Name:

Curriculum-based Measure 4-EDU 415/615—Managing Teaching and Learning

  1. For Wiseman (2014), a key finding in “exploring difficult issues” in teaching is that
  2. White pre-service teachers resist dealing with issues of race, class, and culture
  3. Diverse students don’t have opportunities to use their “funds of knowledge”
  4. White pre-service teachers don’t get support to address complex issues
  5. Diverse pre-service teachers resist talking about issue of race and racism
  6. According to Wiseman (2014), a likely factor contributing to differentiating and supporting diverse students is
  7. Fear of teaching students with different backgrounds
  8. Resistance to dealing with race and racism
  9. The knowledge gained in learning about the community outside the classroom
  10. Inadequacy in knowing students’ “funds of knowledge”
  11. The article by Brahnsky (2013) is a specific example of
  12. Ethnographic analysis
  13. Ethnographic and discourse analysis
  14. Quantitative discourse analysis of Pentecostal scriptures
  15. Participant observation
  16. An example of “rupture” (Brahnsky, 2013) in a school/classroom context would be
  17. The “ah-hah” learning moment
  18. The “ah-hah” teaching moment
  19. Born of reflection
  20. Born of system
  21. The purpose of the “call and response” Pentecostal method for Emdin (2014) is to
  22. Get students to say “amen!” when a teacher asks
  23. Get students to respond with the answers to a teacher question
  24. Have the teacher relinquish control of the class for the sake of student involvement
  25. Elicit the emotion of an understanding
  26. In learning terms, Pentecostal pedagogy is about
  27. Modeling learning for everyone
  28. Internalizing knowledge/comprehension commonly
  29. Synthesizing individual knowledge with skill
  30. Externalizing knowledge/comprehension from teacher to student
  31. A “cogenerative dialogue” is a special form of
  32. Rapping
  33. Structured dialogue
  34. Ill-structured problem-solving
  35. Student-centered learning
  1. A type 3 cultural difference is one that
  2. needs to taught
  3. needs to learned
  4. needs to be ignored
  5. needs to be incorporated
  6. Parents reactions to dealing with teachers involve all of the following except:
  7. Differing perceptions of home-school relationship
  8. Gender roles
  9. Attributions of observed learning difficulty
  10. Sense of guilt
  11. In a Cogenerative dialogue, the teacher
  12. Works with the whole class
  13. Works with whole child
  14. Works in secret with a select group
  15. Works with a partner about her/his class
  16. The focus of a Cogenerative dialogue is
  17. To build student-centered learning
  18. Construct the learning environment
  19. Support problem students in learning
  20. To work with students to build curriculum
  21. Classroom management, in the end, is primarily about
  22. Managing an effective classroom environment
  23. Creating an effective classroom environment
  24. Building the student/teacher relationship
  25. Improving student academic achievement