Boston Columbus Indianapolis New York San Francisco Hoboken
Amsterdam Cape Town Dubai London Madrid Milan Munich Paris Montreal Toronto
Delhi Mexico City Sao Paolo Sydney Hong Kong Seoul Singapore Taipei Tokyo
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Chapter 1 Objectives Relevant Test Items
Objective 1.1: Describe the key elements of the No Child Multiple Choice: 1-6
Left Behind Act and its successor, the Every Student Essay: 20
Succeeds Act, and discuss the continuing impact of testing
and accountability for teachers and students.
Objective 1.2: Discuss the essential features of effective Multiple Choice: 7-9
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teaching, including different frameworks describing what Essay: 21
good teachers do.
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Objective 1.3: Describe the methods used to conduct Multiple Choice: 10-17
research in the field of educational psychology and the Essay: 22
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kinds of questions each method can address.
Objective 1.4: Recognize how theories and research in Multiple Choice: 18-19
development and learning are related to educational Essay: 23
practice.
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Multiple Choice Questions
1. As a new teacher, you are eager to meet your 24 students. You are interested in
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the ethnic and cultural diversity of your students and their range of abilities and
needs. If the diversity among your students matches national statistical norms,
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how many children will you have with mild to severe developmental disabilities?
a. one
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b. two
c. three
C
d. four
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2. Nearly 15 million or 22% of children in America live in poverty. How does the
wealth in typical Black households compare to the wealth in typical White
households?
a. 18% as much wealth in typical Black households
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b. 11% as much wealth in typical Black households
c. 6% as much wealth in typical Black households
d. 25% as much wealth in typical Black households
3. Javier emigrated from Mexico with his family and is starting third grade with
minimal ability to speak English. Mrs. Foster has worked with other students like
Javier and can’t wait to see how much progress Javier will make in her class this
year. Mrs. Foster’s attitude seems to be evidence of:
a. the teacher’s sense of efficacy.
b. overly optimistic beliefs.
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