CHAPTER ONE
WHY BECOME A TEACHER?
a.
Short working
hours and long summer vacations
b.
Long summer
vacations and autonomy
c.
Autonomy and
professional status
d.
Working with
young people and contributing to society
a.
a salary supplement for sponsoring the school yearbook.
b. a former student coming back to visit you.
c.
a 2-week winter holiday vacation.
d. tenure after your third year of teaching.
a.
a high school senior coming back to visit you.
b. seeing students successfully predict the next number in the
sequence 1, 1, 2, 3, 5, 8…
c.
having one of your students come up to you and say, “I used
to hate math, but now I really like it.”
d. receiving a salary supplement for sponsoring the school’s math
club.
a.
a parent calling and thanking you for the extra help
you’ve given her daughter.
b. receiving a salary supplement for being the grade chairperson
for third grade in your school.
c.
seeing Melissa, one of your low-achieving students, improve
dramatically in her writing.
d. getting a hug or a “high five” from each of your students as
they enter the classroom in the morning.
a.
intrinsic reward in teaching.
b. emotional reward in teaching.
c.
extrinsic reward in teaching.
d. intellectual reward in teaching.
a.
Teacher status is
low, so it is a difficulty in teaching.
b. Teacher status is high, so it is an emotional reward
in teaching.
c.
Teacher status is
quite high, so it is an intellectual reward in teaching.
d. Teacher status is quite high, so it is an extrinsic
reward in teaching.
a.
They’re extrinsic
rewards in teaching.
b. They’re emotional rewards in teaching.
c.
They’re
difficulties in teaching.
d. They’re intellectual rewards in teaching.
a.
unfavorable work schedules.
b. lack of autonomy.
c.
job stress.
d. low-achieving students.
a.
factors that detract from teachers’ status.
b. factors that reduce teachers’ autonomy.
c.
factors that reduce the intellectual rewards in teaching.
d. factors that make teachers’ working conditions difficult.
a.
Working with
colleagues and administrators who lack human relation skills
b. Spending so much time on non-teaching duties like
filling out student progress reports that they don’t have time to teach
c.
Spending so much
time with parents of low-achieving students that they don’t effectively
organize instruction
d. Spending so much time in faculty meetings that they
don’t have enough preparation time
a.
Teacher salaries
are frequently cited as a major reason people leave teaching, but salaries are
improving.
b. Teacher salaries, the most common reason people leave
teaching, are falling further and further behind those of other professions.
c.
Teacher salaries
are rapidly improving and are now on par with those of other professions like
engineering.
d. Teacher salaries start lower than those of other
professions but catch up after 5 years of experience.
a.
$25,000
b. $35,000
c.
$45,000
d. $55,000
a.
$20,000
b. $25,000
c.
$30,000
d. $35,000
(1) Money that is
awarded to schools because students’ test scores in the schools increased
(2) Money that is
awarded to teachers for needed materials such as supplementary textbooks
(3) Money that is added
to teachers’ base salaries for teaching in high-need areas, such as math,
science, and special education
(4) Money that is added
to teachers’ base salaries based on principals’ evaluations
a.
1, 2, 3, 4
b. 1, 3, 4
c.
1, 2, 4
d. 3, 4
a.
Teachers
overwhelmingly favor merit pay; about 95 percent are in favor.
b. Teachers generally favor merit pay; about two thirds
are in favor.
c.
Teachers have
mixed reaction about merit pay; about half are in favor.
d. Teachers are generally opposed to merit pay; about two
thirds are opposed.
a.
Teacher salaries
in private schools are slightly higher (about 2%-5%) than teacher salaries in
public schools.
b. Teacher salaries in private schools are lower (about
30%) than salaries in public schools.
c.
Teacher salaries
in private schools are approximately the same as teacher salaries in public
schools.
d. Teacher salaries in private schools are slightly lower
(about 2%-5%) than teacher salaries in public schools.
(1) Higher salaries
(2) Smaller classes
(3) Smaller school bureaucracy
(4) Greater parental involvement
a. 1, 2, 4
b. 1, 2, 3, 4
c. 2, 3, 4
d. 1, 3, 4
18. If
you teach in a typical school, the number of students per class you can most
likely expect is
a. 15-20
b. 20-25
c. 25-35
d. 35-40
19. The student-teacher ratio (number of students per teacher) is best described as a(n)
a. physical condition of teaching.
b. psychological condition of teaching.
c. intrinsic condition of teaching.
d. extrinsic condition of teaching.
20. Which of the following is the best label for this description: “A developing aspect of teaching characterized by a specialized body of knowledge, emphasis on decision making, reflection, autonomy, and ethical standards for conduct”?
a. Pedagogical content knowledge
b. General pedagogical knowledge
c. Reflection
d. Professionalism
21. Which of the following are considered to be characteristics of a profession:
(1) A specialized body of knowledge
(2) Extended training for licensure
(3) Autonomy on the job
(4) Supervision by superiors
(5) Ethical standards for conduct
a. 1, 2, 3, 4
b. 1, 2, 3, 5
c. 2, 3, 4, 5
d. 1, 2, 4, 5
22. Teaching skills, such as questioning or the ability to organize and maintain ordely classroosm, is best described as
a. a knowledge of content.
b. pedagogical content knowledge.
c. general pedagogical knowledge.
d. knowledge of learners and learning.
a.
pedagogical content knowledge.
b. general pedagogical knowledge.
c.
knowledge about teachers and learners.
d. knowledge of the profession.
a.
decision making.
b. ethical behavior.
c.
pedagogical content knowledge.
d. knowledge of the profession.
a.
professional.
b. school principal.
c.
school guidance counselor.
d. technician.
a.
a teaching license.
b. an autonomous working
environment.
c.
National Board certification.
d. professional pedagogical certification.
a.
Professionalism
b. Rewards
c.
Autonomy
d. Ethics
a.
It is a statement describing the characteristics of teachers as
professionals.
b. It is a statement describing
the intrinsic rewards in teaching.
c.
It is a statement describing a principle from a Code of Ethics.
d. It is a statement describing
the autonomy of teachers as they practice their craft.
(1) Teachers lack rigorous training.
(2) Teaching isn’t an important institution in our society.
(3) Teachers lack a unique function.
(4) Teachers don’t have the autonomy characteristic of professionals.
(5) Teachers aren’t held accountable for student learning.
a. 1, 2, 3, 4
b. 1, 2, 3, 5
c. 2, 3, 4, 5
d. 1, 3, 4, 5
30. Critics of education argue that teaching isn’t a profession because teachers aren’t held accountable for student learning. Which of the following is the most accurate statement related to this assertion?
a. Just as teachers don’t lose their jobs if their students don’t meet prescribed standards, physicians also don’t lose their rights to practice if a prescribed medication fails to improve a patient’s condition.
b. Although the statement is true at the present time, teaching will become a profession if and when teachers are held accountable for their students’ learning.
c. The statement is false, since high-stakes tests are now being given in most states so that teachers are now being held accountable for student learning.
d. The statement is irrelevant because student learning is impossible to measure, making teacher accountability also impossible.
31. “Suggested changes in teaching and teacher preparation intended to increase the amount students learn” are best described as
a. codes of ethics.
b. increasing professionalism.
c. standards-based education.
d. reforms.
32. We best describe teachers who “thoughtful, analytical, and even self-critical about their teaching” as
a. artistic.
b. reflective.
c. scientific.
d. practical.
33. “Focusing curriculum and instruction on predetermined criteria” best describes
a. accountability.
b. standards-based education.
c. educational reforms.
d. codes of ethics.
34. Requiring students to demonstrate that they have met specified standards or that they demonstrate understanding of the topics they study as measured by standardized tests and ho9lding teachers responsible for students’ learning best describes
a. teacher autonomy.
b. accountability.
c. educational reform.
d. high-stakes tests.
35. The PRAXIS series is best described as
a. support given first-year teachers to help them make the transition into the classroom.
b. experiences provided for teachers that allow them to practice classroom skills.
c. a test given to teachers designed to measure their readiness for teaching.
d. a series of moral dilemmas designed to measure teachers’ understanding of their professional codes of ethics.
36. Of the fooling the most accurate meaning of the term PRAXIS is
a. putting theory into practice.
b. practicing skills in schools.
c. providing support for the first-year teachers.
d. exit criteria for teachers.
37. Which of the following is the best description of the statement “The teacher understands how children learn and develop and can provide learning opportunities that support their intellectual, social, and personal development?”
a. It is a statement taken from the NEA Code of Ethics.
b. It is a description of one of the INTASC principles.
c. It is a statement taken from the description of the No Child Left Behind Act.
d. It is a statement taken from the description of teachers as advanced professionals.
38. Which of the following are accountability provisions of the No Child Left Behind Act?
a. It is an amendment to the National Education Association Ode of Ethics.
b. It is one of the INTASC principles.
c. It is an attempt by several states to increase the professionalism of teaching.
d. It is an accountability reform sponsored by the federal government.
39. Which of the following are accountability provisions of the No Child Left Behind Act:
(1) All states are required to create standards for what every child should know at all grades.
(2) Independent agencies (agencies outside school districts) sponsored by the federal government will determine the extent to which standards are being met.
(3) Students attending schools that fail to make adequate yearly progress for 2 years in a row can transfer to another school.
(4) Schools, districts, and states must keep records of performance to document achievement of different groups of students by race, ethnicity, gender, and English proficiency.
a. 1, 2, 3, 4
b. 1, 3, 4
c. 1, 2, 4
d. 1, 4
40. Of the following the most common criticism directed at high-stakes tests is
a. the tests fail to measure achievement in important areas of the curriculum, and as a result they aren’t a valid measure of student achievement.
b. the tests are very time consuming and difficult for teachers to grade.
c. the tests narrow the curriculum by forcing teachers to focus primarily on the subjects measured by the tests.
d. the tests take too much time to administer and score, leaving teachers with less time to devote to instruction.
41. Jana Juarez illustrates the concept of dominant and recessive genes by playing two radios simultaneously. The students can hear one but not the other. As Jana questions the students, she reminds them that both radios are playing but the sound of one drowns out the other. Jana’s ability to represent a topic like genetics in this way best illustrates
a. knowledge of content.
b. pedagogical content knowledge.
c. general pedagogical knowledge.
d. knowledge of learners and thinking.
42. “I don’t understand why they can’t seem to be able to use longitude and latitude to find exact locations,” Konminko Jones, a seventh-grade geography teacher, said to herself out loud, seeing that her students weren’t doing well on a quiz. “I don’t think I went through enough examples,” she thought. “They’re trying to simply memorize some rules. I’m going to re-teach it next week, and I’m going to do it differently. I know that I can get them to understand it.” Of the following which is the best description of Kominko’s thinking?
a. She is demonstrating pedagogical content knowledge.
b. She is demonstrating general pedagogical knowledge.
c. She is demonstrating a high level of ethics.
d. She is demonstrating a reflective attitude.
Use the following vignette for Items 43 and 44:
Four teachers were talking in the teachers’ lounge. “What are you doing?” Manuel asked.
“I just got my Elementary School Journal today,” Juanita responded. “They always have an article of two that help me. This one has a good article on what we can do to get kids from disadvantaged backgrounds to be more conscientious about their work. I work so hard, but I really need the help.”
“Wow, impressive,” Manuel waved. “How in the world do you have time to read journals? I can barely keep my head about water with all the paperwork.”
“Me, too,” said David, who was sitting nearby. “Besides, there isn’t much we can do for some of these kids. Doing extra reading isn’t going to help all that much. I’d rather have someone tell me how to get to behave.”
“It isn’t quite that bad,” Rey retorted. “I know these kids have trouble, but we have to try as hard as possible to help them.”
43. Based on the evidence in the vignette, the teacher who displayed behavior most characteristic of a professional was
a. Manuel.
b. Juanita.
c. David.
d. Rey.
44. Based on the evidence in the vignette, the teacher who displayed behavior least characteristic of a professional was
a. Manuel.
b. Juanita.
c. David.
d. Rey.
45. Kevin is a very difficult student. In spite of using every technique you know, you have difficulty in preventing him from disrupting your class. In response to your frustration with him, Jack, one of your colleagues, says, “I hate doing it, but sometimes we have no choice. You simply have to put him down. I had him last year, and embarrassing him was the only thing that worked. You may have to go that far.” Of the following what is the best assessment of Jack’s suggestion?
a. His suggestion is consistent with teachers’ professional code of ethics, since one student doesn’t have the right to disrupt the learning for others.
b. His suggestion is not consistent with teachers’ professional code of ethics, since the code says that a teacher “shall not intentionally expose the student to embarrassment.”
c. His suggestion is consistent with teachers’ professional code of ethics, since the code says that “the education profession is vested by the public with a trust ad responsibility requiring the highest ideals of professional service.”
d. His suggestion is not consistent with teachers’ professional code of ethics, since teachers are responsible for maintaining a safe and orderly classroom.
46. “I’m going to use a paragraph,” Manuel Maniere thought as he started writing a vignette to illustrate the concept of adjectives. “They think that adjectives are words that go just before nouns, and plus, they understand parts of speech better if they’re in context. I’ll use exciting because it comes after a noun, and I’ll use running because it looks like a verb, and home looks like a noun. Then I’ll use words like soon, very, and incredibly, as non-examples since they’re adverbs.” The following is the paragraph he wrote to use in his lesson:
John and Karen drove together in his old car to the football
game. They soon met their very best
friends, Latoya and Michael, at the large gate near the entrance. The game was incredibly exciting, and because
the team’s running game was in high gear, the home team won by a bare margin.
Of
the following Manuel’s efforts best illustrate
a.
general pedagogical knowledge.
b. professional ethics.
c.
knowledge of the profession.
d. decision making.
Use the following vignette for Items 47 and 48:
Students at Baker
County High School (BCHS) all have to pass the Comprehensive Assessment Measure
(CAM), which focus on reading, writing, and math. BCHS is “graded” on the students’
performance, and the school receives bonus funds from the state if BCHS
students perform well on the
a.
educational reform.
b. type of accountability.
c.
high-stakes test.
d. prescribed standard.
a.
standards-based education.
b. accountability.
c.
educational reform.
d. teacher autonomy.
a.
He is preparing
pedagogical content knowledge.
b. He is demonstrating accountability.
c.
He is responding
to a high-stakes test.
d. He is preparing a professional portfolio.