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Psychology for Educators – C913 (complete) > Chapter 5 > Flashcards

Chapter 5 Flashcards

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1
Q

Differences in the rules that govern how adults and children speak to one another and about public speaking

a. Verbal Communication Patterns
b. Nonverbal Communication
c. Time Orientation
d. Social Values
e. Instructional Formats

A

a. Verbal Communication Patterns

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2
Q

Differences in the meaning of eye contact

a. Verbal Communication Patterns
b. Nonverbal Communication
c. Time Orientation
d. Social Values
e. Instructional Formats

A

b. Nonverbal Communication

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3
Q

Differences in organizing activities around specific start and stop times

a. Verbal Communication Patterns
b. Nonverbal Communication
c. Time Orientation
d. Social Values
e. Instructional Formats

A

c. Time Orientation

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4
Q

Differences in the value of competition and working independently

a. Verbal Communication Patterns
b. Nonverbal Communication
c. Time Orientation
d. Social Values
e. Instructional Formats

A

d. Social Values

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5
Q
  • Differences in preferences for traditional instructional format, role-play, peer tutoring, small-group learning, slower pacing and use of stories
  • Differences in preferences for visual, written, and spoken formats, and for what and how to memorize.

a. Verbal Communication Patterns
b. Nonverbal Communication
c. Time Orientation
d. Social Values
e. Instructional Formats

A

e. Instructional Formats

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6
Q

is an economic and sociological combined total measure of a person’s work experience and of an individual’s or family’s economic and social position in relation to others.

A

Socioeconomic status (SES)

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7
Q

Ethnic historical figures whose values and behaviors are consistent with American mainstream culture are studied while individuals who have challenged the dominant are ignorant

a. Contributions Approach
b. Ethnic Additive Approach
c. Transformative Approach
d. Decision-making and Social Action Approach

A

a. Contributions Approach

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8
Q

An instructional unit composed of concepts, themes, points of view, and individual accomplishments is simply added to the curriculum

a. Contributions Approach
b. Ethnic Additive Approach
c. Transformative Approach
d. Decision-making and Social Action Approach

A

b. Ethnic Additive Approach

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9
Q

There is no one valid way of understanding people, events, concepts, and theses; there are multiple views, each of which has something of value to offer.

a. Contributions Approach
b. Ethnic Additive Approach
c. Transformative Approach
d. Decision-making and Social Action Approach

A

c. Transformative Approach

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10
Q

Incorporates components of all the other approaches and adds the requirement that students make decisions and take actions concerning a concept, issue or problem being studied

a. Contributions Approach
b. Ethnic Additive Approach
c. Transformative Approach
d. Decision-making and Social Action Approach

A

d. Decision-making and Social Action Approach

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11
Q

Teaching of one student by another (cultural differences lead to disequilibrium, then adaptation and cognitive growth)

a. Peer tutoring (or peer-assisted learning)
b. Cooperative learning
c. Mastery learning

A

a. Peer tutoring (or peer-assisted learning)

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12
Q

working in small, heterogeneous groups to help one another master a task

a. Peer tutoring (or peer-assisted learning)
b. Cooperative learning
c. Mastery learning

A

b. Cooperative learning

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13
Q

assumes most children can master the curriculum if certain conditions are established.

a. Peer tutoring (or peer-assisted learning)
b. Cooperative learning
c. Mastery learning

A

c. Mastery learning

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14
Q

What major demographic trends have influenced the makeup of the school-age population?
Choose 2

a. The number of children 5–18 years of age has remained constant.
b. Native-born birth rates are higher than immigrant birthrates.
c. The ethnicities of school-age children are increasingly non-Caucasian.
d. Immigrants are not included in the Census statistics.
e. Populations of Latino and Asian students are increasing.

A

c. The ethnicities of school-age children are increasingly non-Caucasian.
e. Populations of Latino and Asian students are increasing.

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15
Q

Why do teachers need to understand ethnocentrism?
Choose 4

a. Ethnic or social class differences may unconsciously impact a teacher’s perspective on students.
b. People tend to think about their own cultures as superior.
c. Students who subscribe to different value systems are likely to be poor students.
d. Teachers should moderate their own ethnocentric tendencies.
e. Teachers should use culturally congruent instructional tactics.

A

a. Ethnic or social class differences may unconsciously impact a teacher’s perspective on students.
b. People tend to think about their own cultures as superior.
d. Teachers should moderate their own ethnocentric tendencies.
e. Teachers should use culturally congruent instructional tactics.

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16
Q

Ms. Jones taught Navajo children for 16 years and will now teach on a Hopi reservation. What does Ms. Jones need to understand, going in to her new school assignment?

a. Navajos differ in physical appearance, dress, and hairstyle.	
b. Navajo and Hopi children are culturally different.	
c. All Native Americans share the same culture.	
d. Students’ cultural backgrounds do not affect their learning.
A

b. Navajo and Hopi children are culturally different.

17
Q

Immigration and birthrate patterns are expected to increase the population of white school-aged children in the next ten years.

a. True
b. False

A

b. False

18
Q

Hoc, a student who recently emigrated from Southeast Asia, never directly looks up when an adult addresses him. What might an observant teacher recognize as a rationale for his behavior?

a. He is not interested in what adults have to say.	
b. He is following his cultural norms by showing deference to adults.	
c. He is afraid of the teacher.	
d. He is trying to cover up his ignorance.
A

b. He is following his cultural norms by showing deference to adults.

19
Q

Why might the competitiveness and individualism of American schools be a problem for students from other cultural backgrounds?

a. Newly arrived immigrants tend to adopt American values uncritically.	
b. In order to fit in, students from other cultural backgrounds may become even more competitive than the typical student.	
c. Competition and individualism lead to lower achievement.	
d. Some cultures more highly value cooperation and family loyalty.
A

d. Some cultures more highly value cooperation and family loyalty.

20
Q

What does research consistently show about the effect of social class on school performance?

a. Minority students complete school at the same rate as Whites.	
b. Achievement gaps endure between students of color and Whites.	
c. Social class has no effect on achievement.	
d. Students from poor families overcompensate and achieve at high levels.
A

b. Achievement gaps endure between students of color and Whites.

21
Q

How can teachers avoid the damaging outcomes for students from the teacher expectancy effect?
Choose 3

a. Be honest and recognize one’s own prejudices.
b. Use every possible means for motivating students.
c. Accept that cultural stereotypes are accurate.
d. Use a variety of instructional techniques.
e. Take note of students’ characteristics, past achievements, and behavior records so you know what to expect from them.

A

a. Be honest and recognize one’s own prejudices.
b. Use every possible means for motivating students.
d. Use a variety of instructional techniques.

22
Q

Which of the following are among the basic approaches to multicultural education?
Choose 3

a. contributions approach
b. mainstream culture approach
c. transformative approach
d. Afrocentric approach
e. decision-making and social action approach

A

a. contributions approach
c. transformative approach
e. decision-making and social action approach

23
Q

When Ms. Smith describes her culturally diverse students, she says, “I love these children like my own. We are a family here.” What does Ms. Smith’s language indicate about her teaching attitude?

a. She is simply playing a role in order to win over her students.	
b. She is expressing a strong affinity for students.	
c. She believes that students from different cultural and ethnic backgrounds are more responsive to emotional statements than other students.	
d. She is trying to make such students feel better about their weak learning skills.
A

b. She is expressing a strong affinity for students.

24
Q

Why might a teacher oppose concentrating on basic skills with low-SES and minority students?

a. Minority and low-SES students are often deficient in those skills.	
b. Low-SES students do not need to acquire both basic and higher-level skills.	
c. Emphasizing basic skills can impede the teaching of higher-level skills.	
d. Basic skills will spontaneously be learned as a function of learning higher-level skills.
A

c. Emphasizing basic skills can impede the teaching of higher-level skills.

25
Q

Approaches to bilingual education are equally effective for all language-minority students.

a. True
b. False

A

b. False

26
Q

Research indicates that transition programs help ELL students acquire English proficiency more quickly than two-way bilingual programs.

a. True
b. False

A

b. False

27
Q

What findings are supported by the research to date on bilingual education?

a. Maintenance programs are more effective than two-way bilingual programs.	
b. English-only immersion leads to higher levels of achievement.	
c. Two-way bilingual students score higher than ELL students in English-only programs.	
d. All types of bilingual programs are equally effective at raising achievement.
A

c. Two-way bilingual students score higher than ELL students in English-only programs.

28
Q

What are advantages of using chat rooms and discussion boards with English Language Learners students?
Choose 3

a. Students may review and revise what they have written.
b. Students get help in improving their listening proficiency.
c. Students are likely to discuss topics other than academics.
d. Students who are anxious about mispronunciations can communicate by text.
e. Shy students are able to state their ideas without fear.

A

a. Students may review and revise what they have written.
d. Students who are anxious about mispronunciations can communicate by text.
e. Shy students are able to state their ideas without fear.

29
Q

What are the main principles of cultural pluralism?
Choose 3

a. A society should maintain the different cultures within it.
b. Immigrants should divest themselves of their old customs.
c. Each culture within a society should be respected.
d. Individuals do not have to give up their cultural identity.
e. America is a great melting pot of diverse cultures.

A

a. A society should maintain the different cultures within it.
c. Each culture within a society should be respected.
d. Individuals do not have to give up their cultural identity.

30
Q

What should a teacher working with students from different cultures be aware of?

a. All cultures operate from essentially the same set of norms.	
b. Culturally, Latino students prefer to work independently.	
c. The cultural norms of students may be different from those of the teacher.	
d. Independent learning is an Asian cultural norm.
A

c. The cultural norms of students may be different from those of the teacher.

31
Q

What are potential sources of ethnic misunderstanding?
Choose 3

a. verbal and nonverbal communication patterns
b. age
c. time orientation and social values
d. place of residence
e. instructional and learning processes

A

a. verbal and nonverbal communication patterns
c. time orientation and social values
e. instructional and learning processes

32
Q 
How is social class determined?
Choose 4

a. annual income
b. racial or ethnic group
c. occupation
d. amount of education
e. place of residence

A

a. annual income
c. occupation
d. amount of education
e. place of residence

33
Q

The three instructional strategies that are recommended most often by proponents of multicultural education are peer tutoring, cooperative learning, and mastery learning.

a. True
b. False

A

a. True

34
Q

What are important recommendations for promoting multicultural understanding and classroom achievement?
Choose 4

a. Encourage students to learn about one another’s cultures.
b. Avoid discussion of cultural conflict in school and the community.
c. Contact and work with parents of ethnic minority students.
d. Help students become aware of their ethnic groups’ contributions.
e. Explore cultural differences in perceptions, beliefs, and values.

A

a. Encourage students to learn about one another’s cultures.
c. Contact and work with parents of ethnic minority students.
d. Help students become aware of their ethnic groups’ contributions.
e. Explore cultural differences in perceptions, beliefs, and values.

35
Q

English-as-a-second-language (ESL) programs typically involve pulling students out of their regular classes and providing them with intensive instruction in English.

a. True
b. False

A

a. True

36
Q

What do the terms two-way bilingual, bilingual immersion, two-way immersion, and dual language signify in ESL instruction?

a. Immersion in English is the only medium of instruction, but students receive twice the amount of instruction.	
b. Two non-native languages are selected as the medium of instruction.	
c. Students receive subject matter instruction in two languages.	
d. The only medium of instruction is the student’s native language, but students receive twice the amount of instruction.
A

c. Students receive subject matter instruction in two languages.

37
Q

What purposes can chat rooms and discussion boards serve for ELL students?
Choose 4

a. Written work may be reviewed and revised.
b. ELL students who are fearful of mispronunciations may thrive.
c. In these forums, public speaking is easier for ELL students.
d. Shy ELL students can communicate in writing.
e. Cultural discussions are possible among students.

A

a. Written work may be reviewed and revised.
b. ELL students who are fearful of mispronunciations may thrive.
d. Shy ELL students can communicate in writing.
e. Cultural discussions are possible among students.

38
Q

Multimedia, hypermedia, email, and other technologies enhance opportunities for bilingual and ELL students to acquire English language skills.

a. True
b. False

A

a. True

Psychology for Educators – C913 (complete) (15 decks)

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