CHAPTER THREE
LEARNER DIVERSITY: DIFFERENCES IN TODAY’S STUDENTS
a.
culture.
b.
ethnicity.
c.
exceptionalities.
d.
socioeconomic status.
a.
culture.
b. ethnicity.
c.
exceptionalities.
d. socioeconomic status.
a.
Hispanic.
b.
African American.
c.
Asian/Pacific
Islander.
d.
Non-Hispanic
White.
a.
Students quickly
drop nonstandard dialects because they don’t want to appear as if they aren’t
“cool” or “withit” to their peers.
b. Students quickly drop nonstandard dialects because the
school curriculum uses standard English.
c.
Students are
sometimes reluctant to drop nonstandard dialects in favor of standard
English because the nonstandard dialect is the language of the home.
d. Students are sometimes reluctant to drop nonstandard
dialects in favor of standard English for fear of
alienating peers.
a.
Cultural
characteristics that detract from a group’s assimilation into American culture
b. Ability differences that detract from a student’s
success in school activities
c.
Peer values that
don’t support, and sometimes actually oppose, school learning
d. Learner exceptionalities that make acquiring certain
skills, such as reading, difficult
a.
The researchers
found that the families of these children placed heavy emphasis on the
importance of education and hard work.
b. The researchers found that these children were
innately superior to American children as measured by intelligence tests.
c.
The researchers
found that, because the children’s families had come from war-torn areas, teachers
gave the children added support and attention.
d. The researchers found that the children had virtually
no involvement in extracurricular activities, so they devoted all their
energies to academics.
a.
The participation
of African American students in the class increased.
b. The participation of African American students in the
class was not changed.
c.
The participation
of African American students was not changed but the answers the students gave
to the open-ended questions indicated less thought on the part of the students.
d. The participation of African American students
decreased.
a.
cultural inversion.
b. assimilation
c.
multicultural education.
d. culturally responsive teaching.
a.
Neighborhoods and
groups continue to celebrate unique cultural festivals and maintain cultural
habits.
b. Many people came to the
c.
The number of
minority students in
d. The achievement of some minority groups tends to lag
behind the achievement of white students.
a.
cultural
inversion
b. cultural assimilation
c.
cultural accommodation.
d. multicultural education.
(1) Accepting and valuing differences among
ethnic groups
(2) Emphasizing that all ethnic groups are
American
(3) Accommodating different cultural learning
styles
(4) Building on students’ cultural backgrounds
(5) Individualizing instruction for different
cultural minorities
a.
1, 2, 3, 4, 5
b. 2, 3, 4
c.
1, 3, 4
d. 1, 3, 4, 5
a.
Students who have
developed English language proficiency
b. Students whose first language is not English
c.
Students who are
native English speakers
d. Students who can read English but cannot yet speak
English
a.
They maintain the
native language at the expense of English.
b. They require teachers trained in the first language
(such as a teacher who speaks Spanish).
c.
They place
unreasonable learning demands on the students.
d. They maintain outmoded an ineffective ways of thinking
about the world.
a.
maintenance program.
b. transition program.
c.
immersion program.
d. English as a Second Language program.
a.
Newcomers are
learning English at a much slower rate than they have in the past (about half
as fast as they half in the past.
b. Newcomers are learning English at a slightly slower
rate than they have in the past (about 5% slower than in the past).
c.
Newcomers are
learning English at a rate that is about equal to past rates.
d. Newcomers are learning English more rapidly than they
have in the past.
a.
Explain
everything you do slowly and clearly so that your
non-native English speakers have time to try to grasp the language.
b. Use as many concrete examples as possible to provide
real and tangible reference points for new concepts and vocabulary.
c.
Have students
explain topics to other students in their own words, because students often
better identify with other students’ language than the language of the teacher.
d. Avoid having a classroom that is too highly
structured, since some cultural groups are not comfortable in highly structured
environments.
a.
Males are more
likely to be found in remedial and special education classes.
b. Males score lower on tests such as the SAT and ACT.
c.
Males receive
lower grades in school.
d. Males earn proportionally fewer bachelor’s degrees and
master’s degrees.
(1) Boys score higher than girls on standardized
tests, such s the SAT and ACT.
(2) Boys get higher grades than girls, and they
score higher on measures of writing ability.
(3) Boys earn a higher percentage of both
bachelor’s and master’s degrees.
(4) Boys have more behavior problems in school
than do girls.
(5) Boys are more likely to drop out of school than
are girls.
a.
1, 2, 3, 4, 5
b. 1, 3, 5
c.
1, 4, 5
d. 1, 3, 4, 5
a.
It is primarily
determined by genetics, which determines not only physical characteristics but
also factors such as temperament and verbal ability.
b. It is primarily environmental, resulting from
different treatment by parents, peers, and teachers.
c.
It is a
combination of genetics and environment, with both contributing in varying
degrees.
d. It is the result of gender-specific treatment during
infancy, resulting in behavioral traits that endure throughout life.
a.
Parental
attitudes and particularly the attitudes of fathers
b. Parental attitudes and particularly the attitudes of
mothers
c.
\Teachers’
subconscious discouragement of non-stereotypical careers (such as a teacher’s
subtly discouraging a girl from majoring in engineering in college)
d. The media portraying men’s and women’s careers in
stereotypic ways (such as computer scientists in the media usually being
portrayed as men)
a.
Girls
historically chose not to major in these areas, but the percentage of girls who
now major in them is rapidly increasing.
b. Girls remain less than half as likely as boys to
pursue careers in these areas.
c.
Girls now make up
slightly less than half of the college majors in these areas.
d. Girls now earn about 55 percent of the bachelor
degrees in these areas.
a.
Girls in
single-gender schools take fewer science courses than they take in traditional
school settings.
b. Boys in single-gender schools have higher levels of
character development than do boys in traditional school settings.
c.
Girls in
single-gender schools are more apt to assume leadership roles that are often
reserved for boys in traditional school settings.
d. Both boys and girls in single-gender schools develop
more gender-stereotyped attitudes of the opposite sex than they develop in
traditional school settings.
a.
Teachers ask boys
more questions than girls.
b. Teachers ask girls more questions than boys.
c.
Girls initiate
more questions than do boys, so teachers interact with them more often.
d. Teachers treat boys and girls nearly the same.
a.
15%
b. 30%
c.
50%
d. 80%
a.
Homosexual
students experience a much higher incidence of harassment than do students in
general (over 90% of gay students hearing antigay comments).
b. Homosexual students experience an incidence of
harassment similar to that of heterosexual girls (about 80% having experienced
some form of harassment).
c.
Homosexual
students experience less harassment than heterosexual girls but more than
heterosexual boys.
d. Homosexual students experience a level of harassment
similar to that of students in general, since many of their peers don’t know
that they’re homosexual.
(1)
On what continent
is
(2)
Who was Isaac
Newton?
(3)
How are a river
and a plateau alike?
(4)
A shirt priced at
$36 is marked 1/3 off. When it doesn’t
sell, the sale price is reduced by half.
What is the price after the second reduction?
(5)
How far is it
from
a.
1, 2, 3, 4, 5
b.
3, 4, 5
c.
3, 4
d.
1, 3, 4
a.
intelligence.
b. learning style.
c.
field dependence/independence.
d. impulsiveness and reflectiveness.
a.
Intrapersonal
intelligence
b. Visual-spatial intelligence
c.
Logical-mathematical
intelligence
d. Interpersonal intelligence
a.
Intelligence is
determined primarily by genetics, and it is only minimally alterable by experience.
b. Intelligence is determined primarily by the
environment, with genetics having only a minimal impact.
c.
Genetics and the
environment both make major contributions to intelligence.
d. Intelligence is determined primarily by genetics when
children are young (such as preschool), but later the environment is much more
important.
a.
b. Math and science
c.
d. Language arts and science
a.
organizing instruction is more difficult for low ability students
than it is for high ability students, and as a result, achievement is lowered.
b. low-ability students are usually more fearful of their teachers,
and as a result achievement is lowered.
c.
teachers tend to have lowered expectations for low-ability
student, and as a result, teachers tend to lack enthusiasm about their
instruction and stress conformity more than learning.
d. Teachers of low-ability students tend to have less
access to materials that enhance learning, and as a result achievement is
lowered.
a.
Homogeneously
grouped low-ability students achieve more than low-ability students placed in
classes with a variety of ability levels because of the extra help they receive
in classes designed for low-ability students.
b. Homogeneously grouped low-ability students achieve
more than low-ability students placed in classes with a variety of ability
levels because the pace of the classes designed for low-ability students is
slow enough to allow them to keep up.
c.
Homogeneously
grouped low-ability students achieve at about the same level as low-ability
students placed in classes with a variety of ability levels.
d. Homogeneously grouped low-ability students achieve
less than low-ability students placed in classes with a variety of ability
levels.
a.
intelligence.
b. culture.
c.
socioeconomic status.
d. learning style.
a.
having an impulsive learning style.
b. having a reflective learning style.
c.
being a field-dependent learner.
d. being a field-independent learner.
a.
She has an
impulsive learning style.
b. She has a reflective learning style.
c.
She has a
field-dependent learning style.
d. She has a field-independent learning style.
a.
The tendency of
some cultural groups to score lower on standardized measures of achievement.
b. The tendency of some cultural groups to favor
cooperation over competition among their members
c.
The tendency of
some groups to form resistance cultures, in which peer pressure devalues school
achievement
d. The tendency of some people to score very high on some
of
a.
We should be
aware that students are different and vary the way we teach.
b. We should try to match our instruction to the
individual learning styles of our students.
c.
We should assess
our students’ learning styles and group students according to the assessment
results.
d. We should try to do as much cooperative learning as
possible, because cooperative learning capitalizes on learning style
differences.
a.
field independence.
b. cultural inversion.
c.
learning style.
d. metacognition.
(1)
Students who are
mentally retarded
(2)
Students who are
learning disabled
(3)
Students who are
behaviorally disordered
(4)
Students who are
gifted and talented
a.
1, 2, 3, 4
b.
1, 2, 3
c.
1, 2
d.
1, 2, 4
a.
Students with
visual impairments
b. Students with mental retardation
c.
Students with
learning disabilities
d. Students with behavioral disorders
a.
Students with
exceptionalities should be taught in as normal a school setting as possible
while still meeting the students’ special academic, social, and physical needs.
b. Students with exceptionalities should be given as much
extra academic assistance as necessary to accommodate their special learning
needs and help them compete acceptably with non-exceptional students.
c.
Students with
exceptionalities should be provided with the extra counseling services needed
to help them maintain self-esteem and learn to cope with their physical,
emotional, and academic exceptionalities.
a.
Parents are
guaranteed involvement in all aspects of the evaluation of their children.
b. Students with exceptionalities must be laced in
environments as similar to the regular classroom as possible.
c.
Minorities must
have a mainstream form of test, rather than an IQ test, as the basis for
placement
d. All school-age children with exceptionalities must be
provided free public education.
a.
inclusion addresses both cognitive and social adaptations,
whereas mainstreaming does not.
b. mainstreaming is designed to help teachers accelerate learning for
students with exceptionalities, whereas inclusion is not.
c.
inclusion is intended to provide support within the classroom
for regular classroom teachers, whereas mainstreaming does not provide these
services.
d. mainstreaming provides a comprehensive web of services for learning
with exceptionalities, whereas inclusion does not.
a.
Persistent age-inappropriate
behaviors that result in social conflict, personal unhappiness, and school
failure
b. Persistent inattention and hyperactivity often
associated with difficulty in a single skill area, such as reading
c.
Persistent
classroom management problems, often leading to or resulting from school
failure
d. Persistent impairment in ability to adapt to the
requirements of the everyday world, often associated with low self-esteem
Items for Analysis and Critical Thinking
a.
Leroy is more
likely to be disobedient than is Don, so he is more likely to disregard the
directive.
b. Leroy is more likely than Don to misread Mrs.
Henderson’s directing, not interpreting it as a command.
c.
Leroy is less
likely than Don to be attentive, so he is more likely not to hear the
directive.
d. Leroy is more likely than Don to socialize with his
peers, so he is more likely to be off-task.
a.
Both Bill and
Michael are likely to be attentive and responsive in the lesson.
b. Michael is likely to be responsive, but Bill is likely
to drift off.
c.
Michael is more
likely than Bill to be uncomfortable in a lesson like
d. Bill is more likely than Michael to be uncomfortable
in a lesson like
Use
the following information for Items 47 and 48:
Tony, a high school junior, has a somewhat difficult time in school as compared to that of his peers, particularly with word problems in math and other areas that aren’t tangible. In spite off high motivation, he still struggles, and new situations and problems throw him more than they do his classmates. In order to succeed, he needs a lot of practice, and his approach is somewhat more mechanical than that of his peers. He comments, “I need to be able to ‘see it’ to understand it. Some of these ideas are just too abstract for me. Who cares about what would have happened if the Crusades had been more successful for Christianity? I can get it, though, if I get enough practice.” When Tony gets frustrated, he retreats to his room, where he plays his guitar; he has even done some of his own arrangements. Tony is very skilled at working with people, and some of his peers turn to