A. Kenya Show
B. Ethiopia C. Indonesia D. Maldives A. social factors B. personal factors C. economic factors D. political factors A. teachers remain on the island rather than looking for work in other regions out of respect for aging caregivers B. teacher parent relationships and a sense of community in the school do not mirror family connections C. teachers put little effort into helping their students achieve success D. teachers have an independent model of the self and do not rely on family members to fulfill their duties at home A. our ability to understand and perceive emotions B. an internal state that guides our behavior to attain the goal C. our ability to understand cultural norms and values D. our ability to adapt to our environment A. intrinsic motivation B. extrinsic motivation C. a drive D. a need A. extrinsic motivation B. a drive C. intrinsic motivation D. a need A. motivation B. drive C. need D. extrinsic motivation A. motivation B. drive C. need D. extrinsic motivation A. incentive B. motivation C. drive D. need A. self-actualization B. cognitive C. expectancy value D. psychoanalytical A. safety and security needs should be met before basic needs B. belonging and affiliation needs should be met after self-esteem needs C. aesthetic needs are a higher need then self-actualization D. transcendence is the ultimate achievement A. find self-fulfillment B. reach our maximum cognitive potential C. understand cultural values and practices D. achieve ego mastery A. the model connects to an interdependent model of the self B. the model connects to an independent model of the self C. it is relevant to all individuals D. it parallels Hofstede’s dimensions for cultural comparison A. Maslow B. Hofstede C. Skinner D. Eccles A. incentive B. extrinsic motivation C. drive D. need A. it emphasizes internal needs B. it emphasizes internal drives C. it concentrates on extrinsic motivation D. it emphasizes intrinsic motivation A. mastery goals B. performance goals C. social goals D. intrinsic goals A. mastery goals B. performance goals C. social goals D. intrinsic goals A. mastery goals B. performance goals C. social goals D. intrinsic goals A. mastery goals B. performance goals C. social goals D. intrinsic goals A. Michael wants to do better at math so he takes an easier course so that he will not have difficulty. B. Michele wants to learn a new language. C. Stefano does well at school in order to earn a scholarship D. Jess does well at school to bring honor and integrity to her family A. the worth a person attaches to available strategies to achieve a goal B. a sense of belonging C. learning for one’s own personal interest D. a person’s expectations for success and ability to perform a task A. ability self-concept B. subjective task value C. sense of belonging D. mastery goal A. Skinner B. Weiner C. Maslow D. Pandora A. people’s extrinsic motivations B. people’s intrinsic motivations C. the value people place on performing particular tasks D. the reasons and/or causes of people successes and failures A. many European-American parents believe their children are academically successful because they work hard B. many Asian parents believe their children are academically successful because of their natural talents C. many European-American parents believe their children are academically successful because they want to bring honor to their family D. many Asian parents believe their children are academically successful because the child perseveres and works hard A. in the cultural model of an independent self, the individual strives to increase self-esteem and create a positive image B. in the cultural model of an interdependent self, the individual strives to increase self-esteem and create a positive image C. when the independent self does well at a task, the self experiences humility D. when the interdependent self does well at a task, the self experiences humility A. Skinner B. Maslow C. Eccles D. Bandura A. our ability to seek out activities our own enjoyment B. our confidence in our own abilities to solve problems C. our desire to seek self-improvement D. our relationships and social interactions A. drive B. need C. extrinsic incentive D. intrinsic incentive A. drive B. need C. extrinsic incentive D. intrinsic incentive A. the use and effectiveness of incentives varies across cultures B. extrinsic motivation is often better than intrinsic motivation C. for many Japanese workers a monetary bonus is more effective as an incentive than respect D. for many Latin American workers a monetary bonuses more effective as an incentive than time off to be with family A. praising a child in front of his or her classmates B. criticizing a child in front of his or her classmates C. pointing out the child’s failure in front of his or her classmates D. critiquing a child’s work in front of his or her classmates A. Asian, Asian-American B. African-American C. Latino, Mexican-American D. Native American A. connecting children’s lived realities at home with those at school B. providing children with extrinsic motivators and incentives C. providing children with intrinsic motivators and incentives D. reducing the role of teachers in children’s academic success A. European-American higher income caregivers rarely engage their children in conversation B. Latino higher income parents rarely engage their children in conversation C. European-American and Latino higher income caregivers engage their children in more conversation then lower income caregivers do D. lower income European-American and Latino caregivers engage their children in more conversation then higher income caregivers in both groups do A. children want to do well and not disappoint their parents who have sacrificed for their children’s academic success B. teacher practices in the classroom focus upon conceptual knowledge C. teachers encourage small cooperative group learning D. children want to do well to increase their own self-esteem A. culture specific prescriptions for how each gender should behave B. attributes that we assign to our success and failure C. important to learning theory models of motivation D. widely held beliefs, characteristics and traits that people attribute to a whole group A. gender role B. attribution C. stereotype D. stereotypical threat A. an individual self-esteem is increased after an accomplishment B. an individual worries over being judged according to a negative stereotype C. we failed to meet cultural expectations for behavior D. we do not meet our parents expectations for academic success A. students in both groups performed well B. the group that received the stereotypical threat underperformed the control group C. the control group underperformed the stereotypical threat group D. students in both groups performed poorly A. underachieving students B. good students C. students from minority groups D. all students A. employee selection B. worker productivity C. job performance D. hiring practices A. attribution B. stereotypical threat C. motivation D. need A. stock options B. a higher salary C. a monetary bonus D. volunteering to work in a company charity event A. is similar across all cultural context B. is culturally mediated C. has no connection to cultural values or norms D. relates to a community’s economic situation A. many European-American children are likely to do better at a task when they choose it themselves rather than when an adult chooses it for them B. many Asian-American children are likely to do better at a task when they choose it themselves rather than when an adult chooses it for them C. many European American children participate in cultural practices that emphasize loyalty and fulfilling social obligations D. many Asian American children participate in cultural practices that emphasize self-expression and freedom of choice A. Kenya B. Sweden C. Brazil D. Columbia A. company loyalty was not important B. collaborative work experiences were not important C. supervision and work relationships did not connect to job dissatisfaction D. did not take pride in their work A. children view their cultural ways is inferior to those at school B. children to their cultural ways as contradictory to those at school C. children sense of self-worth decreases D. children do better at school A. individualistic learning or working alone B. competitive activities C. cooperative learning D. teacher led activities A. African-American children preferred students who demonstrated group oriented values B. African-American children valued achievement when they could reach their goals and culturally appropriate and valued ways C. African-American children preferred students who demonstrated individualistic and competitive values and behaviors D. teachers need not consider incorporating children’s cultural values and practices they experience at home into classroom activities A. society B. community C. locale D. region A. society B. community C. locale D. region A. rural life B. home-based education C. cultural practices support an interdependent self D. competition between members A. rural life C. formal schooling experiences D. cultural practices that support an independent self A. familistic B. individualistic C. competition D. individual achievement A. moving from Gesellschaft to Gemeinschaft settings B. moving from Gemeinschaft to Gesellschaft settings C. individualistic value systems to familistic value systems D. searching for work A. gemeinschaft values B. gesellschaft values C. individualistic values D. familistic values A. Latino children’s school experiences emphasize individualistic values; however they still relied upon the found holistic values they learned home B. parents’ educational experiences shape their views about achievement C. intergroup contact between children of different ethnic heritages does not result in any change in behavior D. their study has applied value for improving children’s learning experiences at school A. Bridging Cultures Project B. The Gemeinschaft Project C. The Gesellschaft Project D. The Indigenous Cultures Project A. school curriculum B. language problems C. negative teacher perceptions D. access to public education A. to improve Hawaiian children’s language skills B. to improve Hawaiian children’s problem-solving skills C. to help teachers incorporate cultural skills and abilities children learned at home into classroom practice D. to help children complete individual learning tests A. teachers behave more the way mothers do at home B. teachers work to improve children’s language abilities C. teachers work to improve children’s problem-solving skills D. teachers incorporate more individual learning tasks and activities A. children were proud of doing well in school B. parents were a major source of emotional support C. like their parents, students believed their success was due to hard work D. students believe their success at school was due to their natural abilities A. loyalty to parents B. bringing pride and honor to one’s family C. the importance of perseverance and hard work D. the importance of receiving rewards for individual accomplishments A. her mother B. her father C. her siblings D. her grandparents A. Maslow’s Hierarchy of Needs B. Expectancy Value Theory C. Hofstede’s dimensions for comparing cultures D. Learning Theories of Motivation A. power distance B. long-term orientation C. individualism D. survival/self-expression A. Bridging Cultures Project B. The Kamehameha Elementary Education Project C. The Motivational Framework for Culturally Responsive Teaching D. The Cultural Heritage Project Which of the following statements most accurately describes creativity when applied to the learning of students in schools quizlet?Which of the following statements best describes creativity when applied to the learning of students in schools? It includes thinking and acting in ways that generate alternative approaches to people, situations and problems.
Which of the following best illustrates reciprocal teaching as an instructional technique for developing Internet literacy?Which of the following best illustrates reciprocal teaching as an instructional technique for developing Internet literacy? Teachers and students explore the meaning of an online text through dialog and discussion.
Which of the following statements most accurately expresses how a teacher's instructional style can affect the process of technology integration in classrooms?Which of the following statements most accurately expresses how a teacher's instructional style can affect the process of technology integration in classrooms? A student-centered instructional style invites student involvement with technology.
Which statement is true about the ISTE standards for students?Which statement is true about the ISTE Standards for Students and the 21st Century Student Outcomes for Learning? Each emphasizes how technology creates new teaching and learning experiences for students.
|
Effective group activities create all of the following student learning outcomes except
zusammenhängende Posts
Urheberrechte © © 2024 de.apacode Inc.
