Carson's achievement in fifth grade has been remarkable. Last year in fourth grade, he had occasional problems with distractions and difficulty understanding what was expected, but this year he has no such problems. Based on studies of factors related to student achievement, which of the following factors most likely makes the largest impact on Carson's success?
a. His teacher's content knowledge in fifth grade subjects
b. His teacher's knowledge and skill in classroom management
c. His increased interest in school
d. His increased ability to follow rules and procedures
Ques. 2Brenden is a student in Mrs. O'Donnell's high school algebra class. He barely passed math last year and knows he won't be able to succeed in algebra. He says he doesn't have the brains to do math no matter how much he works at it. The teacher offers to help him after school, but Brenden says it won't help. He's tried tutors before. Brenden's beliefs about himself illustrate:
a. controllable causes of failure.
b. an incremental view of intelligence.
c. an unstable view of ability.
d. learned helplessness.
Ques. 3Mr. Chen is beginning his second year of teaching sixth grade in a low-income area. He has always been driven by goals and is trying to help his students learn to set and achieve goals, but his students didn't respond well to his performance goal orientation last year. Mr. Chen recently revisited his educational psychology text from college and read the chapter about motivation. Now he wants to change the goal orientation for his teaching and help his students work toward mastery goals. What should he do to achieve this goal?
What will be an ideal response?
Ques. 4Mr. Cardot has been using a behavioral approach to motivation in his second grade classroom. He gives stickers for completing assignments, for answering questions correctly, and for other things like working quietly. He recently noticed that none of his students could answer questions about the setting of a story, but he had taught lessons about the setting and discussed the settings of several stories. Now that he is revisiting the setting, his students don't remember what they learned. What advice would you give Mr. Cardot about his approach to motivation?
What will be an ideal response?
Ques. 5Which of the following strategies is LEAST likely to build student interests and curiosity in the subject.
a. Mr. Brown relates content objectives to his own experiences in his science class.
b. Mr. Varner incorporates students' personal interests into his literature class discussions.
c. Ms. Whiteside uses humor and personal experience to illustrate concepts in social studies.
d. Ms. Fox uses the actual notes and diagrams drawn by inventors when she teaches history.
Ques. 6Mr. Jacobs has noticed that his students often act bored during social studies activities. In order to increase positive achievement emotions and decrease boredom, he should do all of the following EXCEPT:
a. match the challenge of tasks to the students' skill levels.
b. use performance goal orientation to encourage students to focus on the outcome.
c. show enthusiasm for the subject and encourage students to enjoy working on the task.
d. allow students to choose among several activities that focus on the lesson content.
Ques. 7Think about students' needs in the classroom. Based on studies, which of the following high school teachers is most likely to have students with greater conceptual learning and higher school attendance?
a. Mr. Delaney weaves personal experience stories into every lecture. Even if the stories are not relevant, they are entertaining.
b. Mrs. Mason expects her students to be in their seats with their books open when the bell rings every day.
c. Ms. Romine gives clear instructions and plenty of advance notice for the book report students will present to the class next week.
d. Mr. Andrus allows his students to choose among three types of projects they will do as a culminating activity in the history unit.
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