Chapter 5 Flashcards
Differences in the rules that govern how adults and children speak to one another and about public speaking
a. Verbal Communication Patterns
b. Nonverbal Communication
c. Time Orientation
d. Social Values
e. Instructional Formats
a. Verbal Communication Patterns
Differences in the meaning of eye contact
a. Verbal Communication Patterns
b. Nonverbal Communication
c. Time Orientation
d. Social Values
e. Instructional Formats
b. Nonverbal Communication
Differences in organizing activities around specific start and stop times
a. Verbal Communication Patterns
b. Nonverbal Communication
c. Time Orientation
d. Social Values
e. Instructional Formats
c. Time Orientation
Differences in the value of competition and working independently
a. Verbal Communication Patterns
b. Nonverbal Communication
c. Time Orientation
d. Social Values
e. Instructional Formats
d. Social Values
- Differences in preferences for traditional instructional format, role-play, peer tutoring, small-group learning, slower pacing and use of stories
- Differences in preferences for visual, written, and spoken formats, and for what and how to memorize.
a. Verbal Communication Patterns
b. Nonverbal Communication
c. Time Orientation
d. Social Values
e. Instructional Formats
e. Instructional Formats
is an economic and sociological combined total measure of a person’s work experience and of an individual’s or family’s economic and social position in relation to others.
Socioeconomic status (SES)
Ethnic historical figures whose values and behaviors are consistent with American mainstream culture are studied while individuals who have challenged the dominant are ignorant
a. Contributions Approach
b. Ethnic Additive Approach
c. Transformative Approach
d. Decision-making and Social Action Approach
a. Contributions Approach
An instructional unit composed of concepts, themes, points of view, and individual accomplishments is simply added to the curriculum
a. Contributions Approach
b. Ethnic Additive Approach
c. Transformative Approach
d. Decision-making and Social Action Approach
b. Ethnic Additive Approach
There is no one valid way of understanding people, events, concepts, and theses; there are multiple views, each of which has something of value to offer.
a. Contributions Approach
b. Ethnic Additive Approach
c. Transformative Approach
d. Decision-making and Social Action Approach
c. Transformative Approach
Incorporates components of all the other approaches and adds the requirement that students make decisions and take actions concerning a concept, issue or problem being studied
a. Contributions Approach
b. Ethnic Additive Approach
c. Transformative Approach
d. Decision-making and Social Action Approach
d. Decision-making and Social Action Approach
Teaching of one student by another (cultural differences lead to disequilibrium, then adaptation and cognitive growth)
a. Peer tutoring (or peer-assisted learning)
b. Cooperative learning
c. Mastery learning
a. Peer tutoring (or peer-assisted learning)
working in small, heterogeneous groups to help one another master a task
a. Peer tutoring (or peer-assisted learning)
b. Cooperative learning
c. Mastery learning
b. Cooperative learning
assumes most children can master the curriculum if certain conditions are established.
a. Peer tutoring (or peer-assisted learning)
b. Cooperative learning
c. Mastery learning
c. Mastery learning
What major demographic trends have influenced the makeup of the school-age population?
Choose 2
a. The number of children 5–18 years of age has remained constant.
b. Native-born birth rates are higher than immigrant birthrates.
c. The ethnicities of school-age children are increasingly non-Caucasian.
d. Immigrants are not included in the Census statistics.
e. Populations of Latino and Asian students are increasing.
c. The ethnicities of school-age children are increasingly non-Caucasian.
e. Populations of Latino and Asian students are increasing.
Why do teachers need to understand ethnocentrism?
Choose 4
a. Ethnic or social class differences may unconsciously impact a teacher’s perspective on students.
b. People tend to think about their own cultures as superior.
c. Students who subscribe to different value systems are likely to be poor students.
d. Teachers should moderate their own ethnocentric tendencies.
e. Teachers should use culturally congruent instructional tactics.
a. Ethnic or social class differences may unconsciously impact a teacher’s perspective on students.
b. People tend to think about their own cultures as superior.
d. Teachers should moderate their own ethnocentric tendencies.
e. Teachers should use culturally congruent instructional tactics.
Ms. Jones taught Navajo children for 16 years and will now teach on a Hopi reservation. What does Ms. Jones need to understand, going in to her new school assignment?
a. Navajos differ in physical appearance, dress, and hairstyle. b. Navajo and Hopi children are culturally different. c. All Native Americans share the same culture. d. Students’ cultural backgrounds do not affect their learning.
b. Navajo and Hopi children are culturally different.
Immigration and birthrate patterns are expected to increase the population of white school-aged children in the next ten years.
a. True
b. False
b. False
Hoc, a student who recently emigrated from Southeast Asia, never directly looks up when an adult addresses him. What might an observant teacher recognize as a rationale for his behavior?
a. He is not interested in what adults have to say. b. He is following his cultural norms by showing deference to adults. c. He is afraid of the teacher. d. He is trying to cover up his ignorance.
b. He is following his cultural norms by showing deference to adults.
Why might the competitiveness and individualism of American schools be a problem for students from other cultural backgrounds?
a. Newly arrived immigrants tend to adopt American values uncritically. b. In order to fit in, students from other cultural backgrounds may become even more competitive than the typical student. c. Competition and individualism lead to lower achievement. d. Some cultures more highly value cooperation and family loyalty.
d. Some cultures more highly value cooperation and family loyalty.
What does research consistently show about the effect of social class on school performance?
a. Minority students complete school at the same rate as Whites. b. Achievement gaps endure between students of color and Whites. c. Social class has no effect on achievement. d. Students from poor families overcompensate and achieve at high levels.
b. Achievement gaps endure between students of color and Whites.
How can teachers avoid the damaging outcomes for students from the teacher expectancy effect?
Choose 3
a. Be honest and recognize one’s own prejudices.
b. Use every possible means for motivating students.
c. Accept that cultural stereotypes are accurate.
d. Use a variety of instructional techniques.
e. Take note of students’ characteristics, past achievements, and behavior records so you know what to expect from them.
a. Be honest and recognize one’s own prejudices.
b. Use every possible means for motivating students.
d. Use a variety of instructional techniques.
Which of the following are among the basic approaches to multicultural education?
Choose 3
a. contributions approach
b. mainstream culture approach
c. transformative approach
d. Afrocentric approach
e. decision-making and social action approach
a. contributions approach
c. transformative approach
e. decision-making and social action approach
When Ms. Smith describes her culturally diverse students, she says, “I love these children like my own. We are a family here.” What does Ms. Smith’s language indicate about her teaching attitude?
a. She is simply playing a role in order to win over her students. b. She is expressing a strong affinity for students. c. She believes that students from different cultural and ethnic backgrounds are more responsive to emotional statements than other students. d. She is trying to make such students feel better about their weak learning skills.
b. She is expressing a strong affinity for students.
Why might a teacher oppose concentrating on basic skills with low-SES and minority students?
a. Minority and low-SES students are often deficient in those skills. b. Low-SES students do not need to acquire both basic and higher-level skills. c. Emphasizing basic skills can impede the teaching of higher-level skills. d. Basic skills will spontaneously be learned as a function of learning higher-level skills.
c. Emphasizing basic skills can impede the teaching of higher-level skills.
