5622 Pretest 1

Effective teacher study groups primarily contain which of the following components? A. A few key questions to provide teachers with a direction for inquiry B. Mandated attendance at meetings to ensure that all teachers participate C. Side conversations to allow all members to feel heard by others D. Groups that include the entire staff to allow every member of the faculty to have input

A few key questions to provide teachers with a direction for inquiry Option (A) is correct. The primary objective of teacher study groups is to provide an opportunity for teachers to enhance their skills through close analysis of their classroom practice. The group should identify several focused questions that will effectively generate discussions and guide action plans.

Which of the following best represents the application of a thematic unit? A. All second-grade teachers meet to discuss their lesson plans, make suggestions for improving lessons, and share instructional challenges. B. A kindergarten teacher designs a lesson in which students will learn about animals' habitats and young, as well as make models of animals. C. A fourth-grade teacher assigns work in each content area that requires students to use problem-solving skills. D. A social studies teacher asks students to research ways to prevent a long-term drought and to solve issues that are related to drought.

A kindergarten teacher designs a lesson in which students will learn about animals' habitats and young, as well as make models of animals. Option (B) is correct. In a thematic unit, instructional lessons and activities are organized around a central theme that integrates subjects across the content areas. The lesson includes aspects of geography (that is, habitats), science (that is, animals and their young), and art (that is, making models of animals).

Which THREE of the following methods are most appropriate for helping students understand the concept of personal space? A. Modeling for students the proper place to stand in relation to others B. Having students work closely in a group for an extended time to sense proper space C. Telling students to keep 12 to 14 inches of space between themselves and others D. Discussing with students the idea of retaining a perimeter around oneself E. Using visual cues with students to demonstrate nearness to other people

A. Modeling for students the proper place to stand in relation to others D. Discussing with students the idea of retaining a perimeter around oneself E. Using visual cues with students to demonstrate nearness to other people Options (A), (D), and (E) are correct. Modeling for students the acceptable distance to stand from others (between 18 and 24 inches), discussing the idea of retaining a perimeter around oneself, and using visual cues such as a tennis racket or other similar-length objects with students to demonstrate nearness to others are all appropriate strategies for helping students understand personal space.

Which TWO of the following statements are primary advantages of a teacher using an analytic rubric to evaluate a student's oral presentation to the class? A. Providing students with clear feedback on why a particular score was given increases students' understanding of how to improve learning. B. Making a decision on students' scores requires in-depth discussions among evaluators to achieve inter-rater reliability. C. Using an analytic rubric reduces bias by allowing the teacher to evaluate work against a fixed set of criteria. D. Grading is more precise and faster because the teacher can assign a single score to each student. E. Developing task descriptions for the analytic rubric requires a significant amount of the teacher's time.

A. Providing students with clear feedback on why a particular score was given increases students' understanding of how to improve learning. C. Using an analytic rubric reduces bias by allowing the teacher to evaluate work against a fixed set of criteria. Options (A) and (C) are correct. Providing students with an analytic rubric allows them to better understand the criteria of an assignment and helps them understand and correct their errors. An analytic rubric allows teachers to consistently compare each assignment to a fixed set of standards and decreases the chance that teacher bias will affect students' grades.

Under the provisions of the Individuals with Disabilities Education Act (IDEA), which of the following strategies is an example of a modification a teacher can most appropriately make in a classroom to meet the needs of a student with a learning disability? A. Adapting content areas by simplifying vocabulary and content load B. Reducing the distractions within the physical environment C. Using manipulatives and hands-on activities to explain a concept D. Extending or adjusting the time allotted to complete an assessment

Adapting content areas by simplifying vocabulary and content load Option (A) is correct. A modification is defined as an alteration in content material that requires a structural or cognitive change in the level of the material.

An English learner (EL) joins a science class. Which of the following changes in the teacher's practice will best meet the needs of the new student? A. Adding visuals to classroom instruction B. Speaking slowly using basic vocabulary C. Setting time aside to teach the student one-on-one D. Writing lessons with lower academic expectations

Adding visuals to classroom instruction Option (A) is correct. Visuals, such as graphs, maps, photographs, and timelines, make effective learning tools for students who are English learners because ELs gain meaning from visual sources that they cannot get from speech or text.

A fourth-grade teacher wants to assess the level of student understanding during a math lesson. The teacher asks the students to respond to a series of questions with thumbs-up or thumbs-down to indicate their answer. Most students indicate incorrect responses to several questions. Which of the following strategies is best for the teacher to implement next? A. Making note of the incorrect responses and planning for remediation B. Adjusting instruction immediately to correct the errors C. Continuing with the lesson to ensure that the content standards are covered D. Repeating the questioning process at the end of the lesson

Adjusting instruction immediately to correct the errors Option (B) is correct. The teacher should immediately adjust instruction to correct the errors when most of the class indicates incorrect responses.

Which of the following strategies best increases student motivation in the classroom environment? A. Assigning high-performing students to tutor peers as part of expected conduct B. Placing students in groups of three or more to complete graded assignments C. Asking students to generate a list of goals that they plan to accomplish in their lifetime D. Allowing students to collaborate with the teacher to design learning opportunities

Allowing students to collaborate with the teacher to design learning opportunities Option (D) is correct. Allowing students the opportunity to collaborate with the teacher on what they will learn, how they will learn it, and how they will be assessed increases student motivation and buy-in to the class content.

Which of the following instructional activities is best for a teacher to use to extend a lesson about similes? A. Having the students memorize several poems containing similes B. Having students write the definition of the word "simile" in their figurative language journals C. Asking students to write their own similes to share with the class D. Assigning students to work in groups to develop a list of literary terms

Asking students to write their own similes to share with the class Option (C) is correct. Asking students to create their own similes to share with their peers is an appropriate extension activity that would allow them to demonstrate their understanding.

Which of the following responsibilities is primarily considered part of the role of a paraeducator who is working with a classroom teacher? A. Assisting the teacher with planning and instruction B. Devising a program of study for students who have special needs C. Analyzing assessment data to be prepared for use in parent-teacher conferences D. Maintaining all records of students who receive special services

Assisting the teacher with planning and instruction Option (A) is correct. The paraeducator can assist the classroom teacher with both instruction and planning. Paraeducators are not trained to devise a program of study on their own, nor should they be responsible for all instructional decisions, assessment, and analysis.

Megan is a second-grade student who experiences difficulty with the following. - Understanding directions given by the teacher during transitions - Recognizing individual sounds in words and word endings that rhyme - Recalling general information and details from stories read aloud In which of the following areas does Megan most likely have an exceptionality? A. Cognitive B. Visual C. Auditory D. Speech

Auditory Option (C) is correct. An auditory exceptionality can impact a student's learning through difficulties with understanding verbal directions, completing phonological-awareness activities, and recalling information and details in stories read aloud.

In 2014 the Office for Civil Rights (OCR), a subagency of the United States Department of Education (ED), issued a set of guidelines that provide information to educators regarding students' civil rights and equal access to educational resources. Which THREE of the following statements best describe the foundational principles contained in the OCR's guidelines? A. Students have the right to free speech provided their speech does not interfere with a school's educational mission. B. A high-quality education for all students includes resources such as academic and extracurricular programs, strong teaching, and instructional materials. C. All students—regardless of race, color, national origin, or zip code—deserve a high-quality education. D. High-quality resources provided to all students include state-of-the-art technology and strong community support. E. All students need to have equal access to comparable resources in light of their educational needs.

B. A high-quality education for all students includes resources such as academic and extracurricular programs, strong teaching, and instructional materials. C. All students—regardless of race, color, national origin, or zip code—deserve a high-quality education. E. All students need to have equal access to comparable resources in light of their educational needs. Options (B), (C), and (E) are correct. The equal access guidelines state that a high-quality education for all students includes resources such as academic and extracurricular programs, strong teaching, and instructional materials; that all students, regardless of race, color, national origin or zip code, deserve a high-quality education; and that all students need to have equal access to comparable resources in light of their educational needs.

Which THREE of the following approaches best address the academic needs of students with exceptionalities? A. Preparing classmates to be tolerant and sensitive to the students B. Including the students in all class activities whenever possible C. Allowing the students to be included in decisions about educational placement D. Helping the students avoid conflict with peers throughout the school day E. Instructing students in approaches to advocate for themselves in class

B. Including the students in all class activities whenever possible C. Allowing the students to be included in decisions about educational placement E. Instructing students in approaches to advocate for themselves in class Options (B), (C), and (E) are correct. Participating in the regular classroom environment whenever possible allows students with exceptionalities to reach their highest academic potential because the content taught in the classroom is always grade appropriate. Being included in decision making, whether done informally or in meetings, is important for older students with exceptionalities because it allows them to have a voice in their own education. Self-advocacy is an important tool for students with special needs to use in regard to their learning needs in class. Teachers are sometimes not aware of what works best to help a particular student be successful.

A school district is looking at opportunities to improve collaboration between stakeholders. Which of the following requires the most collaboration between internal and external stakeholders? A. Holding weekly faculty meetings B. Creating a social media account C. Convening a school improvement team D. Establishing a student-run school radio station

Convening a school improvement team Option (C) is correct. School improvement teams are made up of both internal and external stakeholders such as students, teachers, administrators, community members, and parents.

Which of the following is the most effective strategy for a teacher to use when establishing standards of conduct in a middle school classroom? A. Posting a teacher-determined set of rules in the classroom B. Reviewing classroom rules with students at the beginning of every semester C. Showing students a video about appropriate classroom behavior D. Composing a classroom pledge together with the students

Composing a classroom pledge together with the students Option (D) is correct. Creating a classroom pledge with the students' input will give them ownership and make them more likely to comply with the pledge.

Which of the following statements best describes a limitation of an online portfolio for a student assessment? A. The results can be skewed by student apathy. B. Content mastery is difficult to determine objectively. C. Grading-system automation is difficult. D. A rubric can provide too much support for the students.

Content mastery is difficult to determine objectively. Option (B) is correct. While portfolios are useful for formative assessment, to spotlight student work, and as an alternative to traditional tests, the data needed to determine mastery of student expectations are difficult to obtain objectively.

A fourth-grade science instructional objective states that students will be able to compare and contrast food webs from diverse ecosystems. Which of the following types of assessments is the most effective for determining whether the students have met the objective? A. Labeling a diagram B. Completing fill in the blank questions C. Creating a concept map D. Answering multiple-choice questions

Creating a concept map Option (C) is correct. Concept mapping is an appropriate assessment for determining whether students have met the objective. A concept map can organize a compare-and-contrast assessment through a visual representation designed by students.

Which of the following classroom practices best exemplifies Maslow's educational philosophy? A. Challenging enduring student beliefs about their capacity to learn B. Offering extrinsic prizes based on data in a student behavior chart C. Assigning students as leaders to serve as role models for others D. Creating an environment in which students feel safe taking risks

Creating an environment in which students feel safe taking risks Option (D) is correct. Creating a welcoming and secure environment for students is indicative of a classroom where a teacher is attempting to apply Maslow's theory.

A reading teacher wants to create an assessment that will require students to answer questions at the evaluation level of Bloom's taxonomy. The best assessment for meeting the teacher's goal is to have students do which of the following? A. Summarize a passage B. Identify the main idea of a text C. Critique an author's point of view D. Compare characters in a story

Critique an author's point of view Option (C) is correct. The evaluation level of Bloom's taxonomy requires students to make a judgment about a text by presenting and defending opinions. Critiquing readings is an assessment that can be used to assess a learning objective on the evaluation level of Bloom's taxonomy.

Which of the following is a primary purpose of a teacher using a brainstorming session to start a lesson? A. Facilitating students' active listening skills B. Helping students set realistic expectations C. Facilitating students' summary of a lesson D. Determining students' prior knowledge

Determining students' prior knowledge Option (D) is correct. Determining the students' prior knowledge is why a teacher would use brainstorming to start a lesson. Brainstorming is an instructional strategy used to generate ideas among students. When used before beginning a lesson or unit, brainstorming activates students' prior knowledge by focusing their attention on a topic and encouraging them to contribute their ideas in a nonthreatening activity.

When speaking with students and families from different cultures, it is best for a teacher to demonstrate which of the following? A. Knowledge of the individuals' countries of origin B. Empathy regarding differences in language and understanding C. The ability to communicate in the individuals' primary languages D. The desire to learn more about their cultures

Empathy regarding differences in language and understanding Option (B) is correct. Empathy is required to recognize that the manner in which the teacher is speaking and the topic of conversation may be difficult for some to understand or relate to.

Which of the following statements best identifies a limitation of using a developmental portfolio as an assessment tool? A. Establishing reliable and valid evaluative criteria can be challenging. B. Ratings of student work are consistently more objective than subjective. C. The contents of portfolios are not typical of student work. D. Portfolios measure superficial learning only.

Establishing reliable and valid evaluative criteria can be challenging. Option (A) is correct. Developmental portfolios are collections of student work that represent performance over time. Assessing the performance of students by using portfolios may be challenging because of the range of variability among student samples.

A fourth-grade teacher is differentiating instruction for a gifted student. Which of the following will best meet the student's needs? A. Increasing the number of problems for the student to solve B. Giving the student a complex, open-ended question to answer C. Asking the student to lead a group during cooperative learning D. Allowing the student to begin homework in class

Giving the student a complex, open-ended question to answer Option (B) is correct. Students who are gifted have superior analytical ability and can easily extend knowledge to apply to new situations. Answering a complex, open-ended question provides the student with an opportunity to apply those skills to an intellectual challenge.

To determine whether a particular intervention is helping a student, Judy, develop her reading fluency, a teacher administers reading probes that measure words read per minute. Which of the following best describes how the teacher should record and maintain the data collected during the intervention so as to make appropriate educational decisions for Judy? A. Jotting down notes in Judy's file for future discussions with a reading specialist B. Administering a normed screening test to compare Judy's progress to that of other students C. Graphing at least three to five data points to examine for evidence of Judy's progress D. Marking-up all passages read by Judy throughout the intervention

Graphing at least three to five data points to examine for evidence of Judy's progress Option (C) is correct. By graphing three to five data points on a readily-available form, the teacher is able to determine whether Judy is making progress in words read per minute or needs an increased level of intervention. Data points that are graphed on such forms are easy to create, read, and interpret and can be stored in an electronic folder.

During a science lesson, a teacher reads aloud The Very Hungry Caterpillar by Eric Carle and asks the students to predict what will happen while the caterpillar is in the chrysalis. To best encourage a high level of student participation and collaboration in the activity, which of the following strategies is best for the teacher to use? A. Having students complete a think-pair-share activity B. Asking students to write a prediction in their journals C. Involving students in a whole-group discussion D. Allowing students to read a relevant chapter from a textbook

Having students complete a think-pair-share activity Option (A) is correct. During think-pair-share activities, students think individually about a topic or concept and then share their thoughts with others. As a result, there is increased student participation and collaboration.

Mario, a kindergartner, recently moved to the United States from Guatemala and is in the early stages of acquiring English. Which of the following approaches best meets Mario's needs? A. Encouraging Mario to speak only English during the school day B. Helping Mario learn English at his own pace C. Providing Mario with additional English study materials D. Contacting Mario's parents to ask about the use of English at home

Helping Mario learn English at his own pace Option (B) is correct. Learning English is a difficult and time-consuming process. The child should be allowed to learn at his own comfortable pace.

Which of the following best describes the type of scoring that applies many criteria at the same time to evaluate an end-of-course project and results in a single grade? A. Task-specific scoring B. Analytic scoring C. Developmental scoring D. Holistic scoring

Holistic scoring Option (D) is correct. Holistic scoring is used for judging the overall quality of the work on a project without assigning a score for each criterion, as in analytic scoring. It is most commonly used for end-of-course assessments for which the student receives a final grade and does not receive detailed feedback.

Which of the following insights is best gained from administering a norm-referenced achievement test? A. A student's knowledge base about an upcoming unit before instruction B. An individual's propensity to succeed in any given activity based on innate characteristics C. Information on an individual's level of mastery based on a specific set of learning standards D. How a student's test performance compares with that of a sample of similar students who have taken the same test

How a student's test performance compares with that of a sample of similar students who have taken the same test Option (D) is correct. Norm-referenced achievement tests compare students with other examinees and assign a percentile score.

During a whole-group discussion on the westward expansion of the United States of America, a fifth-grade teacher incorporates questioning strategies into the lesson. Which of the following questions will most likely require students to use higher-order thinking skills? A. Who was the president responsible for the Louisiana Purchase? B. What event is a defining theme of nineteenth-century American history? C. What were the main events the settlers experienced during the gold rush? D. How would the experiences of the settlers on the Oregon Trail be different today?

How would the experiences of the settlers on the Oregon Trail be different today? Option (D) is correct. Higher-order thinking questions require students to engage with text by synthesizing, analyzing, evaluating, and applying information. A question that requires students to relate the time period of the settlers to the present day requires students to use higher-order thinking skills such as synthesis and analysis.

A teacher plans to organize students into groups for the purpose of having the students practice and master concepts that were previously taught in class. Which of the following is most important for the teacher to consider in determining group membership? A. Recommendations from other teachers B. Students' interests and preferences C. Whole-class test analysis D. Individual student needs

Individual student needs Option (D) is correct. By identifying the needs of individual students, the teacher can create groups with students with similar instructional needs. This will ensure that all students are actively engaged in learning and that instructional activities are purposeful and benefit all students.

Which of the following statements is most accurate about informal assessments? A. Informal assessments are used less frequently than formal assessments because of time and cost constraints. B. Informal assessments provide data that are used for making placement decisions and to document student learning over time. C. Informal assessments help teachers to understand students' growth and refine instruction to meet students' needs. D. Informal assessments are primarily used for comparing students' performance with that of other students at a similar level.

Informal assessments help teachers to understand students' growth and refine instruction to meet students' needs. Option (C) is correct. Informal, or formative, assessments allow teachers to gather information for making decisions about student learning and instruction effectiveness.

Educators are trained professionals who are qualified to select appropriate materials and resources from a variety of sources that meet their teaching goals and the needs and interests of their students. The preceding statement is most closely associated with which of the following? A. Intellectual freedom B. Equity C. Censorship D. Free association

Intellectual freedom Option (A) is correct. Intellectual freedom in education in part refers to an educator's freedom to select appropriate materials from various sources and use them in order to achieve teaching goals and meet the educational needs and interests of all students. Multiple-choice question with one correct answer choice. Additional information needed to answer the question is provided in the reference region.

A class is broken into homogeneous reading groups. Each group has a leveled historical fiction novel to read and discuss. Before the groups meet, the teacher delivers a mini-lesson that models how to ask higher-level questions to spark deep discussion. Which of the following instructional strategies is primarily being used during the reading group meetings? A. Interactive instruction B. Independent study C. Direct instruction D. Experiential learning

Interactive instruction (A) is correct. After the teacher models how to ask higher-level questions in reading groups, the actual reading group discussion on the content of the novel is entirely up to the students. In order to be successful, they must use social cues, work cooperatively, and really listen to one another's ideas.

Students in a second-grade class are practicing how to solve word problems involving the addition of single-digit whole numbers. Which of the following word problems is most appropriate for the teacher to use for the activity? A. Alex, Jane, and Chris shared 6 balls, with each child getting an equal share. How many balls did each child get? B. Jake has 5 marbles, and his sister gives him 3 more. How many marbles does he have altogether? C. Sam bought 3 books, and each book cost $4. How much did Sam spend? D. Bella has 9 pencils and then gives 4 pencils to her friends. How many pencils does she have left?

Jake has 5 marbles, and his sister gives him 3 more. How many marbles does he have altogether? Option (B) is correct. The word problem requires the students to find the total number of marbles Jake has by adding 5 and 3.

Which of the following teacher activities best supports reflective practice? A. Completing weekly lesson plans B. Talking to students about their learning C. Journaling about classroom experiences D. Designing assessments to measure content mastery

Journaling about classroom experiences Option (C) is correct. Reflective practice is a process of critical analysis that focuses on instructional actions that result in improved student achievement and those that do not. Keeping a journal of classroom experiences is one of many methods teachers can use to promote reflection on their practice.

Which of the following assessments best helps a science teacher determine a student's ability to test a hypothesis? A. Multiple-choice exam B. Lab experiment C. Cloze activity D. Lab report

Lab experiment Option (B) is correct. A hypothesis is the starting point for further investigation. Of the methods provided, only observing a student conducting an experiment will provide the teacher with a valid assessment of a student's ability to test a hypothesis.

A sixth-grade teacher begins a literary unit with a roundtable discussion focusing on students' personal life experiences and their aspirations for the future. Which of the following is most likely the teacher's rationale for choosing the activity? A. Motivating students to become actively involved in pursuing knowledge on their own B. Testing students' comprehension and retention of previously learned information C. Learning about students' diverse backgrounds to understand their unique cultural filters D. Prompting students to support their assertions and interpretations while making conclusions

Learning about students' diverse backgrounds to understand their unique cultural filters Option (C) is correct. Learning about the students' backgrounds will help the teacher better understand the students and their unique cultural filters.

A classroom teacher wants to implement a student's behavior plan with authenticity and validity. Which of the following strategies is most appropriate for the teacher to use to seek support before implementing the behavior plan? A. Requesting an IEP team meeting to rewrite the behavior plan B. Rewriting the behavior plan and presenting it to the IEP team for feedback C. Meeting with the behavior specialist and special education teacher to brainstorm strategies for managing the plan D. Asking the administration to add additional paraprofessional support to help manage the plan

Meeting with the behavior specialist and special education teacher to brainstorm strategies for managing the plan Option (C) is correct. The teacher should seek support from collaborators, that is, the special education teacher and the behavior specialist, to work as a team to establish the best way to manage the implementation of the behavior plan.

Which of the following types of memory is primarily increased by chunking information? A. Long-term memory B. Short-term memory C. Implicit memory D. Declarative memory

Short-term memory Option (B) is correct. Chunking requires organizing information into smaller or shorter meaningful pieces, thereby increasing a person's capacity to recall information using short-term memory.

A fifth-grade teacher wants to help students learn to manage their time more effectively when working on assignments. Which of the following is the most appropriate initial activity to meet the teacher's goal? A. Asking students to keep track of how long every class assignment takes to complete B. Modeling for students how to organize a basic task by listing all the steps and determining the time needed to complete it C. Assigning students a passage to read that describes different time management techniques D. Presenting students with research on the importance of time management for future success

Modeling for students how to organize a basic task by listing all the steps and determining the time needed to complete it Option (B) is correct. Students need the opportunity to see a large task broken down to smaller pieces so that the time taken to complete it becomes clear. Learning how to analyze a task is the first step in learning how to manage time effectively.

In planning for the individual needs of students with disabilities, a general education teacher and a special education teacher should collaborate on which of the following aspects of curriculum? A. Mapping B. Alignment C. Modification D. Development

Modification Option (C) is correct. Special education teachers are specifically trained in the modification techniques for existing general curriculum, as modification has been an effective way to create more-accessible learning environments to support all students and their teachers in various educational contexts.

Which of the following best describes the rights of parents as covered under the Family Educational Rights and Privacy Act (FERPA)? A. Parents must be included in the development of an IEP for their child. B. Parents must be involved in the decision-making process regarding their child's academic placement. C. Parents can request that a school correct their child's records if they believe that the records are inaccurate or misleading. D. Parents can inspect and revise any instructional material used as part of their child's educational curriculum.

Parents can request that a school correct their child's records if they believe that the records are inaccurate or misleading. Option (C) is correct. The Family Educational Rights and Privacy Act (FERPA) is a federal law that protects the privacy of students' education records. FERPA gives parents certain rights relating to their children's education records, such as the right to request that a school correct records that they believe to be inaccurate or misleading. These rights transfer to students when they reach the age of 18 or attend a school beyond the high school level.

Which of the following types of scores ranges from 1 to 99 and compares a student's performance with that of other students at the same grade or age level? A. Standard B. Raw C. Stanine D. Percentile

Percentile Option (D) is correct. A percentile rank ranges from 1 to 99 and compares a student's performance with that of other students at the same grade or age level.

Which of the following teacher actions is most effective for creating a positive learning environment in a classroom? A. Planning instructional activities that are relevant to students B. Engaging students by using project-based, hands-on activities C. Creating and implementing standards for student behavior D. Using a token system to reward student achievement

Planning instructional activities that are relevant to students Option (A) is correct. Offering students activities that are relevant to their interests, needs, and successes helps create a positive learning environment.

Benson is a third-grade student who receives special education services. He is regularly disruptive in class. His general education teacher has implemented motivational strategies to address Benson's behavior, yet he has not shown improvement. Which of the following is the teacher's most appropriate next step? A. Recommending that Benson be placed in a self-contained classroom B. Providing Benson with material rewards for appropriate behavior C. Sending Benson to the principal's office when he misbehaves D. Presenting information about Benson's behavior to the IEP team

Presenting information about Benson's behavior to the IEP team Option (D) is correct. An IEP team works together to write, implement, and evaluate the effectiveness of Benson's IEP. As a member of Benson's IEP team, his teacher should bring important information about his behavior to the IEP meeting. The team will then work together to decide how to best address Benson's behavior.

When addressing continued misbehavior, teachers can best establish expectations for student behavior by developing clear rules and procedures as well as by doing which of the following? A. Giving the students a warning for their misbehavior B. Providing students with a peer mentor for guidance C. Giving feedback on student goals and objectives D. Providing consequences for student misbehavior

Providing consequences for student misbehavior Option (D) is correct. Students must be aware of the established classroom rules and procedures, and they must understand that there are consequences for not following the rules and procedures.

Which of the following is most effective for developing students' self-motivation? A. Offering extrinsic material rewards B. Providing frequent positive feedback C. Comparing their progress to that of their peers D. Assigning tasks that can be easily accomplished

Providing frequent positive feedback (B) is correct. Self-motivation is the ability to complete a task without giving up or needing encouragement from others, even when the task becomes difficult. According to research, students are more likely to complete tasks when they receive ongoing, positive feedback.

Which of the following provisions or modifications is mandated by the Americans with Disabilities Act? A. Providing ramps for a student who uses a wheelchair to enter and exit a public building B. Ensuring that a student who is blind has access to braille books and braille translation software C. Allowing extended time for a student with a learning disability to complete a test D. Installing a classroom amplification system for a student who wears hearing aids

Providing ramps for a student who uses a wheelchair to enter and exit a public building Option (A) is correct. The Americans with Disabilities Act states that buildings must be (within reason) accessible or made accessible to individuals with disabilities.

A fifth-grade teacher reviewed the results of an end-of-unit math test. About three-fourths of the class demonstrated content proficiency or a high level of content mastery, and a quarter of the class did not achieve basic proficiency. Which of the following instructional decisions is most appropriate in the situation? A. Allowing the students who demonstrated a high level of content mastery to serve as peer tutors to the students who did not achieve basic proficiency B. Providing reteaching and retesting for students who did not do well, while assigning prework activities in a math learning station to the remaining students C. Keeping to a prepared instructional timeline and teaching the next math unit after a quick and rapid review of the material in the previous unit D. Moving on to the next instructional unit after determining how to keep the focus of instruction on the students whose grades are consistently in the midrange for the class

Providing reteaching and retesting for students who did not do well, while assigning prework activities in a math learning station to the remaining students Option (B) is correct. The teacher should plan to meet the needs of all the students in the class during the next steps in the instructional plan. Students who are struggling should receive immediate reteaching and retesting, while students who show proficiency or mastery can be assigned to work in pairs in a math learning station on differentiated tasks that draw on and build up prior knowledge in anticipation of the next math unit.

Which of the following teacher actions will most effectively support reading motivation in the classroom? A. Providing students with books that are relevant to their everyday experiences B. Having students read challenging materials in groups to improve their skills C. Requiring students to read independently for a set amount of time each night D. Rewarding students who read the most books every month with extra credit

Providing students with books that are relevant to their everyday experiences Option (A) is correct. Providing students with materials that they find relevant and interesting will most likely make them engaged readers and improve their reading proficiency.

A fourth-grade teacher observes that several students are upset about their mathematics grades. The students are receiving low grades on daily assignments and weekly quizzes, and some are beginning to show signs of low self-efficacy. Which of the following teacher actions will most help the students regain their self-efficacy? A. Providing students with descriptive and specific feedback that aligns with their strengths B. Implementing a gradual release system of tangible rewards for improved performance C. Developing study guides to help students and parents prepare for upcoming tests D. Ensuring that formative and summative assessments are aligned to learning objectives

Providing students with descriptive and specific feedback that aligns with their strengths Option (A) is correct. When students receive feedback that communicates their ability and capability to perform a task, they are more likely to invest in the task by putting in more effort. Providing descriptive, actionable feedback can help students understand their performance and prompt them to make their best effort.

A fifth-grade teacher wants to increase student participation in classroom discussions. The teacher can best achieve this goal by using which of the following approaches? A. Providing sufficient wait time after asking a question so that all students have an opportunity to develop an answer B. Providing correct answers quickly so that students are not embarrassed by giving incorrect answers C. Providing the questions in advance so that students can research the answers before being asked D. Providing multiple opportunities for students to answer questions so that they feel more comfortable

Providing sufficient wait time after asking a question so that all students have an opportunity to develop an answer Option (A) is correct. Increasing wait time allows all students an opportunity to develop an answer so that more students can actively participate in the discussion.

Which of the following is the most appropriate action a teacher should take if abuse or neglect of a student in the class is suspected? A. Monitoring the child to evaluate changes in the situation B. Reporting suspicions to the appropriate child welfare agency C. Asking a colleague to interview the student to obtain additional information D. Contacting the student's parents or guardians to investigate the situation

Reporting suspicions to the appropriate child welfare agency Option (B) is correct. All states require teachers to report suspicions of abuse and neglect to the appropriate agency.

Which of the following strategies best targets students' zone of proximal development during reading instruction? A. Allowing students to choose books for independent reading based on their interest level B. Encouraging students to use metacognition by periodically recording their ideas while reading C. Allowing students to form their own peer discussion groups to talk about what they read D. Selecting guided reading books for students at a level above their independent level

Selecting guided reading books for students at a level above their independent level Option (D) is correct. By selecting guided reading books for students that are one level above their independent level, the teacher will effectively challenge the students by taking them out of their comfort zone while being there to offer support and guidance to teach new concepts and strategies. The teacher is using scaffolding to reach the students in the zone of proximal development.

Several students in Ms. White's kindergarten class avoid attempting tasks that seem difficult to them. She knows the tasks are within their zone of proximal development, but she observes that they give up easily. Ms. White helps them identify and replace the physical reactions of anxiety with slow breathing. She also asks them to recognize and replace thoughts of "I can't do this" with thoughts of "This is hard, but I can do it if I keep working at it." Ms. White is primarily helping students develop which of the following? A. Metacognition B. Critical thinking C. Socialization D. Self-regulation

Self-regulation Option (D) is correct. Self-regulation is the process of individuals recognizing signs within themselves that help them change or choose a response or reaction to the stimulus.

A teacher who is an educational leader and advocate for a school's success most likely does which of the following? A. Lives in the district in which the school is located B. Sends parents positive behavior notes about their children C. Ensures that classroom rules are followed by all students D. Serves on committees and represents the school in the community

Serves on committees and represents the school in the community Option (D) is correct. Teacher leaders understand the vision of the school and support the accomplishment of the school's goals. By serving on committees and representing the school in the community, teacher leaders contribute to the school's success.

Which of the following scenarios most closely describes the learning environment in a classroom that utilizes constructivist theory? A. Mentoring and monitoring students as they learn social behaviors from others in the school setting B. Sharing and equalizing interactions between the teacher and the students throughout the day C. Employing extrinsic rewards provided by the teacher to the students to encourage participation D. Providing consequences to students to reinforce behaviors that allow for progress

Sharing and equalizing interactions between the teacher and the students throughout the day Option (B) is correct. A constructivist classroom welcomes shared responsibilities and interactions on a regular basis.

A fourth-grade teacher is about to start a reading lesson, but the classroom is noisy with talkative students. Which of the following is the most effective nonverbal communication strategy that the teacher can use to capture students' attention in order to begin the lesson? A. Frowning at the students who are doing the most talking B. Standing at the front of the room with arms crossed C. Sitting down at the desk until the students stop talking D. Standing still at the front of the room while staring at the clock

Standing still at the front of the room while staring at the clock Option (D) is correct. Of the options given, the most effective nonverbal communication strategy that the teacher can use to capture students' attention in order to begin the lesson is for the teacher to stand still at the front of the room and stare at the clock until the students are quiet.

Which of the following can be used to convert any test result to a single-digit score? A. Stanine score B. Age-equivalent score C. Percentile rank D. Grade-equivalent score

Stanine score Option (A) is correct. A stanine, or standard nine, score is a way to scale scores on a nine-point scale. It can be used to convert any test result to a single-digit score.

Which of the following statements best describes the benefit of using peer assessment in the classroom? A. Students can apply skills in a real-world situation. B. Students can internalize the characteristics of quality work. C. Teachers can adjust instruction to meet the needs of all students. D. Teachers can identify students who are not performing on grade level.

Students can internalize the characteristics of quality work. Option (B) is correct. Because students are applying criteria and scoring guidelines to another student's work, they are better able to understand the expectations for quality work.

A fifth-grade teacher wrote the following learning objective on the board before beginning a lesson that the principal was observing. Students will be able to appreciate the need for community members to take a more active role in environmental issues affecting them. The principal requested that the teacher rewrite the objective. Which of the following is the most likely reason for the principal's request? A. The objective needs to indicate more detail about the level of intended student learning. B. The objective needs to provide specifics about the materials to be used in learning activities. C. The objective needs to include observable and measurable verbs in its statement. D. The objective needs to take into consideration the diverse cultures in the classroom.

The objective needs to include observable and measurable verbs in its statement. Option (C) is correct. The teacher used a vague, undefined, and unmeasurable verb phrase, "will be able to appreciate," in the objective. A well-crafted objective should include the skills that the students will demonstrate and the conditions under which they will demonstrate the skills.

Which of the following is the best reason for implementing a professional learning community (PLC) as a professional development tool? A. To identify the most effective teachers and faculty in the school B. To encourage collaboration and reflection to improve instruction and student learning C. To allow teachers to connect and network with professionals outside of the school D. To provide teachers with an opportunity to share students' feedback about the school community

To encourage collaboration and reflection to improve instruction and student learning Option (B) is correct. The purpose of forming a professional learning community is for teachers to plan and reflect on their own professional development. A PLC provides teachers with opportunities to understand one another's work, thereby contributing to their professional growth.

Which of the following actions is the best example of a student using short-term memory to complete an instructional task? A. Using a table of contents to quickly locate a specific chapter in a textbook B. Recalling the main events seen in a movie that relate to a topic of study C. Using flash cards to gain speed in recognition of multiplication facts D. Playing a game with another student that requires mastery of state capitals

Using a table of contents to quickly locate a specific chapter in a textbook Option (A) is correct. When a student refers to a table of contents to locate particular content in an informational text, the student uses short-term memory to store and process a limited amount of information to meet an immediate need.

A sixth-grade social studies teacher is planning a unit on ancient Egypt and wants to include a field trip to a local museum that has an exhibit about the Pyramids of Giza. However, the school does not have funding available for the field trip. Which of the following strategies best meets the teacher's original goal? A. Creating a classroom blog for the students to share ideas about ancient Egypt B. Having the students design slideshow presentations about the pyramids C. Showing the students various videos depicting life in ancient Egypt D. Using the Internet to take students on a virtual tour of the pyramids

Using the Internet to take students on a virtual tour of the pyramids Option (D) is correct. The teacher can allow students to discover and explore outside the classroom and incorporate technology into the lesson by taking students on a virtual tour of the Pyramids of Giza. The use of this technology will motivate the students to interact with the lesson content in new and exciting ways and will allow the students to learn about the design and layout of the pyramids.

A teacher frequently conducts Socratic seminars in an English language arts class. Students read and annotate assigned texts to bring to the seminar along with any questions that emerge while reading. Which of the following sets of expectations best guarantees a collaborative environment during a Socratic seminar? A. Raising a hand and waiting to be called on to talk, supporting counterarguments with dynamic speech, and sitting near others with similar ideas B. Interjecting agreeable thoughts when a peer is speaking, initiating side conversations to solicit opinions, and asking peers probing questions C. Waiting to talk until others are finished, speaking to others respectfully, and acknowledging other viewpoints D. Expecting to be called on by the facilitator, opting out of intense conversations, and identifying improper peer behavior

Waiting to talk until others are finished, speaking to others respectfully, and acknowledging other viewpoints Option (C) is correct. Waiting to speak until others are finished, speaking to others respectfully, and acknowledging other viewpoints are all rules that foster effective collaboration in a Socratic seminar.

When considering the educational implications for a student with an intellectual disability, the teacher should primarily focus on A. modifying the general curriculum and implementing direct teaching strategies B. collecting data to measure ongoing academic progress in an adapted curriculum C. ensuring full access to all school-sponsored activities D. teaching social skills and developing a behavioral intervention plan

modifying the general curriculum and implementing direct teaching strategies Option (A) is correct. Modifying the general curriculum and implementing direct teaching are educational strategies that would have appropriate educational implications for a student with an intellectual disability.

At the beginning of the school year, norm-referenced assessment results for the previous school year are automatically mailed to parents. During the first week of school, a fifth-grade teacher receives a phone call from a parent who wants to know what a percentile score of 45 in mathematics means. To best answer the parent's question, the teacher should explain that the student A. is significantly below the statistical average for fourth-grade students B. answered 45 percent of the mathematics questions correctly C. performed the same as or better than 45 percent of students in the same grade D. is slightly above the statistical average for fifth-grade students

performed the same as or better than 45 percent of students in the same grade Option (C) is correct. The teacher should explain that the percentile score means that the student performed better than 45 percent of students in the same grade on the mathematics test. A student's percentile score indicates the percent of students in a particular group that received lower raw scores on a test than the student received. It shows the student's relative position among a group of students in the same grade who were tested at the same time of year.

It is essential for a teacher to understand the due process clause of the Fourteenth Amendment because it A. prescribes the procedures a school must follow to dismiss a teacher B. lists the reasons why a teacher can be dismissed C. identifies the personnel who must be present at a dismissal hearing D. requires a district to provide a teacher who has been dismissed with legal counsel

prescribes the procedures a school must follow to dismiss a teacher Option (A) is correct. The due process clause of the Fourteenth Amendment applies to public school districts and provides the minimum procedural requirements that each public school district must meet when dismissing a teacher who is tenured or has been dismissed for reasons that are constitutionally impermissible.

When faced with a learning task, self-regulated learners are most likely to A. set small goals to help meet the large goal B. ask for help when discouraged with the task C. look for external feedback about the success of their efforts D. analyze the task and delegate jobs to others

set small goals to help meet the large goal Option (A) is correct. A self-regulated learner will adopt a strategy, such as breaking a large goal into smaller goals, to achieve success.

A primary benefit of using rubrics to grade students' work is that rubrics A. place emphasis on student participation B. allocate time for students to review their work C. focus feedback on student errors D. state explicitly what is expected of students

state explicitly what is expected of students Option (D) is correct. A rubric is a coherent set of criteria for students' work that describes different levels of performance. When students have clear guidelines of the expectations, they are more likely to be successful on the assignment and to be assessed fairly on their performance.