A. may begin work independently immediately after their hire Show B. must complete an apprenticeship before they can work independently C. must own their own business before they can work independently D. must work alongside a master for five years before being able to work independently A. auto mechanic B. electrician C. plumber D. glazier A. faculty member B. journeyman C. master glazier D. master carpenter A. journeymen allowed their apprentices to perform tests on their own right away B. much of the first few years of the apprenticeship, the apprentice merely observes, listens to and assists the journeyman C. apprentices determine when they’re ready to do a task on their own D. journeyman treated their apprentices as if they are knowledgeable A. imprinting B. caregiving C. attachment D. friendship A. caregiver-infant B. father-child C. mother-teenager D. grandparent-child A. Mary Ainsworth B. John Bowlby C. Harry Harlow D. Sigmund Freud A. the attachment relationship is unidirectional B. caregivers should place a distance between themselves and their infants C. infants have an inborn capacity to explore their environment, and activity they could accomplish while near the caregiver D. infants do not need to stay physically close to their caregivers to feel secure A. it relied upon Western, middle income, caregiver-infant pairs B. it has its roots in Western thinking C. it originally paid little attention to the importance of context and attachment D. it focused upon Western and non-Western cultural values and outcomes A. Mary Ainsworth B. John Bowlby C. Harry Harlow D. Sigmund Freud A. the US and Japan B. the US and Kenya C. the US and Uganda D. the US and China A. avoidant B. secure C. ambivalent/resistant D. uninvolved A. the Strange Situation relies on Western values activities and constructs B. the original sample was Western mother-infant pairs C. it relies only on observational information D. the original three categories appear in diverse cultural communities but in different percentages A. caregiver-infant sleeping arrangements B. cultural models of the self C. caregiver beliefs about child rearing D. the physical setting in which the child lives A. Uganda B. the United States C. Japan D. China A. attachment B. amae C. face D. obligation A. humility B. obligation C. self-restraint D. dependence A. secure B. avoidant C. resistant D. disorganized A. secure B. avoidant C. resistant D. disorganized A. the infants were naturally anxious B. the infants had no cultural scripts since caregivers rarely leave them alone with unfamiliar adults C. the children could not request “amae” with a caregiver D. it was difficult to re-create the Strange Situation in a Japanese setting A. the way the Strange Situation measured parental responsiveness B. its ability to account for communities that use multiple caregivers C. its reliance upon Western values and norms D. research supports that the three attachment styles appear across cultures although the percentages may vary A. Diana Baumrind B. John Bowlby C. Harry Harlow D. Sigmund Freud A. authoritarian B. authoritative C. permissive D. uninvolved/neglectful A. authoritarian B. authoritative C. permissive D. uninvolved/neglectful A. traditional B. authoritative C. permissive D. authoritarian A. traditional B. authoritative C. permissive D. authoritarian A. authoritative parenting is the most desirable style across cultures B. most children who experience authoritarian parenting will be aggressive C. many Asian children experience authoritarian parenting as isolating and distance themselves from their parents D. parenting practices reinforce cultural values A. authoritative parenting is the desired norm in all cultures B. parenting practices do not connect to cultural values C. some communities do not fit neatly into Baumrind’s categories, instead they using mixed style of parenting D. what parents do in real life situations fits neatly into Baumrind’s parenting styles A. optimal parenting B. authoritarian C. authoritative D. permissive A. Baumrind’s parenting styles B. optimal parenting C. a parental ethnotheory D. a cultural model of the self A. traditional parenting B. optimal parenting C. permissive parenting D. authoritarian parenting A. Japan B. the United States C. Egypt D. China A. mixed parenting B. optimal parenting C. permissive parenting D. authoritarian parenting A. rely exclusively on authoritarian parenting styles B. reinforce the cultural value of autonomy C. use a variety of different parenting styles D. use optimal parenting A. rural parents have extensive formal schooling experiences B. many women must work outside the home C. rural parents believe education is necessary for social advancement D. parents insist that children learn their local dialect at school A. educational anthropology B. educational psychology C. school psychology D. anthropology and education A. take place only in school settings B. help children learn from knowledgeable community members C. are extremely impersonal D. focus only upon social skill acquisition A. children attend only public schools B. children attend only religious schools C. teachers in religious schools use problem-solving techniques D. only teachers in religious schools use rote learning and memorization techniques A. academic goals are similar in public and religious schools B. religious schools focus on learning to read and write in French C. public schools focus upon learning to read and write in Arabic D. academic goals differ between public and religious schools A. academic goals are similar in public and religious schools B. religious schools teach children what it means to be Muslim C. public schools shape children’s social identities as Muslims D. public schools emphasize second language learning A. guided participation B. guided repetition C. zone of proximal development D. scaffolding A. teachers in public schools do not use peer tutors B. public schools offer instruction in Arabic C. teachers in religious schools make great use of peer tutors D. teachers in religious schools use an authoritarian approach A. a high school diploma B. the Arbitur C. the ‘Bac’ a bachelor of arts A. in most countries, minority students complete high school at the same rate ethnic majority students do B. all ethnic minority students have lower high school completion rates than the ethnic majority C. Turkish students perform the poorest in Belgium as an ethnic minority group D. Russian students perform the poorest in Germany as an ethnic minority group A. poverty B. discrimination C. cultural values D. the nature of the educational system A. self-esteem B. self-fulfilling prophecy C. self-efficacy D. self-mastery A. self-esteem B. self-fulfilling prophecy C. self-efficacy D. self-mastery A. self-esteem B. self-fulfilling prophecy C. self-efficacy D. self-mastery A. China B. Japan C. the United States D. Taiwan A. socializing agents B. childcare institutions C. educational institutions D. leading to future academic success A. modesty B. humility C. interdependency D. respect for authority A. humility B. sensitivity to others C. modesty D. group harmony A. autonomy B. individual rights C. self-expression D. a sensitivity to others A. in many Eastern school systems, instruction is child initiated B. in many Eastern school systems, children often sit quietly C. in many Western school systems, children are passive learners D. in many Western school systems, classrooms or teacher centered A. many Eastern schools emphasize content-based learning B. many Eastern schools emphasize problem-solving C. many Eastern schools use group collaborative learning projects D. many Eastern schools emphasize conceptual learning A. in many Eastern schools, teachers and students engage in active dialogue during the learning process B. in many Eastern schools, children obey their teachers as an extension of obedience to their parents C. in many Eastern schools, children are comfortable challenging their teacher in class D. in many Eastern schools, children often discuss personal matters with their teacher A. many parents do not place much value on education B. many parents stressed the importance of schooling during the high school years C. many parents devote themselves to ensuring their children’s academic success D. many parents do not see the need for extracurricular activities to improve children’s academic success A. many children have a great deal of free time for leisure or play B. many mothers are controlling of their children’s activities C. many parents favor play-based curriculums in preschool D. free play is quite common in many Taiwanese early childhood settings A. an apprenticeship B. the Arbitur C. a trade school experience D. informal learning A. they are culture specific B. learning takes place on-site C. apprenticeships vary widely in duration D. all societies offer apprenticeships A. there is a power differential in the master-apprentice relationship B. all apprenticeships must last for at least five years C. apprenticeships do not need to be culturally situated D. apprenticeships are often easy to attain A. are easy to attain B. do not require a great deal of work C. teach the apprentice how to work with iron D. do not connect to any other social role other than blacksmith A. children perform very simple calculations B. children compute their calculations on paper before dealing with customers C. children never work with ratios in the street D. children learn math knowledge from their participation in cultural practices A. simpatico B. acomedido C. avergonzado D. susto A. work B. school C. apprenticeships D. play A. fate B. power C. learning D. cultural identity A. cultural learning B. leisure C. a distraction from work D. keeping children and adults separated A. story knifing is a solitary activity B. girls engage in this activity in a public place C. participating in story knifing leads to cultural learning D. Yup’ik culture does not support this activity A. parents value play more than work B. play is not beneficial for children C. children play with friends rather than family D. children’s pretend play scripts imitate adult activities and real life experiences A. outdoor play B. physical play C. pretend play D. object play Which of the following were aspects of the Brown v Board of Education decision?In Brown v. Board of Education, the U.S. Supreme Court ruled unanimously that racial segregation in public schools violated the Fourteenth Amendment to the Constitution. The 1954 decision declared that separate educational facilities for white and African American students were inherently unequal.
Which of these is the best definition of assessment?Assessment is the systematic basis for making inferences about the learning and development of students. It is the process of defining, selecting, designing, collecting, analyzing, interpreting, and using information to increase students' learning and development.
Which of the following is the highest order thinking skill?Critical thinking is a higher-order thinking skill. Higher-order thinking skills go beyond basic observation of facts and memorization. They are what we are talking about when we want our students to be evaluative, creative and innovative.
What is the primary goal of assessment?One major purpose of assessment is to inform. The results from an assessment process should provide information that can be used to determine whether or not intended learning outcomes that faculty have set are being achieved. The information can then be used to determine how programs can be improved.
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Which of the following is not true regarding employee rights of freedom of expression?
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