from​ low-income backgrounds affects their academic performance. B. students with low SES become gang members. C. students refuse to adopt the behaviors and attitudes of the majority culture. D. students resist the label of poverty and attempt to behave like students with a higher SES.

C. This is the definition of a resistance culture. Note that resistance cultures are not restricted to students with low SES or to members of particular ethnic groups.

When students are in situations that provoke stereotype​ threat, they tend to A. accept that the stereotype is true. B. disidentify with their cultural background to avoid being stereotyped. C. adopt​ performance-avoidance goals to avoid feelings of failure. D. adopt​ performance-enhancing goals and work harder to disprove the stereotype.

C. This strategy also increases anxiety and decreases achievement.

The following teachers work with children in a school district that is composed predominantly of​ low-income families. Which teacher is most likely to develop caring relationships with the​ students? A. Mrs. Hopper excuses the children when they do not complete homework. B. Ms. Dominique overlooks tardiness and absences. C. Mr. Moreno uses inclusive language​ ("our class,"​ "our rules"). D. Mr. Sazuki overlooks the​ students' lack of attention and organization.

C. Using inclusive language is one of the guidelines for teaching students who live in poverty.

Chapter 8

Chapter 8

Association of automatic responses with new stimuli

Classical conditioning

Events that follow an action

Consequences

Association of two events because of repeated pairing

Contiguity

Providing a stimulus that "sets up" a desired behavior

Cues

A mdel that explains the school achievement problems of ethnic minority strudents by assuming that their culture is inadequiate and does not preare them to succeed in school.

Cultural deficit model

The knowledge, values, attitudes, ad traditions that guide the bahvior of a group of peop;e amd allow them to solve te problems of living in their environment.

Culture

Students in a diverse classroom may all speak the same language but in slightly different ways. Teachers should address apparent pronunciation and spelling errors due to dialectical differences​ by: A. considering the dialect an inferior language system and teaching the standard form of the dominant language. B. accepting all dialectical variations on all classroom assignments. C. encouraging students whose dialects differ significantly from the majority of the class to take English language learner​ (ELL) classes. D. accepting the dialect as a valid and correct system and teaching alternative forms of the dominant language.

D. A dialect is any variety of a language spoken by a particular group and is part of the​ group's collective identity. Accepting them while also stressing when others are useful is the best approach.

Research suggests that tracking students into different classes based on achievement or expected future plans leads​ to: A. lower achievement for​ low-track and average​ students, but higher achievement for​ high-track students. B. higher achievement for all students. C. higher achievement for​ low-track and average​ students, but lower achievement for​ high-track students. D. lower achievement of​ low-track students and higher achievement of​ high-track students.

D. Carefully designed research suggests that tracking increases the gap between high and low​ achievers, although it also suggests​ that, while it is detrimental to lower​ achievers, it can be advantageous for average and high achievers.

Which of the following children is most likely to become fluent in two languages-that​ is, to become fully​ bilingual? A. Yamir. His parents are both native English​ speakers, but his grandmother is fluent in Hindi and has taught him Hindi words. B. Aron. He was born in Hungary but moved to the United States when he was 2 years old. His parents speak Hungarian about​ 25% of the time and English the rest of the time. C. Annabelle. Her parents both grew up speaking​ Korean, but now usually speak English. D. Rosa. Her mother speaks mostly​ Spanish, and her father speaks mostly English.

D. Children with parents who speak different languages to them often grow up bilingual and fluent in both languages.

Which of the following is involved in culturally relevant​ pedagogy? A. Teaching that allows students to read in their native language before learning to read in English B. School reform that includes hosting discrimination workshops for parents and civic leaders C. Strategies that include testing of learning styles for children of all cultural backgrounds D. Teaching that helps students develop a critical consciousness to challenge the status quo

D. Culturally relevant pedagogy involves helping students to achieve academic​ success, developing and maintaining cultural​ competence, and developing a critical consciousness to challenge the status quo.

Mr. Hernandez asks students to get out their crayons in preparation for an instructional activity. Germain​ says, "I​ ain't got no​ crayons." Germain's statement is evidence of A. a delay in language development. B. a genderlect. C. code switching. D. a dialectical difference.

D. Germain uses a dialect-a regional variation of language characterized by distinct​ grammar, vocabulary, and pronunciation. Dialects differ in their rules about​ pronunciation, grammar, and​ vocabulary, but it is important to remember that these differences are not errors. Each dialect is​ logical, complex, and rule governed.

Mr. James has been assigned to teach second grade on a Native American reservation. Within his first 2 weeks of​ teaching, Mr. James is bemused because the group techniques he used with his students in Bostonlong dashwho were mostly White and from the upper classlong dashare not working with these particular children. He notices that the ways the children interact are​ different, and their social expectations for each other and for him seem to be different. Based on dimensions outlined by Roland Tharp​ (1989), which dimension of his classroom should Mr. James modify to make it more culturally​ compatible? A. Sociolinguistics B. ​Students' cultural values C. Learning styles D. Social organization

D. In this​ setting, the​ teacher's organization of​ teaching, learning, and performance is not compatible with the social structures in which students are most​ productive, and​ engaged, and likely to learn.

One of Ms.​ Durant's female African American students often arrives late to school. What cultural assumption might Ms. Durant make about this​ eighth-grader? A. Ms. Durant might assume the​ girl's parents are not concerned about her education. B. Ms. Durant might assume the girl often oversleeps. C. Ms. Durant might assume the student does not like school. D. Ms. Durant should not make cultural assumptions.

D. Just knowing a student is a member of a particular cultural group does not define what that student is like. People are individuals. No assumptions should be made. The teacher needs to learn facts about the situation.

Nadine grew up in France until she was​ 12, then moved to Virginia with her family. Nadine is now in college and considers English her primary language but still speaks French with her extended family and maintains fluency in it. What is the proper term for​ Nadine's language​ identity? A. Subtractive bilingualism B. English language learner C. Monolingualism D. Additive bilingualism

D. Nadine has added a second language but has maintained her native language.

Which of these students would be the best candidate for some type of class for English Language Learners as well as special education​ classes? A. ​Deepak, who moved from India when he was three years​ old, and lives with his​ grandmother, who speaks Hindi. He is now five and starting​ kindergarten, but​ doesn't know his alphabet or numbers yet. B. ​Laurice, who moved from France last year. He is now in 10th grade and gets mostly Cs in school. C. ​Maria, who emigrated from Italy with her family when she was a baby. She struggles with​ math, science, and​ history, and she is in danger of failing​ eighth- grade. D. ​Pieter, who moved from Holland when he was five years old. He is now 12 years old but is still in fourth grade because his English has not improved much and cannot keep up with class assignments.

D. Pieter is a good candidate for both ELL and special education classes. He has had several years to improve his language skills and is still struggling in multiple areas. His slow English acquisition may be due to a language disability.

At a family​ gathering, a​ 7-year old boy jumps up in the center of the room and​ announces, "Listen, listen... wait until you hear what happened at school yesterday to my best friend. Let me tell you a​ story..." This boy is demonstrating what aspect of​ language? A. metalinguistic awareness B. syntax C. syntagmatic associations D. pragmatic skills

D. Pragmatics involves the appropriate use of language to​ communicate, tell​ stories, and make conversations. The​ 7-year-old boy is using language to tell a story.

Kana works hard and spends a lot of time studying to earn high grades in physics. But she anxiously believes the other students think she received high grades because she is Asian American.​ Kana's anxiety is representative of a student who carries the additional​ "emotional burden" of A. discrimination. B. disidentification. C. ethnic identity. D. stereotype threat.

D. Stereotype threat is the belief and fear that​ one's performance in an academic situation might confirm a stereotype that others hold.

Joel learned to read early as a child​ and, because of this head​ start, always aced English class in school.​ However, his son Mason is 4 and still does not show signs of interest in reading. What should​ Joel's first step be in encouraging​ Mason's emergent​ literacy? A. Teach Mason the letters of the alphabet and the sounds they make. B. Give Mason a vocabulary book with pictures and words to help him practice reading. C. Help Mason sound out words. D. Read to​ Mason, and tell stories about things that interest him.

D. The ability to understand stories is important to emergent​ literacy, and tapping into​ Mason's interests should hold his attention. In homes that promote​ literacy, parents and other adults value reading and spend time reading to young children.

Vicki is concerned that her​ 3-year-old, Braden, seems to be regressing in terms of language. He used to say​ "feet" and​ "teeth" but has now started to say​ "foots" and​ "tooths." Should Vicki be​ concerned? Why or why​ not? A. Yes.​ Braden's language pattern is a typical example of language delay. B. No.​ Braden's language pattern is a typical example of literal interpretation. C. No.​ Braden's language pattern is an example of pragmatic interpretation. D. No.​ Braden's language pattern is a typical example of overregularization.

D. These​ "mistakes" show how logical and rational children can be as they try to apply rules to irregular words.

Natalia is a​ 10th-grade student in a sheltered instruction statistics class. She comes home from school one day and tells her parents that her class assignment was to discuss with classmates a graph from an online report.​ Natalia's parents moved to North Carolina from El Salvador when Natalia was in the eighth​ grade, and on hearing​ this, her dad​ says, "How does that help​ you? They should be teaching you how to do​ calculations, not to talk about online​ reports." What is the goal of​ Natalia's class​ assignment? A. To keep the students at a lower level of statistics until they learn enough English to progress. B. To improve reading skills and the use of technology among the students who are English language learners. C. To teach statistics with minimal use of language in order to simplify the content. D. To stimulate discussion and increase​ students' use of English while reinforcing concepts from the course content.

D. This is a good assignment for a sheltered instruction​ class, because it gives the students a chance to communicate with each other and promotes peer language learning while teaching lesson content.

Ms. Nussbaum has students from many different cultural backgrounds in her​ sixth-grade class. Which of these assignments would be the best way for Ms. Nussbaum to successfully promote multicultural education in her​ classroom? A. Ask students to think about what culture means and discuss it in their groups. B. Create a​ "cultural music​ day" and ask African American students to bring rap albums and Hispanic students to bring mariachi music. C. For the class unit on​ history, assign students to groups based on their ethnicity and ask each group to investigate their particular ethnic history. D. For the class unit on​ nutrition, ask students to bring a recipe for their favorite food traditionally eaten by their family.

D. This is a good learning activity that will engage students. It does not require students to​ "represent their​ race" in a stereotypical​ way, but allows them to provide an individual and personal interpretation of their own cultural traditions.

Any variety of a lanmguage spoken by a particular group of people

Dialect

Information that is useful in a particular situation or that applies mainly to one specific topic

Domain-specific knowledge

Children can learn two languages at once if they have adequate opportunities in both languages ... People of any age can learn a new language but the best time to learn accurate pronunciation id early childhood ... the more skilled an individual is in their first language, the faster she will learn a second ...

Dual Language Learning/Bilingualism

English Language Learners

ELL

English as a Second Language

ESL

The skills and knowledge, usually developed in the presdchool years, that are the foundation for the development of reading and writing.

Emergent Literacy

A cultural heritage shared by a group of people

Ethnicity

Information that is useful in many different kinds of tasks; information that applies to many different situations

General knowledge

"pattern/ whole". These theorists hold that people organize their perceptions into coherent wholes

Gestalt

The language spoken in a students home of by memnvbers of the family.

Heritage Language

Limited-English Procificent

LEP

The expectation, based on previosu experiences with lack of control, that all of one's effortas will lead to failure.

Learned Helplessness

Process through which experience casues oermanent change in knowledge or behavior

Learning

Strengthening behavior by removing an aversive stimulus (unpleasant) when the behavior occurs

Negative reinforcement

Learnin gin which voluntary behavior is strengthened or weakened by consequences or antecedents

Operant conditioning

Voluntary (and generally goal-oriented) behaviors emitted by a person or an animal

Operants

Interpretation of sensory memory

Perception

Strengthening behavior by presenting a desired stimulus after the behavior

Positive reinforcement

Decreasing the chances that a behavior will occur again by presenting an aversive stimulus following the behavior; also called Type 1 punishment.

Presentation punishment

A reminder that follows a cue to make sure that person reacts to the cue

Prompts

A socially cuonstructed category based on appearances and ancestry

Race

Decreasing the chances that a behavior will occur again by removing a pleasant stimulus following the behavior; also called Type 2 punishment

Removal punishment

Observable reaction to a stimulus

Response

System that holds sensory information very briefly

Sensory memory

Event that activates behavior

Stimulus

Principle stating that a more-preferred activity can serve as a reinforcer for a less-preferred activity

The Premack Principle

System in which tokens are earned for academic work and positive classroom behavior can be exchanged for some desired reward

Token reinforcement system

Increasing the chances that we will repeat a behavior by observing another person being reinforced for that behavior

Vicarious reinforcement

The brain system that provides temporary holding and processing of information to accomplish complex cognitive tasks such as language comprehension, learning, and reasoning; the information that you are focusing on at a given moment.

Working memory

Cole is about to finish the third grade. His​ mother, a single​ parent, lost her job during the school​ year, and​ Cole's grades subsequently plummeted. His mother has only been able to find​ part-time work and is relying on government subsidy to meet the most basic needs.​ Cole's teachers know he is​ bright, and he is rarely absent. What is the most likely reason that Cole is performing at a lower​ level? A. Cole may be becoming part of a resistance culture. B. Cole may be experiencing stress at home with the loss of economic resources. C. Cole may believe a stereotype that poor kids​ don't do well in school. D. ​Cole's mother probably has low academic expectations for her son.

b. Children in poverty experience higher levels of stress hormones than children in​ middle-class and wealthy families and are four times as likely to experience stress due to​ evictions, lack of​ food, overcrowding, or utility disconnections.

The​ knowledge, values, and attitudes that guide the behavior of a group of people make up its A. racial identity. B. socioeconomic status. C. culture. D. ethnicity.

c. Definitions of culture include some or all of the​ following: the​ knowledge, skills,​ rules, norms,​ practices, language, and values that shape and guide beliefs and behavior in a particular group of​ people, as well as the​ art, literature,​ folklore, and artifacts produced and passed down to the next generation.

Considering what we have learned from research regarding cognitive and linguistic​ development, we should expect elementary school children to have the greatest difficulty understanding the meaning of which one of the following​ words? A. angry B. exciting C. however D. desire

c. In the early elementary​ years, some children may have trouble with abstract words and transitional words.

The study of heritable changes in gene function that occur without a change in primary DNA sequence

epigenetics

Relative standing in the society base don income, power, bacjkgrund, and prestige

socioeconomic status (SES)