CHAPTER TWO
THE TEACHING PROFESSION
a.
Summer school is
rapidly expanding across the country because of increasing accountability.
b.
Summer school is
expanding in the inner cities but is decreasing in other parts of the country.
c.
Summer school
remains at about the same level as it has been for the last 20 years.
d.
Summer school is
decreasing because parents object to summer vacations being disrupted.
a.
The argument is
valid; in general the more time students spend in school the more they learn.
b. The argument is valid for low-achieving students but
not for high-achieving students; the more time low achievers spend in school
the more they learn, but no positive effect of lengthening the school year has
been found for high achievers.
c.
The argument is
valid for high-achieving students but not for low-achieving students; the more
time high achievers spend in school the more they learn, but no positive effect
of lengthening the school year has been found for low achievers.
d. The argument is not valid; in general, lengthening the
school year has not resulted in any significant learning increases for
students.
a.
Calendars that
increase the length of the school year by adding days beyond the traditional
180 days
b. Calendars that increase the length of the school year
by making summer school mandatory
c.
Calendars that
increase the number of days students spend in school by shortening traditional
vacations, such as the long winter
holiday break
d. Calendars that eliminate long summer holidays without
changing the total length of the school year
a.
Modified
calendars help prevent the negative impact of long summer vacations on learning
(“summer loss”).
b. Teachers prefer modified calendars to the traditional
calendar.
c.
Students and
their parents prefer modified calendars to the traditional calendar.
d. The cost of operating schools on modified calendars is
less than the cost of traditional calendars.
a.
Teachers lack the
energy to work with students throughout the calendar year.
b. Parents resist intrusions on family vacations and
other family activities.
c.
Schools lack the
administrative staff to run schools throughout the calendar year.
d. Students need a long summer break to assimilate what
they’ve learned during the traditional 180-day school year.
a.
Teachers’ work
weeks are slightly shorter than the 40-hour norm.
b. Teachers’ work weeks are approximately equal to the
40-hour norm (about 38-44 hours per week).
c.
Teachers’ work
weeks are slightly longer than the 40-hour norm (about 45-50 hours per week).
d. Teachers’ work weeks are much longer than the 40-hour
norm (about 50-60 hours per week).
a.
Teachers’ work
weeks are slightly shorter than the work weeks of other occupations requiring
bachelor degrees (about 38-44 hours per week).
b. Teachers’ work weeks are approximately equal to the
work weeks of other occupations requiring bachelor degrees (about 45 hours per
week).
c.
Teachers’ work
weeks are slightly longer than the work weeks of other occupations requiring
bachelor degrees (about 50 hours per week).
d. Teachers’ work weeks are much longer than the work
weeks of other occupations requiring bachelor degrees (about 55-60 hours per
week).
a.
About 25 percent
b. About 50 percent
c.
About 75 percent
d. About 90 percent
a.
Japanese teachers
spend only about half the time that American teachers spend directly involved
in instruction (with the rest spent on planning and conferring with
colleagues).
b. Japanese teachers spend slightly less time (about 10%
less) than American teachers spend directly involved in instruction.
c.
Japanese teachers
spend about the same amount of time as American teachers spend directly
involved in instruction.
d. Japanese teachers spend significantly more time (about
25% more) than American teachers spend directly involved in instruction.
a.
Japanese teachers
are significantly less professional than American teachers, since they spend so
much time in direct instruction that their autonomy is limited.
b. The professionalism of Japanese teachers is similar to
the professionalism of American teachers, since they are directly involved in
instruction about the same percentage of the time and have about the same
degree of autonomy.
c.
Japanese teachers
are slightly more professional than American teachers, since they spend a
slightly smaller percentage of their time in direct instruction and have more
autonomy than do American teachers.
d. Japanese teachers are significantly more professional
than American teachers, since they spend only about half as much time in
instruction and thus have much more autonomy and are more involved in school
governance.
a.
The length of the
school year in
b.
The length of the
school year in
c.
The length of the
school year in
d.
The length of the
school year in
a.
Organizing
different content areas, such as math and science, into interdisciplinary
blocks in junior high and high schools
b. Creating blocks for areas such as art, music, and
physical education that are not part of the core curriculum (math, language
arts, social studies, and science) in elementary schools
c.
Creating blocks
for basic skills areas—reading, writing, and math—in elementary schools
d. Increasing the length of class periods, such as
doubling the length of a typical class period, particularly in junior high and
high schools
a.
A rotating block
schedule
b. A four-by-four block schedule
c.
An
alternating-day block schedule
d. An integrated-day block schedule
a.
A rotating block
schedule
b. A four-by-four block schedule
c.
An
alternating-day block schedule
d. An integrated-day block schedule
a.
Elementary
schools are more personalized environments than secondary schools, and relationshiops with students are a source of satisfaction
in teaching.
b. Since elementary classrooms are self-contained,
elementary teachers have more autonomy than do secondary teachers.
c.
Elementary
teachers are generally considered to be more professional than secondary
teachers.
d. The length of elementary teachers’ workdays is
significantly shorter than that of secondary teachers.
a.
Because of
departmentalization secondary teachers generally have more autonomy than do
elementary teachers.
b. Because the students are more mature, teaching in
secondary schools is generally more satisfying than teaching in elementary
schools.
c.
Because they have
only one or two different preparation, secondary teachers’ workdays are
significantly shorter than the workdays of elementary teachers.
d. Departmentalization in secondary schools provides more
opportunities to focus on content areas of interest and share that interest
with students.
a.
Withitness
b. Overlapping
c.
Caring
d. Artistry
a.
Avoiding
communications and learning activities that might damage learners’ self-esteem
b.
Demonstrating tht you respect students by holding them to high standards
c.
Designing
learning activities to ensure that students are successful virtually all of the
time
d.
Telling the
students that you value each of them as an individual
Use
the following information for Items 19 and 20:
In
a study conducted by Boyer (1995), students were asked to identify
characteristic of a good teacher.
a.
Being able to
provide clear explanations of topics
b. Being able to maintain an orderly classroom
c.
Being
knowledgeable about what they were teaching
d. Being kind and friendly
a.
Being
knowledgeable about what they were teaching
b.
Being kind and
friendly
c.
Understanding
student problems
d.
Willingness to
spend time with students after school
a.
Withitness
b.
Overlapping
c.
Reflecting
practitioner
d.
Caring
professional
a.
reflection.
b. withitness.
c.
decision making.
d. caring.
a.
An environment in
which all the students know that the teacher cares about them
b. An environment in which all students are successful
c.
An environment
that has clear rules and standards for acceptable behavior
d. An environment that is orderly and focuses on learning
(1) Higher academic achievement
(2) More positive attitudes toward school
(3) More acceptable student behavior
(4) Better attendance rates
(5) Greater willingness to do homework
a.
1, 2, 3, 4, 5
b. 2, 3, 4, 5
c.
1, 2, 3, 4
d. 1, 3, 4, 5
(1)
Economic
barriers, such as parents holding more than one job and lacking resources such
as child care or transportation to and from school
(2)
Attitude
barriers, such as parents feeling home-schooled cooperation is unnecessary
since it is the parents’ job to parent and its’ the school’s job to educate
(3)
Cultural
barriers, such as parents having attended schools that were very different from
the ones their children are now attending
(4)
Language
barriers, such as children from homes where the first language is not English
a.
1, 2, 3, 4
b. 2, 3, 4
c.
1, 3, 4
d. 1, 2, 4
a.
Parents should be
involved in their children’s extracurricular activities but should avoid
involvement in activities directly related to what students learn in their
classes.
b. Parents should regularly communicate with the school
and should play an integral role in assisting their children’s learning.
c.
Parents should
communicate with the school and should be involved in their children’s
learning, but decisions that directly affect their children’s learning are left
in the hands of school professionals.
d. Parents are welcome in schools to promote communication
and support for their students, but learning decisions are left in the hands of
school leaders, such as principals and guidance counselors.
a.
30
b. 50
c.
75
d. 90
a.
The percentage of
total school staff that are teachers in the
b. The percentage of total school staff that are teachers in the
c.
The percentage of
total school staff that are teachers in the
d. The percentage of total school staff that are teachers
in the
a.
Men and women
each make up about half the teaching force.
b. Women make up slightly more than half the teaching
force.
c.
Women make up
about three fourths of the teaching force.
d. Women make up about 90 percent of the teaching force.
a.
The attempts have
been totally unsuccessful since the percentage of male teachers in elementary
schools ahs dropped significantly in the last 10 years.
b. The attempts have been largely unsuccessful since the
percentage of male teachers in elementary schools hasn’t changed significantly
in the last 10 years.
c.
The attempt shave
been somewhat successful since the percentage of male teachers in elementary
schools has increased about 10 percent in the last 10 years.
d. The attempts have been highly successful since the
percentage of male teachers in elementary schools has nearly doubled in the
last 10 years.
a.
In an elementary
school
b. In middle school science
c.
In high school
English
d. In high school social studies
a.
In an elementary
school
b. In high school math
c.
In high school
English
d. In special education
a.
About 13 percent
of the teaching force is made up of cultural minorities, but the percentage is
increasing rapidly (about a 10% increase per year).
b. About 13 percent of the teaching force is made up of
cultural minorities, and the percentage is increasing slightly (about a 2%
increase per year).
c.
About 13 percent
of the teaching force is made up of cultural minorities, and the percentage has
remained constant for the last 10 years.
d. About 13 percent of the teaching force is made up of
cultural minorities, and the percentage has decreased slightly over the last 10
years.
a.
Research
indicates that cultural minorities are generally more empathetic in dealing
with students than are non-minorities.
b. Research indicates that cultural minorities generally
have a better grasp of the content they’re teaching than do non-minorities.
c.
Research
indicates that cultur4al minorities better manage classrooms (i.e., maintain
acceptable student behavior) than do non-minorities.
d. Research indicates that the minority student
population is rapidly increasing, and leaders believe they need minority
teachers as role models.
(1)
The need for
minority role models
(2)
The need for
effective instructors of minority students
(3)
The need for
teachers who are knowledgeable in particular content areas
(4)
The need for
alternative perspectives
a.
1, 2, 3, 4
b.
2, 3, 4
c.
1, 3, 4
d.
1, 2, 4
a.
Teachers now
entering the workforce are more likely to be male, younger, and a member of a
cultural minority than those presently teaching.
b. Teachers now entering the workforce are more likely to
be female, older, and a member of a cultural minority than those presently
teaching.
c.
Teachers now
entering the workforce are more likely to be male, younger, and white than
those presently teaching.
d. Teachers now entering the workforce are more likely to
be female, younger, and white than those presently teaching.
a.
Low salaries
(salaries that are much lower than the salaries of other professionals)
b. Lack of rewards in teaching (such as lack of personal
or intellectual rewards)
c.
Difficult working
conditions (such as problems with student discipline)
d. Lack of opportunity for career advancement (such as no
increases in professional rank for veteran teachers)
a.
15 percent
b. 25 percent
c.
40 percent
d. 75 percent
Consider the complexities of teaching as you read
the following vignette, and then use this information to respond to Items
39-44.
Juan Alvarez is a fifth-grade teacher in urban
elementary school. He has 26 students, 4
of whom are absent, and he is working with a reading group of 8 while the
remaining 14 are working on a seatwork assignment. As Karen reads aloud, Juan sees Bill tapping Louanne on the back of her head with a pencil. Karen finishes, and Juan then asks Ariel to
read as he continues to watch Bill and Louanne. Bill taps Louanne
again, and she flails her arm back trying to hit him, just as the intercom
says, “Mr. Alvarez?”
“Yes,”
Juan responds.
“Is
Clarice Torres in your class today?”
“Yes,
she is.”
“Would
you please send her down to the office?”
“Clarice,”
Juan says nodding to her, smiling inwardly since announcements commonly occur
during his reading period.
Clarice
gets up and heads out the door, Juan tells Ariel to continue, and he gets up,
and he gets up, goes over to Bill and Louanne, and
warns Bill that another incident of misbehavior will result in a call to his
mother. Several of the students doing
seatwork look up as Juan admonishes Bill and hear s Juan say that Bill’s mother
is likely to be called. Juan then
returns to his reading group as he watches to be sure that Bill is working on
his seatwork.
a.
The multidimensional aspect of teaching
b. The public aspect of
teaching
c.
The unpredictable aspect of teaching
d. The artistic aspect of
teaching
a.
The multidimensional aspect of teaching
b. The immediate aspect of
teaching
c.
The public aspect of teaching
d. The artistic aspect of
teaching
a.
The immediate aspect of teaching
b. The artistic aspect of
teaching
c.
The public aspect of teaching
d. The simultaneous aspect of
teaching
a.
The immediate aspect of teaching
b. The multidimensional aspect
of teaching
c.
The public aspect of teaching
d. The simultaneous aspect of
teaching
a.
His withitness
b. His understanding of the
public aspect of teaching
c.
His artistry as a teacher
d. His pedagogical content
knowledge
a.
Withitness
b. Teacher artistry
c.
Pedagogical content knowledge
d. Overlapping