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)