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Praxis PLT k-6 (ETS based questions) with correct answers
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Praxis PLT k-6 (ETS based questions) with correct answers
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Praxis PLT k-6 (ETS based questions)with correct answers
Ability iigrouping. ii- iiAnswers ii-The iiprocess iiof iiplacing iistudents iiof iisimilar iiabilities iiinto
iigroups, iiand iiattempting iito iimatch iiinstruction iito iithe iineeds iiof iithese iigroups.
Authentic iiactivity. ii- iiAnswers ii-Approach iito iiinstruction iisimilar iito iione iistudents iimight
iiencounter iiin iithe iioutside iiworld.
Cognitive iiapprenticeship ii- iiAnswers ii-Mentorship iiin iiwhich iia iiteacher iiand iia iistudent
iiwork iitogether iion iia iichallenging iitask iiand iithe iiteacher iigives iiguidance iiabout iihow iito
iithink iiabout iithe iitask.
Collaboration ii- iiAnswers ii-A iiphilosophy iiabout iihow iito iirelate iito iiothers—how iito iilearn
iiand iiwork.
Collective iiself-efficacy ii- iiAnswers ii-Shared iibelief iiof iimembers iiof iia iigroup iithat iithey
iican iibe iisuccessful iiwhen iithey iiwork iitogether iion iia iitask.
Deductive iireasoning ii- iiAnswers ii-Process iiof iidrawing iia iilogical iiinference iiabout
iisomething iithat iimust iibe iitrue, iigiven iiother iiinformation iithat iihas iialready iibeen
iipresented iias iitrue.
Expository iiinstruction ii- iiAnswers ii-Approach iito iiinstruction iiin iiwhich iiinformation iiis
iipresented iiin iimore iior iiless iithe iisame iiform iiin iiwhich iistudents iiare iiexpected iito iilearn
iiit.
Guided iiparticipation ii- iiAnswers ii-A iichild's iiperformance, iiwith iiguidance iiand iisupport,
iiof iian iiactivity iiin iithe iiadult iiworld.
Heterogeneous iiability iigrouping ii- iiAnswers ii-A iistrategy iithat iigroups iistudents iiof
iivaried iiability iiinstead iiof iiby iigrade/age iilevel.
Inductive iireasoning ii- iiAnswers ii-Collecting iidata iito iidraw iia iiconclusion iithat iimay iior
iimay iinot iibe iitrue.
Learner-centered iiinstruction ii- iiAnswers ii-Approach iito iiteaching iiin iiwhich iiinstructional
iistrategies iiare iichosen iilargely iion iithe iibasis iiof iistudents' iiexisting iiabilities,
iipredispositions, iiand iineeds.
,Learner-directed iiinstruction ii- iiAnswers ii-Approach iito iiinstruction iiin iiwhich iistudents
iihave iiconsiderable iisay iiin iithe iiissues iithey iiaddress iiand iihow iito iiaddress iithem.
Learning iistrategy ii- iiAnswers ii-Intentional iiuse iiof iione iior iimore iicognitive iiprocesses
iifor iia iiparticular iilearning iitask.
Problem-based iilearning ii- iiAnswers ii-Classroom iiactivity iiin iiwhich iistudents iiacquire
iinew iiknowledge iiand iiskills iiwhile iiworking iion iia iicomplex iiproblem iisimilar iito iithose iiin
iithe iioutside iiworld.
Reciprocal iiteaching ii- iiAnswers ii-Approach iito iiteaching iireading iiand iilistening
iicomprehension iiin iiwhich iistudents iitake iiturns iiasking iiteacher-like iiquestions iiof
iiclassmates.
Antecedents ii- iiAnswers ii-Stimuli iithat iiprecede iiand iiinduce iibehaviors.
Applied iibehavior iianalysis ii- iiAnswers ii-Systematic iiapplication iiof iistimulus-response
iiprinciples iito iiaddress iia iichronic iibehavior iiproblem.
Attributions ii- iiAnswers ii-Personally iiconstructed iicausal iiexplanations iifor iia iisuccess iior
iifailure.
Attribution iitheory ii- iiAnswers ii-Theoretical iiperspective iifocusing iion iipeople's
iiexplanations ii(attributions) iiconcerning iithe iicauses iiof iievents iithat iibefall iithem, iias
iiwell iias iion iithe iibehaviors iithat iiresult iifrom iisuch iiexplanations.
Cognitive iidissonance ii- iiAnswers ii-Feeling iiof iimental iidiscomfort iicaused iiby iinew
iiinformation iithat iiconflicts iiwith iicurrent iiknowledge iior iibeliefs
Competence ii- iiAnswers ii-Basic iineed iito iibe iieffective iiin iidealing iiwith iithe
iienvironment.
Contingency ii- iiAnswers ii-Situation iiin iiwhich iione iievent ii(e.g., iireinforcement) iihappens
iionly iiafter iianother iievent ii(e.g., iia iispecific iiresponse) iihas iialready iioccurred ii(one
iievent iiis iicontingent iion iithe iiother's iioccurrence).
Contingency iicontract ii- iiAnswers ii-Formal iiagreement iibetween iiteacher iiand iistudent
iithat iiidentifies iibehaviors iithe iistudent iiwill iiexhibit iiand iithe iireinforcers iithat iiwill iifollow.
Expectancy-value iitheory ii- iiAnswers ii-Theoretical iiperspective iiproposing iithat iihuman
iimotivation iiis iia iifunction iiof iitwo iibeliefs: iithat iione iican iisucceed iiin iian iiactivity
ii(expectancy) iiand iithat iithere iiare iidirect iior iiindirect iibenefits iiin iiperforming iithe iiactivity
ii(value).
, Functional iianalysis ii- iiAnswers ii-Examination iiof iiinappropriate iibehavior iiand iiits
iiantecedents iiand iiconsequences iito iidetermine iione iior iimore iipurposes ii(functions)
iithat iithe iibehavior iimight iiserve iifor iithe iilearner.
Goal iitheory ii- iiAnswers ii-Theoretical iiperspective iithat iiportrays iihuman iimotivation iias
iibeing iidirected iitoward iiparticular iigoals; iithe iinature iiof iithese iigoals iidetermines iithe
iispecific iiways iiin iiwhich iipeople iithink iiand iibehave.
Humanism ii- iiAnswers ii-Philosophical iiperspective iiin iiwhich iipeople iiare iiseen iias
iihaving iitremendous iipotential iifor iipsychological iigrowth iiand iias iicontinually iistriving iito
iifulfill iithat iipotential. iiAdherents iito iithis iiperspective iiare iicalled iihumanists
Locus iiof iicausality ii- iiAnswers ii-The iilocation—internal iior iiexternal—of iithe iicause iiof
iibehavior
Mastery iiorientation ii- iiAnswers ii-General, iifairly iipervasive iibelief iithat iione iiis iicapable
iiof iiaccomplishing iichallenging iitasks.
Need iifor iiarousal ii- iiAnswers ii-Ongoing iineed iifor iieither iiphysical iior iicognitive
iistimulation.
Need iifor iicompetence ii- iiAnswers ii-Basic iineed iito iibelieve iithat iione iican iideal
iieffectively iiwith iithe iioverall iienvironment.
Need iifor iirelatedness ii- iiAnswers ii-Basic iineed iito iifeel iisocially iiconnected iito iiothers
iiand iito iisecure iiothers' iilove iiand iirespect.
Need iifor iiself-determination ii- iiAnswers ii-Basic iineed iito iibelieve iithat iione iihas iisome
iiautonomy iiand iicontrol iiregarding iithe iicourse iiof iione's iilife.
Negative iireinforcement ii- iiAnswers ii-Phenomenon iiin iiwhich iia iiresponse iiincreases iias
iia iiresult iiof iithe iiremoval ii(rather iithan iipresentation) iiof iia iistimulus.
Performance-approach iigoal ii- iiAnswers ii-Desire iito iilook iigood iiand iireceive iifavorable
iijudgments iifrom iiothers.
Performance-avoidance iigoal ii- iiAnswers ii-Desire iinot iito iilook iibad iior iireceive
iiunfavorable iijudgments iifrom iiothers.
Positive iipsychology ii- iiAnswers ii-Theoretical iiperspective iithat iiportrays iipeople iias
iihaving iimany iiunique iiqualities iithat iipropel iithem iito iiengage iiin iiproductive, iiworthwhile
iiactivities; iiit iishares iiearly iihumanists' iibelief iithat iipeople iistrive iito iifulfill iitheir iipotential
iibut iialso iishares iicontemporary iipsychologists' iibelief iithat iitheories iiof iimotivation iimust
iibe iiresearch-based.
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