Teacher Education Content Tests

Education Form A (4-00)

Please use a #2 pencil and answer the following questions on your bubble-sheet. Be sure to completely darken the bubble corresponding to your selected answer. Answer the questions as best as you can.

1. Melinda is a first-year teacher in a culturally diverse classroom. After a few months, she notices that she infrequently sees the parents of her Hispanic American students even though she speaks Spanish quite well and has communicated that to parents by sending home letters written in both English and Spanish. What is the most likely reason for what Melinda is perceiving as infrequent parent involvement?

a. They probably don’t like her because she is a female.
b. They probably are embarrassed that their Spanish isn’t correct.
c. They probably don’t want their child going to an English-speaking school.
d. They probably are not used to being involved in the school life of their children.

2. If cultural pluralism were part of a U.S. school, how would that affect a group of immigrant students from Portugal?

a. They would mingle together during school, but teachers would encourage them to become Americanized and make U.S. friends.
b. The school they attended would hold a "Portugal" month with banners and posters of Portugal in the hallways.
c. The teachers would treat the students from Portugal warmly and would make sure that the U.S. students would do the same.
d. The students from Portugal would be encouraged to treasure their culture, and teachers would provide ways for the U.S. students to learn about life in Portugal.

3. Teachers who are effective in teaching children with disabilities:

a. have students with disabilities work together in pairs.
b. find one teaching strategy that is most effective and stick with it.
c. are open to the idea of including students with disabilities.
d. let the special education teacher manage the disabled student’s program.

4. Which student group is probably under-represented because of current gifted identification practices?

a. Girls
b. Asian students
c. White males
d. Economically disadvantaged minority students.

5. What does the Individuals with Disabilities Education Act (IDEA) establish?

a. the right of non-English-speaking children to instruction in their native language.
b. the right of children and youth with disabilities to a free, appropriate public education.
c. the right of children and youth to a public education based on the wealth of the state, not the wealth of the community.
d. the right of families and students to examine the administrative records kept on the student.

6. What is the purpose of multiculturalism in schools?

a. to help assimilate immigrant students’ cultures into the mainstream of American life.
b. to reduce prejudice, foster tolerance, and improve the academic achievement of all students.
c. to support students in the maintenance and preservation of their own cultures.
d. to assimilate students into the "melting pot" of the United States as well as to foster students’ respect for the existence of various cultures.

7. Programs such as Title I of the Elementary and Secondary Education Act, Head Start, and Upward Bound were designed to assist students who:

a. are from a disadvantaged socioeconomic background
b. do not speak English as a first language..
c. have developmentally delayed speech.
d. are not very smart.

8. Interpretation of the implications of Title IX of the Education Amendment Act means that:

a. students with disabilities must be given an equal educational opportunity.
b. females must be offered equal opportunities for participation in a program that is funded by federal dollars.
c. females must be permitted to play on any team that is fielded at federal expense.
d. educational achievement awards of students must be equally distributed between males and females.

9. Which of the following best explains the underlying reason that dominant society wanted to teach Native Americans?

a. The whites’ goal was for greater social harmony and cultural understanding through educating Native Americans.
b. The whites believed that Native Americans would coexist more easily with whites if they knew how to read and write.
c. The whites wanted to teach Native Americans how to read and write so they could convert them to Christianity and destroy Native American culture.
d.The whites wanted to produce liaisons between the white American government and the Native American nations.

10. Historically, a common stereotype existed that Hispanic American children were intellectually less capable than European American children. Which of the following best describes how standardized testing compounded that misconception?

a. It demonstrated that Hispanic American children’s Spanish grammar was less logical than European American children’s English grammar.
b. Many standardized tests included advanced cognitive skills that many Hispanic American children could not perform.
c. The time limit on standardized tests was rigid, not allowing Spanish speaking children sufficient time to complete the tasks, and their scores suffered.
d. Standardized tests like the I.Q. test were culturally biased, because minorities typically were not exposed to the same curriculum as children from the dominant culture.

11. The traditional classroom structure works against students of lower SES because:

a. children from homes with lower incomes tend to be less intelligent.
b. of the mismatch between the cooperative orientation of many students from lower income and minority groups, and the competitive orientation of the school structure.
c. lower income and minority students are not receiving enough attention from their teachers.
d. they flourish in competitive activities.

12. Research on school desegregation shows that, in general, such programs have:

a. not raised student achievement, but have improved the quality of the education received.
b. helped in addressing problems in funding, socialization, technology
c. surpassed expectations by resulting in large achievement gains.
d. raised the achievement scores of students to a small degree. e. both b and d.

13. Children who experience academic difficulties due to lack of proficiency in English:

a. are sometimes assigned to special education.
b. are shown to have low IQ’s.
c. will never find a group with which to identify.
d. usually come from single-parent families.

14. Based on the work of researchers studying learning styles, students may differ in preferences associated with surroundings, and these differences:

a. have a limited effect on the student.
b. cannot predict which learning environment will be most effective for each student.
c. can predict which learning environment will be most effective for each student.
d. can predict the students who are in need of remedial education.

15. Which of the following would represent the best effort a teacher could undertake to respect cultural diversity in his or her classroom interactions with students?

a. Have the bulletin boards indicate an appreciation for one culture.
b. Allow other students to express diverse opinion.
c. Understand the implications of the various structures and roles of extended and nuclear families on the classroom.
d. Provide organizational patterns that result in segregation of some learners according to culture or social class.

16. According to the critics of the process of "tracking" in schools, one of the main criticisms is that it:

a. lacks emphasis on building the social skills necessary for children’s achievement in society.
b. promotes the needs of the lower track student to the detriment of high track students.
c. often creates low track classes that are predominately composed of students from higher socioeconomic backgrounds.
d. often creates low track classes that are predominately composed of students from lower socioeconomic backgrounds.

17. A main impact of the multicultural movement of today is to

a. promote the concept of the "melting pot."
b. value richness of cultures and the history and contributions of all people..
c. suppress the infusion of material in the school curriculum that conveys cultural differences.
d. promote much heated debate, but no tangible changes.

18. Research on African American students suggests that a common learning style is:

a. reflective.
b. visual/global.
c. field independent.
d. verbal/analytic.

19. All of the following are true about the Supreme Court’s decision in Brown v. Board of Education of Topeka (1954) EXCEPT:

a. the decision made the practice of separate but equal facilities in education unconstitutional.
b. the decision overturned an earlier Supreme Court ruling in Plessy v. Ferguson (1896).
c. the decision encouraged an already emerging Civil Rights movement.
d. the decision resulted in immediate desegregation of all public facilities.
e. the decision led to a protest in 1957 in Little Rock, Arkansas, by angry whites who refused to allow black students to attend the local high school.

20. With respect to the effect of inequitable school funding (i.e., schools with more money vs. schools with less money), which of the following statements do you think is true?

a. More school funding means smaller classroom sizes, which increases student learning.
b. More school funding means better materials and books, which increases student learning.
c. Less school funding means less qualified teachers, which decreases student learning.
d. None of the above are necessarily true.

21. Ms. Tolwina is having trouble with Teresa, one of her students. Teresa always looks at her feet when Ms. Tolwina speaks to her. What advice would you give Ms. Tolwina to help her solve her problem?

a. Teach Teresa the importance of eye contact in communication.
b. Don’t assume students aren’t paying attention when they don’t look you in the eye.
c. Don’t ask Teresa questions unless she is alone or outside of class.
d. None of the above

22. Ms. Wolinski teaches in an economically and culturally diverse district. She periodically sends home notices, announcements and "notes from the teacher." She notices several of her students consistently forget to bring back notes which need parent or guardian signatures. What do you feel is the most plausible explanation for the lack of report?

a. The children are probably forgetting or don’t care.
b. The teacher is probably disliked by the parents of the children who do not bring back the notes.
c. The notes are in English which may be difficult for some parents to read.
d. The parents are probably too lazy or don’t care

23. Ms. Arguelo wants to use culturally inclusive materials in her classroom of mostly African American students. She notices the current text depicts mostly European American male characters in the various subject roles. Which of the following should Ms. Arguelo do given her goal of cultural inclusiveness?

a. Use a text which depicts mostly African American characters in various roles.
b. Use district approved texts for the course because they are already evaluated for equitable content.
c. Evaluate additional texts for inclusive content or supplement current text with more inclusive materials.
d. Do not use any text at all, but build on student experiences and backgrounds.

24. Mr. Worksheet, a history teacher, has heard that there are cultural differences in learning styles and that students from many cultures learn better through the use of cooperative groups. He considers the use of multiple intelligence approaches as a type of learning style. Since he teaches in a diverse classroom setting, he decides to employ a cooperative learning approach that is "bodily-kinesthetic, linguistic, and interpersonal" according to Multiple Intelligence theory. Choose what you think is the best critique of his approach.

a. He has nicely accommodated various learning styles in his classroom.
b. He generalized learning styles across all members of ethnic groups.
c. He nicely blended cooperative learning with Multiple Intelligence Theory.
d. He has used the most essential intelligences from Multiple Intelligence Theory.

25. According to research and expert opinion, what is the most important way to get parents from a variety of cultural backgrounds to become involved in the education of their children?

a. Hold Parent-Teacher conferences on a variety of evenings.
b. Seek personal contact with parents and develop one-on-one relationships.
c. Send out classroom newsletters.
d. Give parents an opportunity to volunteer to help in class.

26. Ms. Miranda is a first-year teacher in a school district with a diverse population and with families who, generally speaking, have low incomes. She wants to invite successful professionals to her class to serve as models to show her students that they too can be successful professionals. Which of the following professional models do you think would convey this idea the best to her students?

a. Geta, an African-American physicist on faculty at a prestigious university in a neighboring city.
b. Yemita, an Hispanic-American who owns a local business.
c. Darla, a nationally renowned writer and author of "Contributions of Female Scientists in American History."
d. The Surgeon General.
e. All of the above.

27. You are conferring with a fellow teacher about a student in your class. In referring to the student, which statement do you think would be most appropriate? (Note: ADD=Attention Deficit Disorder)

a. "Craig, a student that was diagnosed with ADD, can have difficulty staying in his seat."
b. "My ADD student Craig has trouble staying in his seat."
c. "In the ADD group, I have Craig, he is always out of his seat."
d. "Craig, like most ADD students, has trouble staying in his seat."
e. "Craig is ADD and can’t stay in his seat very long."

28. The Dupont school district engages in a comprehensive effort to teach English to students who speak English as a second language. The goal of this effort is English proficiency. What do you think is the most likely short-term outcome?

a. Students will know the convention of the English language, but they will probably still have difficulty gaining a deep understanding of concepts of Western (American) culture.
b.There will be noticeable differences in standardized test scores among students who speak English as a second language.
c. Students will be more able to relate to each other.
d. Teachers will be able to use more traditional assessments

29. You are offered a teaching position at Central High School. To get a better idea of the school population, you look at the curriculum for the first semester of school in several subject areas. You observe that students will be studying Shakespeare's Tempest, Charles Dickens's Great Expectations, and 18th century British poets in the Junior English Lit class; In World History, students will be studying Ancient Rome, Ancient Greece, and the Crusades. In Art class, students will be studying the cave paintings in Spain and France, the French Impressionists, and the Dutch Masters. The curriculum is presented in the traditional lecture teaching strategy. Which of the following statements do you think is the best critique of this curriculum?

a. The curriculum covers classic material that all students should be exposed to.
b. The curriculum misses some of the better classic works in literature, history, and art.
c. The traditional lecture teaching strategy is not for all learners.
d. The curriculum consists only of European experiences.
e. The curriculum exemplifies diversity by covering a variety of countries/cultures (e.g., Spain, France, Dutch, Rome, Greece).

30. In a class discussion of current events, Ms. Wagner asks students to comment on the Gulf War. One student shouts with pride "My dad’s over there kicking Saddam’s butt!" Several students chorus approval, but one student, who immigrated from the Middle East, grabs their backpack and rushes out of the classroom visibly upset. Which general course of action (of the ones listed below) would you recommend to the teacher to promote conflict resolution in this instance?

a. Make time for discussion during this or the next class time so that students can learn of each other’s motives, feelings and perspectives on the issue.
b. Reprimand the student making the comment and ask them to apologize.
c. Reprimand the student who left for disrupting class and leaving without permission.
d. Have students each write a reflective paper on the war so that they can deal with their feelings and tell their perspective on the issue.
e. Report to the office that a student left the classroom and continue with class discussion.

31. Which of the following is the best example of utilizing community resources in the classroom?

a. Go to the local grocery store and observe people and send reports to local newspapers.
b. Study students in classroom.
c. Hold after-school functions for all in a community recreation center.
d. Use business and community leaders to implement a project that helps the community.

32. Mr. Villani, an excellent teacher, moves from a school in a suburban community on the outskirts of a large city to a large inner-city school with a much more diverse population. Which of the following is the best way for Mr. Villani to find out about the ethnic and cultural make-up of the community?

a. Reading a book about the community.
b. Volunteering in community organizations.
c. Getting the official Population Census.
d. Contacting the Chamber of Commerce.

33. Ms. Volgograd teaches in a large inner-city school. She invites parents of her classroom children to attend an after-school play. The play is a culmination of a 4 week, class-wide project. She is troubled by the poor turnout. What do you feel is the most plausible explanation for the lack of parental attendance?

a. Some parents or guardians work evening and nights and may not have been able to attend.
b. The absent parents or guardians are disinterested in their child’s education.
c. Some parents or guardians believe school should only take place during "normal" hours.
d. Many parents or guardians feel this type of activity is for fun and not for learning.

34. Mr. Ri facilitates a classroom discussion of "Family." He asks each student to tell the class what family means to them. He then has students compare and contrast their responses. Which statement do you feel is the best critique of Mr. Ri’s approach?

a. Mr. Ri is wasting valuable class time on an activity that does not clearly have a goal.
b. Mr. Ri is giving students an opportunity to become vocal in the class which may reduce their shyness during later discussions.
c. Mr. Ri is cleverly learning about the individual (and perhaps "non-traditional") family structures of his students.
d. Mr. Ri is clueless as to what the idea of family means and is relying on student definitions.

35. As an educational philosophy, "pluralism"

a. provides additional obstacles and problems for teachers to overcome.
b. allows for student diversity to become a strength in the classroom.
c. limits the amount of school time devoted to learning basic skills.
d. makes it easier for students who are immigrants to assimilate into a shared culture.

Ambrosio, A. L., (2000). Multicultural/Diversity Contest Test.

Education Form B (4-00)

Please use a #2 pencil and answer the following questions on your bubble-sheet. Be sure to completely darken the bubble corresponding to your selected answer. Answer the questions as best as you can.

1. If cultural pluralism were part of a U.S. school, how would that affect a group of immigrant students from Portugal?

a. They would mingle together during school, but teachers would encourage them to become Americanized and make U.S. friends.
b. The school they attended would hold a "Portugal" month with banners and posters of Portugal in the hallways.
c. The teachers would treat the students from Portugal warmly and would make sure that the U.S. students would do the same.
d.The students from Portugal would be encouraged to treasure their culture, and teachers would provide ways for the U.S. students to learn about life in Portugal.

2. Teachers who are effective in teaching children with disabilities:

a. have students with disabilities work together in pairs.
b. find one teaching strategy that is most effective and stick with it.
c. are open to the idea of including students with disabilities.
d. let the special education teacher manage the disabled student’s program.

3. Kyle and Rachel are meeting with their son’s teacher to discuss his individualized education plan (IEP) for the next school year. Their son, Don, has a learning disability that affects his reading skills. When the parents review Don’s IEP, they should expect to find:

a. information on how Don compares to the rest of the students in the class.
b. a complete list of curricular materials that will be used with Don.
c. the services that will be provided by the school for Don during the upcoming year and an assessment plan.
d. the maximum potential level that Don will achieve as an adult.

4. Inclusion of students with disabilities refers to:

a. including those students in school-wide activities.
b. including the study of a wide range of subject areas in the special education curriculum.
c. educating those students to the maximum extent appropriate in the regular classroom.
d. pairing those students up with regular education students.

5. Historically, a common stereotype existed that Hispanic American children were intellectually less capable than European American children. Which of the following best describes how standardized testing compounded that misconception?

a. It demonstrated that Hispanic American children’s Spanish grammar was less logical than European American children’s English grammar.
b. Many standardized tests included advanced cognitive skills that many Hispanic American children could not perform.
c. The time limit on standardized tests was rigid, not allowing Spanish speaking children sufficient time to complete the tasks, and their scores suffered.
d. Standardized tests like the I.Q. test were culturally biased, because minorities typically were not exposed to the same curriculum as children from the dominant culture.

6. 6. The traditional classroom structure works against students of lower SES because:

a. children from homes with lower incomes tend to be less intelligent.
b. of the mismatch between the cooperative orientation of many students from lower income and minority groups, and the competitive orientation of the school structure.
c. lower income and minority students are not receiving enough attention from their teachers.
d. they flourish in competitive activities.

7. Standardized test scores for high school students tend to:

a. overestimate women’s skills in language and math.
b. overestimate men’s skills in social studies and English.
c. estimate male and female skills as being the same.
d. underestimate women’s skills in language and math.

8. According to the critics of the process of "tracking" in schools, one of the main criticisms is that it:

a. lacks emphasis on building the social skills necessary for children’s achievement in society.
b. promotes the needs of the lower track student to the detriment of high track students.
c. often creates low track classes that are predominately composed of students from higher socioeconomic backgrounds.
d.often creates low track classes that are predominately composed of students from lower socioeconomic backgrounds.

9. A disadvantage of ability grouping is:

a. children in lower-ability classes may feel that they are less capable.
b. student performance in high-ability classes tends to decrease.
c. individual differences are too great to apply special programs.
d. teachers find it more difficult to teach.

10. Which of the following best illustrates learned helplessness as an explanation of failure by low socioeconomic status children?

a. Trina seeks help from her older sister in completing practically all of her homework assignments
b. Michel decides that he has no chance of passing the seventh grade or getting out of school
c. Brook never volunteers an answer, but hopes the teacher will call on her
d. Josh will compete only against smaller children while playing sports after school

11. Which of the following most clearly does not represents the concept of stereotyping?

a. "People from that region just aren’t ambitious."
b. "Boys should line up at the front, girls at the back."
c. "Manuel just doesn’t seem interested in spelling."
d. "If he’s one of ‘those’ people, tell him not to apply."

12. According to research evidence, which of the following statements about gender differences is true?

a. Boys tend to be punished more than girls.
b. Teachers tend to interact more with boys than with girls.
c. Textbooks today tend to be free of gender stereotypes.
d. Women are more likely than men to initiate comments in college classes.
e. Both a and b are correct.

13. In Rosenthal and Jacobson’s classic study of teacher’s expectations, Pygmalion in the Classroom, findings indicated that:

a. students who expected to do poorly had lower achievement than other students.
b. students expected to do well by their teachers had larger gains than other students.
c. teachers consciously work harder with the slower students.
d. when teachers subtly indicate they don’t think the students will succeed, the students try especially hard to succeed to prove them wrong.

14. Ethnocentrism is:

a. the tendency to ignore another race based on survival instincts.
b. the education of minority cultures.
c. the evaluation of another race and/or culture using criteria specific to one’s own culture.
d. the consistent effort to equalize all races and/or cultures.

15. Ms. Wolinski teaches in an economically and culturally diverse district. She periodically sends home notices, announcements and "notes from the teacher." She notices several of her students consistently forget to bring back notes which need parent or guardian signatures. What do you feel is the most plausible explanation for the lack of report?

a. The children are probably forgetting or don’t care.
b. The teacher is probably disliked by the parents of the children who do not bring back the notes.
c. The notes are in English which may be difficult for some parents to read.
d. The parents are probably too lazy or don’t care

16. Mr. Teachalot develops a lesson plan. His main learning objective is "students will understand more about African culture." His activities include presenting knowledge about customs and dress. He finishes with a fun, hands-on activity in which students make African beaded necklaces. Which statement do you feel is the best critique of this lesson plan?

a. The lesson plan has activities that are hands-on and engaging.
b. The lesson plan activities do not match the learning objectives.
c. The lesson plan trivializes content and does not deal with teaching usable cultural knowledge or skills.
d. The lesson plan balances "teaching knowledge about cultures" and "making the lesson fun."
e.  The lesson plan promotes an "appreciation of different cultures" and the activities give students positive feelings about others.

17. In practice, inter-cultural awareness and growth means that:

a. schools respect the language and culture of students in teaching and that students respect the multiple languages and cultures of the school in learning.
b. schools must be active in reaching out to the families of their students.
c. ultimately students must be able to deal with the learning structure of U.S. classrooms.
d. students and teachers respect each others points of view

18. Mr. Worksheet, a history teacher, has heard that there are cultural differences in learning styles and that students from many cultures learn better through the use of cooperative groups. He considers the use of multiple intelligence approaches as a type of learning style. Since he teaches in a diverse classroom setting, he decides to employ a cooperative learning approach that is "bodily-kinesthetic, linguistic, and interpersonal" according to Multiple Intelligence theory. Choose what you think is the best critique of his approach.

a. He has nicely accommodated various learning styles in his classroom.
b. He generalized learning styles across all members of ethnic groups.
c. He nicely blended cooperative learning with Multiple Intelligence Theory.
d. He has used the most essential intelligences from Multiple Intelligence Theory.

19. Ms. Algorithm, an enthusiastic first-year teacher likes to employ performance assessments (or authentic assessments) in her culturally and economically diverse classroom. She develops rubrics for many of her projects. Because she perceives different ability levels in her class, she develops two different rubrics for each task. The first rubric is made for students who she considers somewhat gifted. This rubric reflects high standards. The second rubric is a watered-down version of the first, and is designed for students who typically have difficulty in her class. Considering her assessment approach, what is the most likely outcome for her students?

a. The group receiving the "high standards" rubric will perform better and learn more.
b. Students receiving the "watered-down" rubric will score higher and feel good about themselves and their accomplishments.
c. Everyone will learn equally because the rubrics are based on their starting point and rate of learning.
d. All students will show an increase in self-esteem because they met the teachers expectations.

20. Teresea, a student who immigrated from Spain, scores below cognitive developmental norms on a U.S. test that was administered to Teresea in Spanish. Which of the following statements represents the best interpretation of these results?
a. Teresea is developmentally slow and should receive remedial services before she falls too far behind.
b. Tests of this type do not translate from English and this contributes to low scores.
c. The test norms were based on a U.S. population and cross-cultural comparisons are inappropriate.
d. Standardized tests tell us nothing about achievement or abilities.
21. Performance Assessments are thought to be sensitive to the various learning styles represented in the classroom. This is more likely the case when:

a. Students are given time to reflect and can demonstrate learning using a variety of modalities (e.g., multiple intelligences).
b. Students get to do something fun and hands on.
c. Students write reflective papers
d. Students are required to follow step by step instructions.

22. Mr. Manova wishes to develop an inclusive assessment practice in his classroom. Which of the following practices do you feel would best meet his needs?

a. Randomly questioning students to check for the group’s level of understanding.
b. Having students submit a reflective paper.
c. Having students to complete an end-of-unit-test which contains multiple choice AND essay questions.
d. Allowing students to choose various ways in which they can demonstrate their degree of learning.

23. Which of the following would you NOT consider when searching for gender and culturally inclusive teaching materials?

a. Texts that depict males and females equitably in various roles.
b. Classroom assessment that allows for different learning styles
c. Texts that depict males and females in non-traditional roles.
d. Materials using people from various cultures as models.

24. You are conferring with a fellow teacher about a student in your class. In referring to the student, which statement do you think would be most appropriate? (Note: ADD=Attention Deficit Disorder)

a. "Craig, a student that was diagnosed with ADD, can have difficulty staying in his seat."
b. "My ADD student Craig has trouble staying in his seat."
c. "In the ADD group, I have Craig, he is always out of his seat."
d. "Craig, like most ADD students, has trouble staying in his seat."
e. "Craig is ADD and can’t stay in his seat very long."

25. Ms. Recess is preparing a unit on World War II. She wants to take a multicultural approach to teaching the unit. Which of the following general strategies do you feel is most likely to be in line with her goal?

a. Use materials, speakers, media, etc. from various cultural perspectives and have students reflect on each activity.
b. Have students work in cooperative groups with each assigned to research a different cultural perspective on the economical, social and physical effects of the war.
c. Have students work independently on the historical facts of the war and orally present to the class about what they have learned.
d. Have students choose a character from the war, research the character, and write a diary from that character’s point of view.

26. Mr. Li wants to determine which of the students in his class are gifted or could be considered "high achievers." To make the process fun, he makes use of a game of facts (e.g., Jeopardy). Children compete against each other and are awarded points if they can give the correct answer before the other students. Which statement do you feel accurately critiques Mr. Li’s approach?

a. It is biased because not all students can demonstrate knowledge in competitive environments.
b. It is incomplete because it uses a single assessment to determine achievement level.
c. It is incomplete because it defines achievement only in terms of factual knowledge.
d. All of the above.

27. Ms. P. Edagogy decides to use a cooperative learning technique. She groups students based on their achievement level. She has several groups of "high achievers" and several groups of "low achievers." Based on research, which of the following is the best description of a likely outcome of her strategy?

a. It will promote faster and more effective learning because students can learn at their own level.
b. Higher achieving students will benefit, but low achieving students will not.
c. The teacher will not have unrealistic expectations for students in either type of group.
d. High achieving students will lose the opportunity to develop social skills and to learn by teaching others.
e.Cooperative learning will promote positive attitudes for fellow students.

28. Which of the following do you think would NOT be a good way to enhance self-esteem in your classroom?

a. Place students in similar ability groups so that each student will feel that they are achieving.
b. Incorporate student beliefs and values into the classroom by implementing student comments.
c. Help students give accurate evaluations of themselves as students.
d. Make sure students have mastered the necessary prerequisite knowledge and skills before assigning new tasks.

29. Jose’ has a great vocabulary for his age, using such words as "ambiguous" and "ingratiate" in his everyday speech. He is extremely knowledgeable in several areas and shows good leadership skills. Jose’ is getting poor grades, however, because, as he says, "schoolwork is too boring to bother with." Which of the following would you do in this situation to accommodate the needs of Jose’?

a. Continue to give the same assignments in hopes that Jose’ will learn that class work is important.
b. Provide projects for Jose’ to broaden his knowledge of several topics, and also occasionally give him opportunities to teach to his peers.
c. Try to encourage Jose’ to set her goals lower so she can get better grades.
d. Give Jose’ specialized assignments apart from the class so she will be challenged and develop her unique talents.

30. Of the 7 original types of "Multiple Intelligences" identified by Gardener, which are the two most emphasized in school success?

a. Logical-mathematical AND linguistic.
b. Spatial AND bodily-kinesthetic.
c. Interpersonal AND intrapersonal.
d. Musical AND bodily-kinesthetic.

31. On a standardized achievement test, Allejandro scored significantly below average on vocabulary, reading and writing. He scored higher in mathematical equations, but below average on mathematical story problems. What is the best interpretation of these scores?

a. Allejandro is not applying himself in vocabulary, reading and writing like he is in mathematics.
b. Allejandro is gifted in mathematics, but not in vocabulary, reading and writing.
c. Allejandro may have decreased English skills which inhibits language-based performances.
d. Allejandro is probably being more reinforced by his family and culture to perform better in mathematics.
e. Allejandro has logical-mathematical intelligence, but poor linguistic intelligence.

32. Traditionally in this society, European Americans have been the executers and possessors of power. One complex issue at the root of the multicultural movement is:

a. the sharing of power and privilege.
b. the struggle to see which group will dominate our society.
c. making people feel guilty and ashamed.
d. how to mainstream people of color into a dominant society.
e. to become familiar with diverse cultures.

33. Ms. Talia is approached by Dan, a 10^th grade student, who is concerned about his sexual orientation. Ms. Talia knows this is a controversial subject for the school and community. Which of the following courses of action do you think Ms. Talia should take to deal with this situation?

a. Ms. Talia should tell Dan that this is not an appropriate topic for school.
b. Ms. Talia should encourage Dan to change his sexual orientation to fit in with other students.
c. Ms. Talia should refer Dan to community agencies and resources so he can obtain assistance.
d. I do not think any of the above are appropriate actions.

Ambrosio, A. L., (2000). Multicultural/Diversity Contest Test.

Please feel free to email Dr. Tony Ambrosio, ambrosia@emporia.edu for a copy of the test key.

Please feel free to email Dr. Anthony Ambrosio, if you have any concern about the grant. Thank you.

---

Original website designed by Marcos A. Prono and Sarah J. Stump revised by John W. Parton.
Last revision: Oct. 2006