Home and School Relations

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Test Bank

for

Home and School Relations:

Teachers and Parents Working Together

Fourth Edition

Glenn Olsen

University of North Dakota

Mary Lou Fuller

University of North Dakota, Emeritus

Prepared by

Yuliya Kartoshkina

University of North Dakota

Angela Bell

University of North Dakota

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Pearson® is a registered trademark of Pearson plc

Instructors of classes using Olsen and Fuller’sHome and School Relations: Teachers and Parents Working Together, Fourth Edition, may reproduce material from the test bank for classroom use.

10 9 8 7 6 5 4 3 2 1ISBN-10: 0132373416

ISBN-13:9780132373418

Table of Contents

Chapter 1: <CHAP NUM=1 ID="CH.00.001"<INST> </INST<FM<TTL>An Introduction to Families 1

Chapter 2: Families and Their Functions—Past and Present 3

Chapter 3: Family Diversity 6

Chapter 4: Parents’ Perspectives on Parenting 9

Chapter 5: <FM<TTL>Teachers and Parenting</TTL>: <SUBTTL>Multiple Views 12</SUBTTL>

Chapter 6: Parent-Teacher Communication: Who’s Talking? 14

Chapter 7: Family Involvement in Education 17

Chapter 8: <FM<TTL>Families and Their Children with Disabilities 19</TTL</AFFIL</AU>

Chapter 9: <FM<TTL>FaFFamily Involvement Models 22</TTL>

Chapter 10: <FM<TTL>Education Law and Parental Rights 25</TTL>

Chapter 11: <FM<TTL>Family Violence</TTL>: <SUPTTL>The Effect on Teachers, Parents, and Children 28</SUPTTL>

Chapter 12: <FM<TTL>Poverty:</TTL<SUBTTL>The Enemy of Children and Families 31</SUBTTL>

Chapter 13: Fathering, Schools, and Schooling: 33

What Fathers Contribute and Why It IsImportant

Chapter 14: <FM<TTL>The Implications of Home–School Partnerships for 35

School Violence and Bullying

</TTL>

Chapter 15: </TTL<FM<TTL>Finding a Voice for Children for Children and Families:</TTL> 38

<SUBTTL>Public Policy, SocialServices, and Advocacy in ActionOybOY

Answer Key 40

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CHAPTER 1

An Introduction to Families

True/False Questions

Circle T if the statement is true; circle F if the statement is false.

T F 1. Parents in all times and parents have been concerned about their children’s health, nutrition, and safety.

T F 2. Parents are the only ones who are involved in the enculturation of their children.

T F 3. In the mid-1880s, the role of parents in the United States shifted from being actively involved in running the school to being guests of the school.

Multiple Choice Questions

Circle the best answer.

4. What were the primary purposes of families in the past?

a. to prepare children by making sure that they went to school

b. to protect children from harm and prepare them to function within society

c. to make sure that children went to school and protect them

d. a & b

5. Which of the following has NOT changed over time?

a. The function of the family

b. The nature of the dangers children faced

c. The character of society

d. All of the above

6. The process by which a family and/or society prepares children to behave appropriately and appreciate their cultural values and traditions is known as ______. a)

a. deculturation

b. enculturation

c. socialization

d. b & c

7. In what state were public schools initially legislated?

<aMassachusetts
New York
Pennsylvania
Ohio

8. If teachers’ professional efforts are to complement those of parents, they need to have ______.

children of their own
a better understanding of families
more education than the parents
lived in poverty

What changes related to the school took place in the mid-1880s when the United States became more industrialized?

a. the influence of the individual parent on the school increased.

b. school districts decreased in size

c. the power shifted from administrators to the parents

d. the influence of the individual parent on the school decreased

Who had the primary role to interact with the school during the 1950s–70s?

a. Mothers

b. Fathers

c. Both mothers and fathers

d. Grandparents

What factor determines the quality of life for most families?

a.Income

b.Ethnicity

c.Family structure

d.Assimilation

Which is NOT a characteristic of the changing family structure?

a.The increase of single parent household headed by women

b.The increase in age of first time parents

c.The decrease in fathers who wish to be involved in parenting

d.The increase of fathers who are awarded custody after a divorce

Essay Questions

Give complete responses to each statement.

What are the effects of the changing economy on schools?
What is the primary purpose of the enculturation process?
How and why did the role of a teacher develop in a contemporary society?
Why do teachers need to have an understanding of families and how they function?
How are technological, societal, and demographic demands reflected in contemporary

families?

CHAPTER 2

Families and Their Functions- Past and Present

True/False Questions

Circle T if the statement is true; circle F if the statement is false.

T F 1. The majority of families fit the stereotype of the “all-American family.”

T F 2. Only present-day families are struggling with problems resulting from political, economic, and societal forces.

T F 3. The church had a tremendous influence on governmental matters, family life in general, and child-rearing practices in Europe during the Middle Ages.

T F 4. Locke, an English philosopher, was the first one to introduce the idea that children’s minds are like “clean slates” on which parents and teachers could write what students were to learn.

T F 5. In 1912, the American government created the Children’s Bureau to address concerns about undernourished, neglected, and abused children.</P>

Multiple Choice Questions

Circle the best answer.

</P>

6. Parents of the past used their family values and functions to ______and

______.

Earn money and spend time with family
Protect their children and prepare them for society
Protect their children from disease and educate them
Protect their children from starvation and educate them

7. With what conditions did pre-historical families deal?

a. Hunger, the elements, and disease

b. Clans, tribes, and other cultures

c. Starvation, lack of water, drought

d. None of the above

To protect their members against enemy tribes and to ensure that everyone had enough to eat, pre-historical families:

Joined with other tribes to form clans
Made weapons and farmed
Were geographically isolated from others
Joined with other clans to form tribes

9. Greek and Roman period families were concerned simply with surviving during the Middle Ages (400-1400). Only ______were educated.

a.Noble boys

b.Noble girls

c.Peasant boys

d.Peasant girls

10. Which group believed that children were naturally evil and introduced the phrased, “beat the devil out of the child?”

a.European Medieval families

b.Age of Reason families

c.Greek and Roman families

d.Pre-historical families

11. Martin Luther (1482-1546), the “father of Reformation,” proposed which revolutionary child practice?

a.Beating the devil out of the child.

b.Education for boys and girls by their parents was good.

c.Education should be reserved for nobles.

d.Racial equality in schools was good.

12. Which German educator became known as the “father of Kindergarten”?

a.Rousseau

b.Pestalozzi

c.Froebel

d.Locke

13. The ______emphasized ______.

a.Industrial Revolution; human dignity

b.The Age of Darkness; Reformation

c.The Age of Reason; The Age of Darkness

d.The Age of Reason; human dignity

14. Which period is associated with child exploitation?

a.Industrial Revolution

b.Age of Reason

c.Period of Enlightenment

d.Colonial time in North America

15. During which period did approximately one-third of all marriages last only 10 years?

Industrial Revolution
Age of Reason
Period of Enlightenment
Colonial time in North America

Essay Questions

Give complete responses to each statement.

16. Why have attitudes towards children altered through time?

17. How and why did the Industrial Revolution change how children were treated?

<P<How did the Great Depression and World War II affect the function of the family in the United States?
What are the unique challenges contemporary families face in comparison with the earlier times? Explain why those challenges are unique.
What is the difference between a functional and a dysfunctional family?

Instructor’s Resource Manual

for

Home and School Relations:

Teachers and Parents Working Together

Fourth Edition

Glenn Olsen

University of North Dakota

Mary Lou Fuller

University of North Dakota, Emeritus

Prepared by:

Yuliya Kartoshkina

University of North Dakota

Full file at

______

Pearson® is a registered trademark of Pearson plc

Instructors of classes using Olsen and Fuller’sHome and School Relations: Teachers and Parents Working Together, 4e, may reproduce material from the instructor’s manual for classroom use.

10 9 8 7 6 5 4 3 2 1ISBN-10: 0132373408

ISBN-13:9780132373401

Introduction

Dear Colleagues,

This Online Instructor’s Resource Manual is designed to provide you with a set of supplementary teaching aids to enrich and enhance your use of the textbook Home and School Relations: Teachers and Parents Working Together, 4th edition.

Each chapter includes the following materials: a summary, learning objectives, important concepts, ideas on how to review material from the previous chapter, ideas on how to introduce a new chapter, and ideas for homework assignments.

By incorporating some of the manual’s instructional features and teaching suggestions in the classroom, you may deepen students’ knowledge and understanding of how to:

Establish and maintain positive collaborative relationships with families

Acknowledge that parents are the child’s first teachers

Affirm and respect parents’ choices and goals for their child

Learn how to communicate effectively with parents about the school’s goals and their child’s progress

Involve families in assessing and planning for individual children, including children with disabilities, developmental delays or special needs

Involve parents in making decisions related to their child’s development and understand how to involve children’s families in educational experiences

Accept differences in families and in their social and cultural backgrounds

Apply family systems theories and knowledge of dynamics of roles and relationships within families and communities

Provide families with information regarding a range of family-oriented services designed to help families’ identified needs

Communicate effectively with other professionals and agencies that support children’s development, learning and well-being

Conduct effective parent teacher conferences and communicate well with parents

We are very thankful to Michael Gallo and Laurie Guy, instructors of the Home-School Relations course at the University of North Dakota, as well as authors of the textbook chapters for contributing the materials for this manual.

We hope you find the manual helpful and inspiring.

Yuliya Kartoshkina

University of North Dakota

Glenn Olsen

University of North Dakota

Full file at

Table of Contents

Chapter 1: <CHAP NUM=1 ID="CH.00.001"<INST> </INST<FM<TTL>An Introduction to Families 1

Chapter 2: Families and Their Functions—Past and Present 3

Chapter 3: Family Diversity 5

Chapter 4: Parents’ Perspectives on Parenting 8

Chapter 5: <FM<TTL>Teachers and Parenting</TTL>: <SUBTTL>Multiple Views 10</SUBTTL>

Chapter 6: Parent-Teacher Communication: Who’s Talking? 12

Chapter 7: Family Involvement in Education 15

Chapter 8: <FM<TTL>Families and Their Children with Disabilities 17</TTL</AFFIL</AU>

Chapter 9: <FM<TTL>FaFFamily Involvement Models 19</TTL>

Chapter 10: <FM<TTL>Education Law and Parental Rights 22</TTL>

Chapter 11: <FM<TTL>Family Violence</TTL>: <SUPTTL>The Effect on Teachers, Parents, and Children 25</SUPTTL>

Chapter 12: <FM<TTL>Poverty:</TTL<SUBTTL>The Enemy of Children and Families 28</SUBTTL>

Chapter 13: Fathering, Schools, and Schooling: What Fathers Contribute and Why It Is 31

Important

Chapter 14: <FM<TTL>The Implications of Home–School Partnerships for School Violence and Bullying 33

</TTL>

Chapter 15: </TTL<FM<TTL>Finding a Voice for Children for Children and Families:</TTL<SUBTTL>Public Policy, Social 36

Services and Advocacy in Action

Full file at

Chapter 1

An Introduction to Families

Summary: Chapter 1<OBJSETprovides background information on families, their purposes, needs, behaviors, diverse backgrounds and changes over time.

Learning objectives:

<OBJ NUM="1"<P<INST>-Review historical perspectives on family and home-school relations

Understand </INST>the purpose, responsibilities and behaviors of families

<OBJ NUM="2"<P<INST<OBJ NUM="3"<P<INST<OBJ NUM="4"<P<INST>Identify teacher’s role in interacting with families</P</OBJ>

At the end of this chapter, students will master the following concepts:

-Family (past and present perspectives)

-Family responsibilities

-Home-school relations (past and present perspectives)

-Parent involvement

Ideas forIntroducing Chapter 1

1)Introduction activity: Think, pair, share

Ask students to think about who they are and find a partner to exchange their perspectives on this topic. Later, ask how many of them have references to family in their answers.

2)Introductory activity: School memories

Ask students to reflect on their school memories by asking them the following:

Looking back at elementary school, what things have changed about education by the time you were a junior or senior in high school? Why?

What positive and negative things happened in your K-12 education experience?

3)Peer discussion: (Text, p.1)

Ask students to work with a peer and ask each other the following questions:

-What is the purpose and behavior of families?

-What are vital roles of families?

-What is the teacher’s role?

-What were home-school relations of the past?

-How are families changing?

Whole class discussion:

-Why should we consider these objectives on page 1 in your textbook?

-What new objectives could you add to this list?

4)Group discussion: What is family?

Ask students to do the following:

-Share your thoughts on the complexities of today’s families.

-Brainstorm “famous” or “TV” families and list their characteristics.

-Compare or contrast your perspective to the “famous” or “TV” families.

5)Discussion: Looking at families and their responsibilities

Ask students to discuss the following questions:

-What are the most important things that families do for children?

-What important lessons did you learn from your family?

-How have home-school relations been changing through time?

-What factors influence families? Why? (p. 6)

6)Case Study Application of Concepts (p. 10)

Ask students to read a case study on p. 6 and discuss the questions:

How does Jordan’s life differ from that of his father when he was a child?
What are the strengths in Jordan’s family structure?
What are some potentially problematic areas?

Ideas for Homework Assignments

1)Website exploration

Go toFamily Facts organization website ( It provides data on family and analysis of its role in maintaining civil society in the United States. Choose one study, read about it, and bring your thoughts about the study to talk about in class.

2)Reading a children’s book

Choose one of the books mentioned on p. 12, read it, and write several paragraphs on how this book is connected to the issues discussed in Chapter 1. Bring the book to the following class to read excerpts from the book to illustrate your points.

3)Interview

Interview a parent, sibling or extended family member. Write a 2-3 page paper and include the following:

-The history of your family

-The structures and needs of your contemporary family compared to your family’s history

-Thoughts of your parents and grandparents about school

Bring artifacts or mementos that would best describe the unique attributes of your family to share with class.

Chapter 2

Families and Their Functions- Past and Present

Summary: Chapter 2 provides the background information on the historical development of the family and reviews problems and challenges contemporary families are facing.

Learning objectives:

Trace the history of the family

Identify the structures and needs of the contemporary family

Compare historical and contemporary families

Describe functional and dysfunctional families

At the end of this chapter, students will master the following important concepts:

-Functional family

-Dysfunctional family

-Divorce

-Stigmatization

-Single-parent families

-Blended families

Ideas for Review Chapter 1

1)Questions for review

-What haveperspectives on family and relations between home and school been changing over time?

-</INST>What are the purpose, responsibilities and behaviors of families?

-<OBJ NUM="2"<P<INST<OBJ NUM="3"<P<INST<OBJ NUM="4"<P<INST>-What is a teacher’s role in interacting with families?

2)Discussion of homework assignment (Interview)