Which statement about teaching critical thinking skills is supported by research?

Which statement about teaching critical thinking skills is supported by research?
 
  a. teaching critical thinking helps all students
  b. teaching critical thinking helps only low achieving students
  c. teaching critical thinking helps very few students
  d. teaching critical thinking helps only high achieving students

Ques. 2

An endogenous view of constructivism is most clearly represented by
 
  a. Piaget
  b. Schn
  c. Rogoff
  d. Vygotsky

Ques. 3

Mayer's pioneering research analyzing algebra word problems in high school texts
  showed more than 100 problem types. This suggests most directly that students need
 
  a. additional practice learning to recognize buggy algorithms
  b. more experience classifying problems according to their surface structure
  c. further opportunities to estimate and to make conjectures
  d. systematic instruction in representing problems in multiple ways

Ques. 4

Using counting strategies, as opposed to using stored (memorized) arithmetic facts,
 
  a. mostly has disappeared by the time students begin school
  b. is actively discouraged by most math scholars and researchers
  c. tends to be used only by the least capable students
  d. none of the above

Ques. 5

Most cognitive researchers view children's knowledge about addition and subtraction
  as consisting of
 
  a. large networks of algorithms
  b. complex conceptual structures invented by students
  c. built directly on a variety of bugs, especially those for subtraction
  d. depending on their ability to label the major problem typologies

Ques. 6

The first step in planning an achievement test is to
 
  a. identify the intended learning outcomes
  b. construct relevant test items
  c. prepare test specifications
  d. decide between supply or select items

Ques. 7

A child has 3 pennies and is given 5 more and counts them: 3 (pause), 4, 5, 6, 7, 8.
  Which strategy is this child using?
 
  a. counting on from first
  b. counting on from larger
  c. counting all with
  d. none of the above

Ques. 8

The first step in constructing an achievement test is to
 
  a. identify and define the general learning outcomes to be measured
  b. list specific learning outcomes in terms of observable behavior
  c. construct a table of specifications to organize subject matter
  d. determining the number of questions to adequately test the students

Ques. 9

Estimating the reliability of performance assessments typically involves
  calculating the
 
  a. percentage of tasks performed satisfactorily
  b. correlation between current performance and future performance
  c. percentage of the number of agreements between raters
  d. correlation between alternative assessment instruments

Ques. 10

CHANGE-ADD-TO and EQUALIZE are examples of
 
  a. the approaches children use when counting and enumerating
  b. forms that addition and subtraction problems can take
  c. frequently occurring bugs in addition and subtraction
  d. ways of making estimates about possible problem solutions