Miss Fredrique, an innovative second-grade teacher, is working with her students to improve their reading skills. Her class is divided into a fast-track group and a slow-track group. If research on the teacher expectancy effect is correct,
a. any differences between good and poor readers will diminish because different instructional practices will be employed with each group.
b. initial differences between good and poor readers will remain or widen over time.
c. Miss Fredrique will smile and make eye contact more often with less proficient readers, and, in turn, their self-efficacy appraisals will blossom.
d. Miss Fredrique will allow more proficient readers less time to decode difficult words because she most likely believes that good readers should be able to work well under time pressure.
Ques. 2In which of the following situations is a teacher demonstrating skill at handling what Kounin calls overlapping?
a. A teacher deals with students of different ages on a playground by taking their various ages into account.
b. A teacher gives the class a free period and uses the time to help several students who have fallen behind.
c. A teacher notices that two students are sleeping, stops the lesson, wakes the students, and then begins again.
d. A teacher working with one group of students turns momentarily to tell another group to get busy, and then quickly redirects his attention to the first group.
Ques. 3After hearing about Jon's very high achievement scores in mathematics, Ms. Ketel realizes how smart Jon is and expects that he will do well in the upcoming unit on algebra. Later, Jon performs very well, just as she had expected. Interestingly enough, however, the achievement scores Ms. Ketel originally received were incorrect. Jon was actually a below-average student in his mathematical achievement. What concept most likely refers to Jon's change in performance?
a. ethnocentrism
b. cultural pluralism
c. teacher expectancy
d. constructivism
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