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Test Bank for Using Educational Psychology in Teaching, 11th Edition

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    Test Bank For Using Educational Psychology in Teaching Eleventh Edition Paul Eggen , University of North Florida Don Kauchak , University of Utah Prepared by Paul Eggen, University of North Florida

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    iii TABLE OF CONTENTS Introduction: To Instructors ................................ ................................ ................................ ......... 4 Chapter 1: Educational Psychology: Understanding Learning and Teaching .............................. 5 Chapter 2: Cognitive and Language Development ................................ ................................ .... 20 Chapter 3: Personal, Social, and Moral Development ................................ ............................... 52 Chapter 4: Learner Diversity ................................ ................................ ................................ ...... 83 Chapter 5: Learners with Exceptionalities ................................ ................................ ............... 102 Chapter 6 : Behaviorism and Social Cognitive Theory ................................ ............................ 133 Chapter 7: Cognitive Views of Learning ................................ ................................ ................. 160 Chapter 8: Complex Cognitive Processes ................................ ................................ ............... 198 Chapter 9: Knowledge Construction and the Learning Sciences ................................ ............. 230 Chapter 10: Motivation and Learning ................................ ................................ ....................... 251 Chapter 11: A Classroom Model for Promoting Student Motivation ................................ ........ 285 Chapter 12: Classroom Management: Developing Self - Regulated Learners ............................. 306 Chapter 13: Learning and Effective Teaching ................................ ................................ ........... 336 Chapter 14: Increasing Learning Through Assessment ................................ ............................. 363 Chapter 15 : Standardized Testing and Learning ................................ ................................ ........ 391 Cha pter 1 Answers ................................ ................................ ................................ ................... 411 Chapter 2 Answers ................................ ................................ ................................ ................... 416 Chapter 3 Answers ................................ ................................ ................................ ................... 426 Chapter 4 Answers ................................ ................................ ................................ ................... 435 Chapter 5 Answers ................................ ................................ ................................ ................... 441 Chapter 6 Answers ................................ ................................ ................................ .................. 450 Chapter 7 Answers ................................ ................................ ................................ ................... 459 Chapter 8 Answers ................................ ................................ ................................ ................... 470 Chapter 9 Answers ................................ ................................ ................................ ................... 479 Chapter 10 Answers ................................ ................................ ................................ ................... 486 Chapter 11 Answers ................................ ................................ ................................ ................... 497 Chapter 12 Answers ................................ ................................ ................................ ................... 504 Chapter 13 Answers ................................ ................................ ................................ ................... 514 Chapter 14 Answers ................................ ................................ ................................ ................... 523 Chapter 15 Answers ................................ ................................ ................................ ................... 532

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    Introduction: To Instructors iv IN RODUCTION : TO INSTRUCTORS This test bank accompanies the eleventh edition of Using E ducational Psychology in Teaching . The test bank is composed of multiple - choice and essay items, and providing you with a tool that you can use to increase your students’ learning is our primary goal . All the items are organized under the major headings of each chapter. The items are written at two levels of difficulty. Items that require knowledge and recall of factual information are listed under the heading “Knowledge - Level Items , ” and higher - level items are placed under the heading “Higher - Level Items” for each major section of eac h chapter. All multiple - choice ite ms have one best answer, and feedback for the correct answer is included for all the higher - level items. We realize that responding to higher - level items will require interpretation by your students. We have made every effort to make the items clear and unambiguous , and our goal in including the feedback is to provide explanations for the best answers in each case. You may also choose to share the information with your students as you discuss items on your quizzes and t ests and provide feedback . An explanation for suggested answers to all essay items is also included with the answers to the items in each chapter. If you have any questions or comments, please don’t hesitate to contact us. The quickest way to reach us is at the following email addresses: peggen@comcast.net , and don.kauchak@gmail.com . We wish you the very best in your teaching . Paul Don

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    Chapter 1: Educational Psychology: Understanding Learning and Teaching 5 CHAPTER ONE EDUCATIONAL PSYCHOLOGY: UNDERSTANDING LEARNING AND TEACHING Expert Teaching and Student Learning Knowledge - Level Items 1. Of the following factors, which contributes most to students’ learning and development? a. The curriculum that students follow b. The size of the classes students are in c. The students’ school facilities and extracurricular activities d. The students’ teachers 2. A person who is highly knowledgeable or skilled in a particular domain, suc h as physics, anesthesiology, or teaching is best describes as a(n): a. professional. b. expert. c. scholar. d. technician. 3. P eople’s professional knowledge and skills, social abilities, and personality attributes that contribute to a nation’s c ultural and economic advancement , best describes: a. effective teaching. b. expert teaching. c. human capital. d. human learning. 4 . Which of the following best describes expert teaching? a. Some people are natural teachers, and others are not. It is very difficult to acquire the skills needed to be an expert teacher without a great deal of natural ability. b. Some teachers possess more natural ability than others, but expertise can be acqu ired through study and practice. c. Expertise in teaching is acquired largely through experience in classrooms. d. Expert teaching in elementary schools is acquired through study and practice, but expert teaching in middle and secondary schools largely depends on teachers’ knowledge of content.

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    Chapter 1: Educational Psychology: Understanding Learning and Teaching 6 Higher - Leve l Items 5 . An elementary school decides to experiment with two different curriculum approaches to language arts. The first focuses on a whole language approach, and the second focuses on word - attack skills, such as phonics. If the schools’ results are consistent with patterns identified by research, which of the following is the most likely outcome? a. The whole - language approach will result in more student learning than will the approach emphasizing phonics in all the elementary grades. b. The approach emphasizing phonics will result in more student learning than will the approach emphasizing whole la nguage in all the elementary grades. c. The approach emphasizing phonics will result in more student learning in the lower elementary grades, but the approach emphasizing whole language will result in more learning in the upper elementary grades. d. Th e effectiveness of either approach depends on the knowledge and skills of the teacher implementing the program; one is not necessarily better than the other. 6. Research has identified a number of positive outcomes for students taught by expert teachers compared to students taught by teachers with less expertise. Which of the following is not one of those best describes the outcome for students taught by expert teachers compared to students taught by teachers with less expertise? a. Students taught by ex pert teachers are less likely to have children out of wedlock than are students taught by teachers with less expertise. b. Students taught by expert teachers are likely to earn higher salaries that are students taught by teachers with less expertise. c . Students taught by expert teachers are more likely to come to school socially mature than are students taught by teachers with less expertise. d. Students taught by expert teachers are more likely to attend college than are students taught by teachers with less expertise. 7 . Of the following, which statement most accurately describes the difference between expert teachers and their colleagues with less expertise? a. Expert teachers possess more professional knowledge and skills that do their colle agues with less expertise. b. Expert teachers have more experience than their colleagues with less expertise. c. Expert teachers care about their students more than their colleagues with less expertise. d. Expert teachers have degrees in specific fie lds, such as math or English, whereas less expert teachers do not have comparable degrees.

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    Chapter 1: Educational Psychology: Understanding Learning and Teaching 7 Essay Items 8 . Describe the difference between expert teachers and teachers with less expertise 9 . A number of differences exist between a “good” school and a school that is less good. However, one difference is be more important than any other. What is this difference? Educational Psychology, Expert Teaching, and Professional Knowledge Knowledge - Level Items 10 . The body of information and skills that is unique to an area of study, such as law, medicine, or teaching is best described as: a. professional knowledge. b. expert knowledge. c. background knowledge. d. formal knowledge . 11. Of the following, which description is most characteristic of beginning teachers? a. They are realistic, sometimes even pessimistic, about the extent to which they’ll be able to help young people from disadvantaged backgrounds. b. They believe that they will be more effective than teachers now in the field. c. They are unsure of their commitment to teaching. d. They go into teaching for material rewards. 12. Research indicates that effective teaching requires four kinds of pro fessional knowledge. They include: a. knowledge of content, general pedagogical knowledge, knowledge of learners and learning, and knowledge of human relations. b. knowledge of content, pedagogical content knowledge, general pedagogical knowledge, and knowledge of learners and learning. c. pedagogical content knowledge, general pedagogical knowledge, knowledge of learners and learning, and knowledge of human relations. d. knowledge of teaching skills, knowledge of learning styles, knowledge of stude nt learning, and knowledge of content. 13. Teacher abilities such as questioning and the ability to organize a classroom so it functions smoothly would best be described as: a. knowledge of content. b. pedagogical content knowledge. c. general p edagogical knowledge. d. knowledge of learners and learning. 14. The ability to find or create examples of topics so that the topics are meaningful to learners is best described as: a knowledge of content.

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    Chapter 1: Educational Psychology: Understanding Learning and Teaching 8 b. pedagogical content knowledge. c. general pedagogical knowledge. d. knowledge of learners and learning. 15. “You can’t teach what you don’t know” is a commonly stated maxim in teaching. Of the following, it most nearly describes: a. knowledge of content. b. pedagogical c ontent knowledge. c. general pedagogical knowledge. d. knowledge of learners and learning. 16 . Reflective practice is defined as: a. the spontaneous problem - solving effective teachers employ. b. the confidence to communicate with parents, other teachers, and administrators. c. the process of conducting a critical self - examination of one’s practice and thinking. d. the accumulation of day to day interactions that engaged teachers use when working with struggling learners. Higher - Level Ite ms 1 7 . Look at the following statement: Research recognizes that students do not passively receive information from teachers (like tape recorders), but instead construct their own knowledge of the topics they study as they attempt to make sense of the information. You understand this statement and prepare and deliver your instruction with this idea in mind. Your understanding most closely relates to: a. knowledge of content. b. pedagogical content knowledge. c. general pedagogical knowledge. d. knowledge of learners and learning. 1 8 . Hector is a middle school earth science teacher . He knows his students have difficulty understanding the geology of different land forms in our country . Knowing this, he has gone to the Internet and found a number of colored pictures of young mountains , mature mountains, young rivers, old rivers, and the same for plateaus. Recognizing that his students have difficulty with this concept and finding a way to better assist their learning, best illustrates Hector’s : a. domain - specific prior knowledge. b. general pedagogical knowledge. c. general prior knowledge. d. pedagogical content knowledge.

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    Chapter 1: Educational Psychology: Understanding Learning and Teaching 9 1 9 . Gretchen w ants to strengthen her American literature instruction during the next school year, so she enrolls in a master’s - level course that focuse s on American classics, such as The Scarlet Letter and To Kill a Mockingbird. By enrolling in this course Gretchen is illustrating her desire to increase her: a. knowledge of content. b. general pedagogical knowledge. c. general prior knowledge. d. pedagogical content knowledge. 20 . After studying educational psychology, Jeff Curry understands that the thinking of his high school students is concrete, e.g., they are able to understand abstract concepts like density, nationalism, or symbolism, for examples, only after seeing concrete illustrations of them. Without these illustrations, they attempt to memorize formulas or definitions that have little meaning for them. Of the following, the teacher’s understanding would best be described as: a . knowledge of learners and learning. b . knowledge of content. c . pedagogical content knowledge. d . general pedagogical knowledge. Use the following information for items 21 and 22. April Jackson’s students have difficulty understanding the concept pressure, tending to equate it with force. To try to help her students understand the difference, she stands with both feet on the floor and then stands with one foot on the floor. She then helps the students understand that the amount of force sh e exerts on the floor is the same on either one foot or both feet, but she exerts twice as much pressure on one foot, because the force is on a smaller area. 21. Her ability to represent the concept pressure in this way best illustrates her: a. knowledge of content. b. pedagogical content knowledge. c. general pedagogical knowledge. d. knowledge of learners and learning. 22. The way April represented her content — standing on one foot and then standing on two feet to show the students the d ifference between force and pressure is best described as a(n): a. simulation. b. model. c. case study. d. example.

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    Chapter 1: Educational Psychology: Understanding Learning and Teaching 10 U se the following information for Items 23 – 26. Kathy Krudwig, an educational psychology instructor, wants her students to understand the importance of teacher questioning as a means of involving students. She read a research study in which one group of teachers was trained to call on all their students as equally as possible, another group of comparable teachers received no t raining, and the results indicated that the trained teachers’ students achieved significantly higher than the other teachers’ students. She knows, however, that simply telling her students to ask many questions will be less effective than showing them som ething concrete, so she writes the following vignette and displays it on the document camera in her classroom. Mrs. Myers was having a difficult time getting her students to respond. She tried various high - interest activities, but they remained apatheti c. Finally, she tried a direct approach. She told them that she was going to call on each of them whether or not they had their hand up. She reminded them that she was there to help them if they had trouble answering. At first the process was very difficult, and she was exhausted at the end of the day, but within a week, the attention level and involvement of her students had increased significantly. Kathy also “practices what she preaches” by calling on all of her s tudents as equally as possible. 23. Of the following, the form of content representation best illustrated by the vignette Kathy displayed is best described as: a. an example. b. a case study. c. a simulation. d. a model. 24. We see that Kathy understood that “simply telling her students to ask many questions will be less effective than showing them something concrete.” Kathy’s understanding in this instance is best described as: a. knowledge of content. b. pedagogical content knowledge. c. knowledge of correlational research. d. knowledge of learners and learning. 25. Kathy’s ability to create her vignette to help her students reach her goal is best described as: a. knowledge of content. b. pedagogical content knowledge. c. general pedagogical knowledge. d. knowledge of learners and learning.

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    Chapter 1: Educational Psychology: Understanding Learning and Teaching 11 26. Kathy’s practicing what she preached by calling on her own students best indicates her: a. knowledge of content. b. pedagogical content knowledge. c. general pedagogical knowledg e. d. knowledge of learners and learning. 27 . Jack Ryan, a math teacher, uses lecture as his primary instructional strategy, and if his students are confused, he tries to explain the content even more clearly. Lucas Walsh, also a math teacher, use s a great deal of questioning with his students, varies his activities, and works hard to represent the content he teaches in ways that students can understand. Of the following, which is the most likely explanation for the differences between Jack’s an d Lucas’s approaches to teaching? a. Lucas has more experience than does Jack. b. Lucas understands math better than does Jack. c. Lucas has more native ability than does Jack. d. Lucas possesses more professional knowledge than does Jack. 28. “I’ m going to have the children practice on long - vowel sounds and blends during skills block tomorrow,” Ava Goodwin, a kindergarten teacher, says to herself as she plans for the next week. “I don’t think I’ve spent enough time on basic skills the past few wee ks.” Ava then spends more time on basic skills the next week. Ava’s concluding that she hasn’t been spending enough time on basic skills best illustrates which of the following characteristics of expert teaching? a. Decision making in ill - defined conte xts b. Reflective practice c. Pedagogical content knowledge d. A body of specialized knowledge 29. Raphael Sanchez represents the concept crustacean by showing his students a lobster, a crab, and shrimp and having them identify the characteristics they have in common. Which of the following is Raphael best applying by representing crustaceans in this way? a. Strategy 2 : Linking abstract concepts to concr ete representations from the National Council on Teacher Quality’s Six Strategies that Every New Teacher Needs to Know b. General pedagogical knowledge as a form of professional knowledge that all teachers should possess c. Principle 2: What students already k now affects their learning, from the Top 20 Principles from Psychology for PreK - 12 Teaching and Learning d. Principle 6: Clear, explanatory, and timely feedback to students is important for learning, from the Top 20 Principles from Psychology for PreK - 12 Teaching and Learning

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    Chapter 1: Educational Psychology: Understanding Learning and Teaching 12 3 0 . Which of the following best illustrates Principle 5: Acquiring long - term knowledge and skill is largely dependent on practice from the Top 20 Principles from Psychology for PreK - 12 Teaching and Learning? a. Grace Simek give s her 6 th graders several examples of different types of figurative language, such as simile, metaphor, and personification. b. Luna Rodriguez tries to ask questions, such as “Why?” and “How do you Know?” as often as possible in her teaching? c. Dyla n Jacobs is working with his 1 st graders on adding and subtracting whole numbers. After his lesson he has the students work on a seatwork assignment for several minutes and monitors their efforts. d. Jack Toner always provides detailed explanations for frequently missed items on both his homework assignments and on his weekly quizzes. 31. Mike Melvin, a 5 th grade teacher, is working with his students on adding and subtracting fractions with unlike denominators. However, on his homework assignments he also includes some problems that involve adding and subtracting fractions with like denominators. Then, w hen he moves to multiplying and dividing fractions, he also includes a problem or two where students must add and subtract fractions, with both like and unlike denominators. Which of the following six essential teaching strategies that all new teachers need to know, from the National Council on Teacher Quality is Mike most nearly applying with his homework practice? a. Strategy 5: Distributing practice b. Strategy 2: Linking abstra ct concepts to concrete representations c. Strategy 4: Alternating problems with solutions provided and problems students must solve d. Strategy 6: Assessing learning E ssay Items 3 2 . Describe and provide an example of each of the kinds of knowledge profes sional teachers possess. Items 3 3 and 3 4 are related. 3 3. Paul Hernandez stands at the front of his classroom and smiles broadly as his seventh graders stroll in for their first meeting. This is the day he's been waiting for, and he feels ready. He is confident that his double major in history and geography will make him a stellar teacher. He feels especially lucky in that he's obtained an emergency certificate and hasn't been forced to waste time in teacher education classes. Which type of professi onal knowledge is Paul most likely to have? Explain.

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    Chapter 1: Educational Psychology: Understanding Learning and Teaching 13 3 4 . Paul explains that geography influences a great many things about our lives, such as the location of major cities, the economies of different areas, and the lifestyles people adopt. This materi al is very interesting to him, and he’s a bit surprised that his students don’t seem to share the same interest. Paul’s approach to instruction suggests that he lacks two forms of professional knowledge. What are they? The Role of Research in Acquiring Professional Knowledge Knowledge - Level Items 3 5 . Which of the following is the best definition of research ? a. The process of making decisions about the best way to represent the content that is being taught b. The process of systematically gathering information in an attempt to answer professional questions c. The process of requiring students to demonstrate that they have met specified standards, and holding teachers responsible for students’ performance d. The p rocess of making changes in educational policy to more nearly meet the needs of students at all levels 36. Which of the following statements most accurately describes the role of research in teaching? a. It is the mechanism expert teachers use t o improve their practice. b. It is the process teachers use to help students understand abstract concepts. c. It is the mechanism expert teachers use to confirm commonsense understanding about teaching. d. It is the process teacher use to understa nd t heoretical problems that don't have direct application in classrooms. 3 7 . Researchers will often investigat e educational events, such as the impact of a certain teaching strategy on the achievement of students, using numerical dat a and statisti cal techniques. This process is best described as: a. qualitative research. b. quantitative research. c. descriptive research . d. longitudinal research. 3 8 . The use of surveys, interviews, or observations to identify people’s opinions and att itudes is best described as: a. quantitative research. b. correlational research. c. experimental research. d. qualitative research.

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    Chapter 1: Educational Psychology: Understanding Learning and Teaching 14 3 9 . Research that combines quantitative and qualitative approaches to trying to answer an educational question is best described as: a. descriptive research. b. correlational research. c. mixed - methods research. d. longitudinal research. 40 . Of the following, the best description of the type of re search that is most commonly conducted by teachers in their classrooms is: a. descriptive research. b. correlational research. c. action research. d. experimental research. 4 1 . When conducting action research, after identifying and diagnosing a p roblem that is important to you, the next step is to: a. use the results of the study to generate additional research. b. implement the findings to solve or improve a local problem. c . generalize the findings to other action research settings. d. systematically plan and conduct a research study. 42. Research in education has received a considerable amount of criticism over the years, with its lack of impact on classroom practice being one of the most important. Which of the following types of r esearch has become prominent in response to these criticisms? a . Design - based research b . Qualitative research c . Action research d. Qua ntitative research 4 3. Of the following, what is the best description of a theory? a. A series of related patterns that can be used as a basis for explanation and prediction. b. A large body of information that has limited value in the real world. c. An abstract description of events taking place primarily in the sciences. d. A series of descriptions and conjectures that don't have any basis in fact. 44 . Sets of related principles that are based on observations and are used to explain additional observations best define: a. pedagogical content knowledge. b. random assignme nt. c. research. d. theories.

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    Chapter 1: Educational Psychology: Understanding Learning and Teaching 15 45 . Of the following, the best description of the use of theories is to: a. rehearse and reflect. b. describe and correlate. c. explain and predict. d. inquire and experiment. Higher - Level Items 4 6 . A research study indicating that teachers who use concrete examples to illustrate their topics have students who score higher on their achievement tests than teachers who represent the ideas abstractly best illustrates what kind of research? a. Qualitativ e research b. Quantitative research c. Descriptive research d. Longitudinal research 4 7 . Amanda Jones is an educational researcher who uses a series of case studies to investigate factors related to the success of members of cultural minorities in col leges and universities. The type of research that Amanda does can best be described as: a. quantitative research. b. action research. c. mixed - methods research. d. qualitative research. 4 8 . Luisa Hernandez is an educational researcher. She surve ys everyone in the district to obtain their opinions about after - school enrichment programs. What type of research is best illustrated by Luisa’s efforts? a. Quantitative research b. Qualitative research c. Mixed - methods research d. Design - based research 49 . A research team from a nearby university collaborates with Felice Hernandez , a 5 th grade teacher, to examine the impact of concept maps, on students’ reading comprehension. A series of studies are conducted with Felice’s , and each study’s d esign depends in part on the results of the previous study. Of the following, which type of research is best illustrated by this description? a. Quantitative research b. Qualitative research c. Action research d. Design - based research

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    Chapter 1: Educational Psychology: Understanding Learning and Teaching 16 50. Ni kki Yudin, a middle school teacher, has recently read articles suggesting that homework doesn’t increase student learning. So, she decides to investigate the question. In two of her classes she gives homework as always, and in two other classes she assigns no homework. She follows this practice for one 9 - week grading period, and finds that the classes who did homework scored higher than her other two classes on her 9 - wee ks test. Which of the following types of research is best illustrated by Nikki’s study? a. Action research b. Qualitative research c. Mixed - methods research d. Design - based research 51. Researchers observe a sample of teachers and find that those who ask large numbers of questions have students who are more attentive than those who spend more time lecturing and explaining. They also interview a selected sample of students to determine stu dents’ emotional reactions to being asked large numbers of questions. Of the following which type of research is best illustrated by the researchers’ practices? a. Quantitative research b. Qualitative research c. Mixed - methods research d. Action research 5 2 . Yo u understand the statements “ People tend to display the same behaviors that they see other people display ,” and “People are more likely to imitate the behaviors of famous people than people who are less famous.” You realize that the statements are related and you then realize why movie stars and athletes are used to help companies sell their products. Of the following, what best describes the two related statements? a. Combined, they illustrate components of a theory. b. Combined, they illustrate expe rimental research. c. Combined, they illustrate critical decision making. d. Combined, they illustrate pedagogical content knowledge. 5 3 . You have studied a theory that focuses on the way people learn, and you understand the theory thoroughly. Of the following, which statement best describes how you will use this understanding in the real world? a. It provides you with information about the way people learn that you know to be true for all cases. b. It allows you to predict what kind of practice will likely result in the most learning. c. It provides you with a set of teaching rules, which if properly applied will almost always work. d. It provides you with knowledge and understanding, even though it has limited application for classroom practi ce.

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