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Quiz 7, Ch. 6: Schools

by: lambdalambdalambdas

Quiz 7, Ch. 6: Schools PSYC 2351

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About this Document

Ten multiple-choice questions from Chapter 6 of Adolescence by L. Steinberg.
Psychology of Adolescence
Dr. Miller
Class Notes
education reform, Psychology of Adolescence, school size
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This 4 page Class Notes was uploaded by lambdalambdalambdas on Sunday April 3, 2016. The Class Notes belongs to PSYC 2351 at University of Houston taught by Dr. Miller in Spring 2016. Since its upload, it has received 288 views. For similar materials see Psychology of Adolescence in Psychlogy at University of Houston.


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Date Created: 04/03/16
QUESTION 1  Critics of the No Child Left Behind Act argue that    a.  a single score is not representative of student skills    b.  assessments are not measuring skills like creativity, motivation, and persistence.    c.  teachers are spending too much class time "teaching to the test".    d.  all of the above.  QUESTION 2    To prepare for an exam, Marc memorizes the names and theories of researchers mentioned in  the textbook, and Suzanne compares each theory to the others. Who is using higher­order  thinking?    a.  Marc    b.  Suzanne    c.  both Marc and Suzanne    d.  neither Marc nor Suzanne  1 points    QUESTION 3  Which of the following statements about tracking is false?    a.  The quality of teaching is more or less the same in different tracks.    b.  Students who are tracked tend to socialize mainly with peers from the same academic group.    c.  Tracking can cause hostility between students in different tracks.    d.  Tracking procedures often discriminate against minority and poor students.  1 points    QUESTION 4  Ms. Willingham sets high standards for her students but is very responsive to their needs. What  type of teaching style is this characteristic of?    a.  autocratic    b.  authoritaria n    c.  authoritati ve    d.  permissive  1 points    QUESTION 5  Kerry and Kristie's teacher accidentally got their test scores mixed up and mistakenly thought  that Kerry was the more intelligent of the two girls. At the end of the year, her records  demonstrated that, indeed, Kerry had gained more and performed at a higher level than Kristie.  This is best thought of as an example of:    a.  goodness­of­fit.    b.  the self­fulfilling  prophecy.    c.  mainstreaming.    d.  higher­order thinking.                            1 points    QUESTION 6  Jacquelynne Eccles describes all of the following changes in school environment when moving  from elementary school to middle school or junior high school, except:    a middle and junior high schools are larger and more impersonal.  .    b teachers in middle and junior high schools feel more confident in their teaching abilities  .  compared to teachers in elementary schools.    c teachers in middle and junior high schools are less likely to trust their students.  .    d teachers in middle and junior high schools are more likely to believe that students' abilities are not  .  easily modified through instruction.  1 points    QUESTION 7  Mrs. Ainsworth, a social reformer, argues that schools need to emphasize higher­order thinking,  but this emphasis needs to be accompanied by a return to rigorous, universal performance  standards. What type of reform is she advocating?    a.  critical thinking­based reform    b.  back­to­basics reform    c.  standards­based reform    d.  college­prep reform  1 points    QUESTION 8  One potential explanation for the finding that gifted students who are integrated into regular  classrooms have more positive academic self­conceptions than those in special classes is:    a.  the Standing­On­The­Shoulders­of­Giants Effect.    b.  the Big­Fish­Little­Pond Effect.    c.  the Upward­Social­Comparison Effect.    d.  the Bird­in­the­Hand Effect.  QUESTION 9  Which of the following is not a benefit that small schools offer?    a.  more participation in extracurriculars by all students    b.  more students can take leadership positions and responsibility    c.  more varied instruction    d.  students feel more connected  1 points                              1 points    QUESTION 10  Which aspect of the school climate is the least important in influencing psychosocial  development during adolescence?    a.  class size    b.  teacher­student interactions    c.  use of classroom time    d.  standards and expectations   


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