Test Bank for Educational Psychology: Theory and Practice, 12th Edition

Page 1 of 16

Test Bank for Educational Psychology: Theory and Practice, 12th Edition - Page 1 preview image

Test BankForEducational Psychology: Theory and PracticeTwelfth EditionRobert E. Slavin,John Hopkins University

Page 2 of 16

Test Bank for Educational Psychology: Theory and Practice, 12th Edition - Page 2 preview image

Page 3 of 16

Test Bank for Educational Psychology: Theory and Practice, 12th Edition - Page 3 preview image

iiiTable of ContentsChapter 1Educational Psychology: A Foundation for Teaching4Chapter 2CognitiveDevelopment10Chapter 3Social, Moral, and Emotional Development20Chapter 4Student Diversity38Chapter 5Behavioral and Social Theories of Learning46Chapter 6Cognitive Theories of Learning57Chapter 7The Effective Lesson69Chapter 8Student-Centered and Constructivist Approaches to Instruction79Chapter 9Grouping, Differentiation, and Technology90Chapter 10Motivating Students to Learn98Chapter 11Effective Learning Environments109Chapter 12Learners with Exceptionalities120Chapter 13Assessing Student Learning131Chapter 14Standardized Tests and Accountability144Answer Key153

Page 4 of 16

Test Bank for Educational Psychology: Theory and Practice, 12th Edition - Page 4 preview image

Slavin, Educational Psychology, Test Bank Chapter 14Chapter 1Educational Psychology: A Foundation for TeachingMultiple Choice Questions1) Which of the following is an accurate statement about the role of educational psychology inteacher preparation?a) Educational psychology is the study of learning theory as it relates to aspects ofeducation outside of the classroomb) Educational psychology aims to improve teacher candidates’ subject matter knowledgec) Educational psychology provides teachers with specific actions to improve classroomteachingd) Educational psychology provides teachers with research-based principles to guide theirteaching2) Effective teaching occurs best when a teacher is prepared with:a) Knowledge of subject matterand students’ background information.b) Subject matter and school expectationsc) Knowledge of subject matter and the skills to share that knowledged) Knowledge of subject matter, enthusiasm, and a positive attitude3) According to our text, pedagogyis the link between which of the following?a) What the teacher desires students to learn and students’ actual learningb) What the teacher knows and is able to communicate to the studentsc) What students desire to learn and what the teacher has knowledgeofd) What the teacher says and demonstrates thoughtfully to students.4) In addition to being able to carry out the many tasks of teaching, these traits are essential ingood teachers:a) A quick wit and great comedic timingb) An analytical mindsetfor numeric problem solvingc) Warmth, enthusiasm, and caringd) A fiery temperament

Page 5 of 16

Test Bank for Educational Psychology: Theory and Practice, 12th Edition - Page 5 preview image

Slavin, Educational Psychology, Test Bank Chapter 155) Intentional teachers are constantly thinking about:a) The outlooks they want for their students and assessments of outlooksb) What goals they and their studentsare trying to accomplishc) The ratio of student to teacherd) The faculty meeting agenda6) Teacher efficacy is the degree to which teachers do what?a) Believe they are able to build rapport with colleaguesb) Make effective decisions regarding studentlearning outcomesc) Believe their own efforts determine their students’ successd) Believe the efficacy of student outcomes is curriculum based7) How do intentional teachers achieve a sense of efficacy?a) By continually assessing their instruction results and trying new strategies if initialinstruction doesn’t workb) By reviewing a student’s IQ scores and making predictions about success or failurec) By focusing on home life factors that impact the student at schoold) By continually assessingthe crime rate and unemployment rates for their community8) Research finds that one of the most powerful predictors of a teacher’s impact on students is:a) Teacher candidate ACT scoresb) The teacher’s rank in high school standingc) The teacher’s ability to use technologyd) The teacher’s belief that what he or she does makes a difference9) For many years, each state in the United States has had its own standards, which areexpectations of what each child should know and be able to do in a given subject matter at agiven age. These standards are referred to as:a) Common Core State Standardsb) Department of Teacher Educator Standardsc) Gold Standardsd) Creative Curriculum

Page 6 of 16

Test Bank for Educational Psychology: Theory and Practice, 12th Edition - Page 6 preview image

Slavin, Educational Psychology, Test Bank Chapter 1610) Assessments intended to indicate how students are moving toward success in college andcareers are based on:a) Partnership Standardsb) College-and Career-Ready Standardsc) Gold Standardsd) OSHA Standards11) The aim of research in educational psychology is:a) To test the theories that guide the actions of those involved in educationb) To assess behaviors that occur in the classroom during instructionc) To identify learning styles and preferences exhibited by studentsd) To test principles of education used in planning learning outcomes12) Research-basedprofessional development opportunities offer teachers:a) Traditional approaches to educationb) Innovative methods that have yet to be evaluatedc) Methods known to make a difference in childrend) Approaches to a fast-track to learning13) According toour text, to become an intentional teacher you must first:a) Finish an approved PhD programb) Become a certified teacherc) Conduct an action research studyd) Attend graduate school14) One way toward becoming an intentional teacher in your beginningyears is to:a) Practice teaching in front of a mirror instead of spending time away at workshopsb) Seek a mentor who is an intentional teacher to guide you and share ideas with youc) Discourage others from observing you so you do not become inhibitedd) Keep confidential your successes and failures

Page 7 of 16

Test Bank for Educational Psychology: Theory and Practice, 12th Edition - Page 7 preview image

Slavin, Educational Psychology, Test Bank Chapter 1715) Many researchers and educators have bemoaned the limited impact of research ineducational psychology on teachers’ practices. Yet even if teachers are not aware of it, researchin education does have aprofound impact that is:a) indirectb) globally recognizedc) aggregate datad) inhibited16) Ms. O’Malley has a student named Tara in her second hour class. A majority of the timeTara is quiet and withdrawn. When reviewing Tara’s permanent record, Ms. O’Malley issurprised to see a long history of academic success. Ms. O’Malley asks herself a number ofquestions about this situation, considers some possible outcomes, and plans several strategiesto attempt to draw Tara into classroom activities. Ms. O’Malley is demonstrating her ability to:a) accept the limitations of her professional positionb) make decisions that influence the course of her workc) write better instructional objectivesd) respect her student’s right to educationalprivacy17) Mr. Jenkins is an avid reader of educational research. Mr. Jenkins is familiar with research inmathematics instruction which asserts a rapid pace of instruction increases achievement. YetMr. Jenkins students are in need of additional reinforcement of some key skills so he slows hisinstruction pace accordingly. Mr. Jenkins is demonstrating his ability to:a) teaching to the lowest common denominator of ability groupingb) rely on research findings implicitly without questioningc) reject research findings outright when classroom conditions do not support findingsd) apply a hefty dose of common sense and a clear view of what needs to be taught toresearch findings.18) Maura learns that research on beginning reading dramatically transformed curriculum,instruction and professional development for reading instruction. Maura realizes this type ofimpact of educational research upon teachers’ practices is:a)directb)indirectc)insubstantiald)unusual

Page 8 of 16

Test Bank for Educational Psychology: Theory and Practice, 12th Edition - Page 8 preview image

Slavin, Educational Psychology, Test Bank Chapter 1819) Taneesha is excited about teaching and eager to find more ideas that will help her duringher first year. Taneesha is disappointed to find her colleagues are worn out from years in theclassroom and outside responsibilities. No one seems to have time for her questions. Whatshould Taneesha do?a)report her colleagues to the principal and ask to be reassigned to a different teamb)seek virtual colleagues and professional development on the Webc)keep her questions to herself until her next meeting with her mentor next monthd)look for ways to makeherself happy and fulfilled outside of the classroom20) Thomas is excited about having been given a budget for professional development. Hewants to seek out the most effective teacher development opportunities so he asks hisdepartment chair forsuggestions. Thomas’s department chair is happy to help and suggests thatThomas seeks out professional development with:a) some sort of coaching or follow-up supportb) a printed certificate of completion for him to hang on the wallc) no requirements for online work outside of the workshop experienced) a well known professional development movement that was popular several years agoEssay Questions1)What personal and professional characteristics contribute to being an effective teacher?2)As a teacher candidate, how can you develop your teaching skills?3)Our text discussed the importance of being an intelligent consumer of research and theneed to not take every finding or expert’s pronouncement as truth. How can you becomean intelligent consumeror research?4)Develop a personal/professional development timeline and list all the tasks required inyour state to obtain teacher certification.5)Starting with your student teaching experience and continuing into your first job, you cancreate or take advantage of opportunities to develop your skills as an intentional teacher ina number of ways. Discuss some of the strategies mentioned in the text and one or two ofyour own idea for developing your skills as an intention teacher.

Page 9 of 16

Test Bank for Educational Psychology: Theory and Practice, 12th Edition - Page 9 preview image

Slavin, Educational Psychology, Test Bank Chapter 196)List and describe professional organizations and publications which will have value to youas a teacher.7)Intentional teachers are aware of resources available for professional learning andcontinually seek out materials and information that will assist them in working with theirparticular population. How can you find out more about your students and thecommunity? Describe ways in which you could locate resources to help the students inyour school and classroom.8)In our text, two teachers discuss encouraging creativewriting. Ellen Mathis, a newteacher, visits the classroom of Leah Washington. Describe some of the activities and thethought behind the lesson design that Ellen Mathis observes in Ms. Washington’sclassroom.9)As you experience success in the classroom,you will find yourself engaged in moreeffective practices. As you and your students experience success it is important that youshare your findings. Avenues for dissemination are endless. Please discuss ways inaddition to writing for professional journals that you can share your ideas.10)Our text shares the idea of virtual colleagues on the Web. What are some advantagesand disadvantages of teacher-oriented websites and blogs?

Page 10 of 16

Test Bank for Educational Psychology: Theory and Practice, 12th Edition - Page 10 preview image

Slavin, Educational Psychology, Test Bank Chapter 210Chapter 2CognitiveDevelopmentMultiple Choice Questions1) The termdevelopmentrefers to how people:a)Learn in response to environmental cuesb)Grow, adapt, and change over the course of their lifetimesc)Fulfill intellectualpotential and promised)Respond to demands placed upon them2) Nurture has a greater effect than nature on the following domain of development:a)Physical developmentb)Reflex developmentc)Moral developmentd)Motor development3) Ramona is a first year teacher.She prepared tirelessly all summer for a fifth-grade position.As school approached she learned the fifth-grade position was eliminated and instead she wouldfill a first-grade position. Ramona knows in order to be an effective teacher she will most needto:a)Take student physical development into account when arranging the classroomb)Be careful to model traditional gender roles for such young learnersc)Adapt her instruction to meet the district grade level objectivesd)Take into account her students’ ages andstages of development4) Continuous theories of development assume that development occurs:a)In a start and stop progression as individuals interact with the environmentb)Through indirect learning and skill acquisitionc)As parents’ genetic predisposition is passed on to offspringd)In a smooth progression as skills develop and the environment provides experiences

Page 11 of 16

Test Bank for Educational Psychology: Theory and Practice, 12th Edition - Page 11 preview image

Slavin, Educational Psychology, Test Bank Chapter 2115) Discontinuous theories of development focus on:a)Inborn factors rather than environmental influencesb)Environmental influences rather thangenetic factorsc)The importance of environment rather than heredityd)The detrimental effects of disruption in nurturing caregivers6) According to Piaget, knowledge comes from which of the following:a)Developmentb)Progressionc)Studyd)Action7) Piaget’s theoryof cognitive development proposes that:a)Intellectual development is a discontinuous processb)Development is based on an individual’s observation within a prepared environmentc)A child’s intellectual development progresses through distinct stagesd)Knowledge issomething to be transferred from an adult to the child8) Piaget believed that children are born with an innate tendency to make sense of their ownenvironments by creating:a)Dilemmasb)Equanimityc)Schemesd)Identity9) According to Piaget, the process of adjusting schemes in response to the environment bymeans of assimilation and accommodation is:a)Adaptationb)Scheme transitionc)Adjustment patternsd)Decentralization

Page 12 of 16

Test Bank for Educational Psychology: Theory and Practice, 12th Edition - Page 12 preview image

Slavin, Educational Psychology, Test Bank Chapter 21210) According to Piaget, assimilation occurs when:a)When a baby incorporates new objects into a schemeb)When a new object does not fit the existing schemec)When a baby using a favorite scheme to explore his worldd)After the developmental dilemma has been successfully resolved11) According to Piaget, accommodation occurs when:a)When a baby incorporatesnew objects into a schemeb)When a new object does not fit the existing schemec)When a baby using a favorite scheme to explore his worldd)After the developmental dilemma has been successfully resolved12) Sometimes, when old ways of dealing with the world simply don’t work, a child might modifyan existing scheme in light of new information or a new experience. This is a process called:a)Avoidanceb)Assimilationc)Accommodationd)Acculturization13) Piaget’s view of cognitive development as a process in which children actively build systemsof meaning and understanding of reality through their experience and interactions is known as:a)Behaviorismb)Metacognitionc)Interactive theoryd)Constructivism14) Which of the following best describes Piaget’s idea ofdisequilibrium?a)You find that what you expect to happen actually does happenb)You need to respond but cannot think of what to doc)You know what to do but your response doesn’t not workd)You feel uncomfortable about doing something but do it anyway

Page 13 of 16

Test Bank for Educational Psychology: Theory and Practice, 12th Edition - Page 13 preview image

Slavin, Educational Psychology, Test Bank Chapter 21315) Mr. Nicely often begins his lectures by presenting students with two ideas or observationsthat apparently conflict. He feels this method of presenting a paradox arouses students’ interest.From Piaget’s point of view, the teacher is making use of his students’ natural response to:a)Egocentrismb)Anticipatory setc)Transitivityd)Disequilibrium16) Piaget described cognitive development as a sequence of stages. Which of the followingrepresents his stages in developmental order?a)Sensorimotor, preoperational, concrete operational, formal operationalb)Preoperational, sensorimotor, concrete operational , formal operationalc)Concrete operational, sensorimotor, preoperational , formal operationald)Sensorimotor, preoperational, formal operational, concrete operational17) Two-year-old Lizzie encounters a squirrel and calls it “mouse.” Which of Piaget’s terms bestdescribes her thinking?a)Accommodationb)Assimilationc)Immatured)Sensorimotor18) Which of the following cognitive characteristics explains the difficultypreoperational childrenhave with the beaker of water problem (conservation of volume)?a) Object permanenceb) Egocentrismc) Centrationd) Hypothetical thought

Page 14 of 16

Test Bank for Educational Psychology: Theory and Practice, 12th Edition - Page 14 preview image

Slavin, Educational Psychology, Test Bank Chapter 21419) A student knows that if 2 + 5 = 7, then 7-5+2. This requires which of the following cognitivecharacteristics?a) Formal thoughtb) Reversibilityc) Transitivityd) Situational thought20) Which cognitive characteristic is Athena showing when she plays hide and seek and pulls thedrape over her head with the rest of her body showing believing no one will see her?a) Immaturity of thoughtb) Object relevancec) Egocentrismd) Same sight21) Which of the following is most likely to help a concrete operational child solve conceptualproblems?a)The problems are explained more than onceb)The problems involve objects and situations that are familiar to the childc)The child is older than the typical concrete operational learnerd)The child is instructed on problem solving methods22) Dahlia’s toy is covered by a blanket, but thechild does not remove the blanket to look for thetoy because he believes the toy is gone. This scenario shows an infant’s inability to grasp whichidea?a) Object stabilityb) Object statusc) Object conservationd) Object permanence

Page 15 of 16

Test Bank for Educational Psychology: Theory and Practice, 12th Edition - Page 15 preview image

Slavin, Educational Psychology, Test Bank Chapter 21523) During thepreoperational stage, children have the ability to do which of the following?a) Learn about their world through physical manipulation.b) Think about things and can use symbols to mentally represent objects.c) Develop a grasp of object permanence.d)Grasp the idea of conservation, for example that amount remains the same regardlessof container size.24) Max, a preschooler, explains that a sandwich cut into four pieces is more than a sandwichcut in half, demonstrating which characteristic common inthe preoperational stage?a) Conservationb) Constructivismc) Centrationd) Reversibility25) Seriation, an important task children learn during the concrete operational stage, ischaracterized by which ability?a) Arranging items with automaticityb) Arranging things in a logical progressionc) Disinterest in details such as volume or sized) Interest in disorder of details, as in “Where’s Waldo?”26) Transitivity involves the ability to:a) Move bilaterallyb) Arrange objects in sequencec) Change directiond) Infer relationships27) Children in the concrete operational stage have the understanding of space well enough todo which of the following?a) Draw a map from home to schoolb) Move hands on the clock to demonstrate understanding of timec) Think about future eventsd) Know the earth’s distance from the sun

Page 16 of 16

Test Bank for Educational Psychology: Theory and Practice, 12th Edition - Page 16 preview image

Slavin, Educational Psychology, Test Bank Chapter 21628) The formal operational stage emerges:a) Sometime around the eighteenth birthdayb) Unexpectedly, like a dropped weightc) Earlier in boys than in girlsd) Sometime around the onset ofpuberty29) In the formal operational stage, the preadolescent is beginning to think:a) Constructivelyb) Abstractlyc) Intelligentlyd) Reasonably30) You are teaching a tenth-grade class of average ability students. Your lesson involvesabstract ideas. Which of the following would be the most accurate supposition you could makeabout your class as you plan activities?a) Most of your students have not progressed beyond the concrete operational stage.b) Although many students may have reached the formal operational stage ofdevelopment, you can’t be sure those who have will be able to apply it to your lesson.c) All of the students should have mastered hypothetical reasoning at this stage andshould be able to handle the abstract concepts of the lesson.d) All of your students are ready to apply formal thought to the different aspects of yourlesson.31) The abilities that make up formal operational thought include:a) Metacognition, hypothetical weighing of negatives, and conceptual workings.b)Thinking abstractly, testing hypotheses, and forming concepts.c) Brainstorming, collaborating, and building.d) General articulation, critical thinking, and creative conceptualization.

Preview Mode

This document has 222 pages. Sign in to access the full document!

Report

Learning Tools

Writing Tools

Browse Resources

Test Bank for Educational Psychology: Theory and Practice, 12th Edition - Page 1

Study Now!

Document Details

Related Documents

Psychology - Social Psychology

Psychology - Research Methods in Psychology

Psychology - Psychology Treatments

Psychology - Psychology Stress and Health

Psychology - Psychology Sensation

Psychology - Psychology Personality

Psychology - Psychology Perception

Psychology - Psychology Motivation

Psychology - Psychology Memory

Psychology - Psychology Measurement and Statistics

Company

Explore

Study Tools