Deck 2: Good Teaching: What Is Its Impact

Question 1

The belief that teachers can make little difference in their students' lives is most commonly based on the assumption that:

A) there will be opposition from parents.
B) there is widespread student apathy.
C) there are outdated administrative rules.
D) there are more powerful influences on students, especially poverty.

Answer 1

D

Question 2

According to Comer, parental involvement in schools

A) is required for student success.
B) has little impact on student success.
C) generally improves academic achievement.
D) has both negative and positive impacts overall.

Answer 2

C

Question 3

According to the How People Learn study, a common misconception regarding "constructivist" theories of knowing is that teachers:

A) Should only lecture to a class.
B) Should never tell students anything directly, but should always allow them to construct knowledge for themselves.
C) Should focus exclusively on student projects.
D) Need not know that material themselves in order to teach it to students.

Answer 3

B

Question 4

Bransford et al. believe that most students can learn more when teachers have a better grasp of

A) the history of education.
B) pedagogical techniques.
C) popular culture.
D) school politics.

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

A) doubt whether they can influence most students.
B) typically have a high view of their importance.
C) are divided on this question.
D) seldom consider this.

Question 6

Current research indicates that on the whole, teachers' potential impact on student learning is

A) modest.
B) significant.
C) insignificant.
D) limited to certain skills.

Question 7

Recent research cited by Haycock suggests that unequal student outcomes could be dramatically improved by placing a priority on

A) teacher quality.
B) school funding.
C) innovative curricula.
D) parental involvement.

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

A) the declining morals of society.
B) poor teacher education.
C) economic inequality.
D) single-parent homes.

Question 9

The Elementary and Secondary Education Act of 1965 attempted to strengthen public schools by

A) reorganizing school systems.
B) providing federal financial aid.
C) standardizing teacher certification.
D) stiffening graduation requirements.

Question 10

As graded schools evolved in the early twentieth century, the forces of standardization on teachers resulted in a

A) growth in their professional status.
B) reduction in their recordkeeping duties.
C) reduced emphasis on their individual instructional skills.
D) growing demand for more highly skilled teachers.

Question 11

Walker's study of segregated African American schools in the South revealed that parents and teachers displayed a strong sense of

A) academic excellence.
B) self-esteem.
C) entitlement.
D) unity.