Question 1

The belief that teachers can make little difference in their students' lives is most commonly based on the assumption that:&#10;A) there will be opposition from parents.&#10;B) there is widespread student apathy.&#10;C) there are outdated administrative rules.&#10;D) there are more powerful influences on students, especially poverty.

Accepted Answer

The assumption that teachers can make little difference in their students' lives is often based on the belief that there are more powerful influences on students, such as poverty. This is because poverty affects various aspects of a student's life, such as their access to resources and their home environment, which can have significant impacts on their academic performance and overall well-being. However, while poverty is a significant challenge, research has shown that effective teaching practices and supportive relationships with teachers can have positive outcomes for students, even in the face of adversity.

Question 2

According to Comer, parental involvement in schools&#10;A) is required for student success.&#10;B) has little impact on student success.&#10;C) generally improves academic achievement.&#10;D) has both negative and positive impacts overall.

Accepted Answer

Comer suggests that parental involvement in schools generally improves academic achievement.

Question 3

According to the How People Learn study, a common misconception regarding &#34;constructivist&#34; theories of knowing is that teachers:&#10;A) Should only lecture to a class.&#10;B) Should never tell students anything directly, but should always allow them to construct knowledge for themselves.&#10;C) Should focus exclusively on student projects.&#10;D) Need not know that material themselves in order to teach it to students.

Accepted Answer

The How People Learn study states that a common misconception about constructivist theories of knowing is that teachers should never tell students anything directly, but should always allow them to construct knowledge for themselves. This is not accurate as there is a balance between providing direct instruction and allowing for student-driven learning. Teachers can facilitate the construction of knowledge by providing guidance, posing questions, and encouraging inquiry.

Question 4

Bransford et al. believe that most students can learn more when teachers have a better grasp of&#10;A) the history of education.&#10;B) pedagogical techniques.&#10;C) popular culture.&#10;D) school politics.

Accepted Answer

According to Bransford et al., teachers can help students learn more by having a better grasp of pedagogical techniques, or effective teaching strategies. Understanding the best ways to present information and engage students is essential for promoting learning. While knowledge of the history of education, popular culture, and school politics can be helpful in certain contexts, they are not as directly relevant to improving teaching and learning as pedagogical techniques.

Question 5

In a recent Public Agenda Foundation study, when teachers were asked if they had as much influence on student performance as parents and environments, the results showed that teachers&#10;A) doubt whether they can influence most students.&#10;B) typically have a high view of their importance.&#10;C) are divided on this question.&#10;D) seldom consider this.

Accepted Answer

The study found that teachers are divided on whether they have as much influence on student performance as parents and environments.

Question 6

Current research indicates that on the whole, teachers' potential impact on student learning is&#10;A) modest.&#10;B) significant.&#10;C) insignificant.&#10;D) limited to certain skills.

Accepted Answer

Current research suggests that teachers' potential impact on student learning is indeed significant. While there are many factors that influence a student's academic success, teachers consistently rank among the most influential. Effective teachers have been shown to not only enhance students' academic achievement but also support their social and emotional well-being. However, it should be noted that the effectiveness of a teacher also varies widely based on their skills and experience.

Question 7

Recent research cited by Haycock suggests that unequal student outcomes could be dramatically improved by placing a priority on&#10;A) teacher quality.&#10;B) school funding.&#10;C) innovative curricula.&#10;D) parental involvement.

Accepted Answer

The research cited by Haycock suggests that teacher quality is a priority for improving unequal student outcomes. This is because high-quality teachers are able to effectively differentiate instruction, provide individual support to struggling students, and create a positive learning environment, all of which can contribute to improved student outcomes. While school funding, innovative curricula, and parental involvement can also play a role in improving outcomes, the research suggests that teacher quality should be the top priority.

Question 8

Christopher Jencks' 1972 book, Inequality: A Reassessment of the Effects of Family and Schooling in America, placed most of the blame for unequal student achievement on&#10;A) the declining morals of society.&#10;B) poor teacher education.&#10;C) economic inequality.&#10;D) single-parent homes.

Accepted Answer

Christopher Jencks' book identified economic inequality as the primary cause of unequal student achievement, rather than factors such as declining morals, poor teacher education, or single-parent homes.

Question 9

The Elementary and Secondary Education Act of 1965 attempted to strengthen public schools by&#10;A) reorganizing school systems.&#10;B) providing federal financial aid.&#10;C) standardizing teacher certification.&#10;D) stiffening graduation requirements.

Accepted Answer

The Elementary and Secondary Education Act of 1965 provided federal financial aid to strengthen public schools, particularly in low-income areas. The Act aimed to provide equal educational opportunities regardless of race or economic status. Though the Act did not reorganize school systems, standardize teacher certification, or stiffen graduation requirements, it did provide much-needed financial support to schools.

Question 10

As graded schools evolved in the early twentieth century, the forces of standardization on teachers resulted in a&#10;A) growth in their professional status.&#10;B) reduction in their recordkeeping duties.&#10;C) reduced emphasis on their individual instructional skills.&#10;D) growing demand for more highly skilled teachers.

Accepted Answer

As graded schools evolved and standardization became more prevalent, teachers were expected to conform to a set curriculum and instructional methods. This reduced the emphasis on their individual instructional skills, as they were expected to use standardized techniques and materials.

Question 11

Walker's study of segregated African American schools in the South revealed that parents and teachers displayed a strong sense of&#10;A) academic excellence.&#10;B) self-esteem.&#10;C) entitlement.&#10;D) unity.

Accepted Answer

The answer of Walker's study of segregated African American schools...

Deck 2: Good Teaching: What Is Its Impact