1. Many school districts are basing their school improvement efforts on the research on effective schools, but there are
concerns about the way in which some of the studies were conducted and about our ability to apply conclusions
drawn from them to other districts. What are the concerns about the research studies on effective schools, and how
would you caution districts that consider using this information?
ANSWER: First, there is confusion about the definition of effective schools. Many of the studies
were conducted in inner-city elementary schools where academic achievement was
higher than in most other schools with similarly disadvantaged students. Although
conclusions were drawn from these studies, researchers caution that the strategies
used for school improvement in these schools may not be appropriate in schools with
different characteristics. Methodological problems with the research are noted. Finally,
questions are raised about how the recommendations can actually be applied in the
school setting.
DIFFICULTY: Difficult
REFERENCES: 16-3c Evaluation of Effective Schools Research
LEARNING OBJECTIVES: FOED.ORNS.17.16.03 – Describe what research says about unusually effective
schools.
KEYWORDS: Bloom’s: Analyzing
2. As the educational system is challenged to improve student achievement, discuss several strategies the educational
system can use.
ANSWER: Some examples can include (1) classroom management, (2) high time-on-task, (3)
skillful questioning of student, (4) direct instruction and explicit teaching, (5)
comprehensive instruction, and (6) cognitive instruction.
DIFFICULTY: Medium
REFERENCES: 16-2 Characteristics of Effective Classrooms
LEARNING OBJECTIVES: FOED.ORNS.17.16.02 – Understand the charaacteristics of effective teaching and
instruction to improve higher-order learning.
KEYWORDS: Bloom’s: Understanding
3. The aim of many of the educational reforms proposed today is to improve this nation’s
a. critical-thinking abilities.
b. international economic competitiveness.
c. mathematical and scientific skills.
d. understanding of multicultural differences.
ANSWER: b
DIFFICULTY: Easy
REFERENCES: 16-1 Imperatives to Improve the Schools
LEARNING OBJECTIVES: FOED.ORNS.17.16.01 – Describe several fundamental reasons why the educational
KEYWORDS: Bloom’s: Remembering
4. To help future workers cope with the needs of the job market, today’s curriculum should include content on
a. business administration. b. foreign languages.
c. social and political sciences. d. the use of technology.
ANSWER: d
DIFFICULTY: Easy
REFERENCES: 16-1 Imperatives to Improve the Schools
LEARNING OBJECTIVES: FOED.ORNS.17.16.01 – Describe several fundamental reasons why the educational
system should be improved and reformed.
KEYWORDS: Bloom’s: Remembering
5. Educational reform reports have stressed that educational opportunities should be more equitable for students who
are
a. of average ability. b. economically disadvantaged.
c. gifted and talented. d. disabled.
ANSWER: b
DIFFICULTY: Easy
REFERENCES: 16-1 Imperatives to Improve the Schools
LEARNING OBJECTIVES: FOED.ORNS.17.16.01 – Describe several fundamental reasons why the educational
system should be improved and reformed.
KEYWORDS: Bloom’s: Remembering
6. Research on effective teaching might suggest that reform projects include a focus on
a. organization of content.
b. parental support.
c. classroom management.
d. standardized achievement test scores.
ANSWER: c
DIFFICULTY: Easy
REFERENCES: 16-2a Classroom Management
LEARNING OBJECTIVES: FOED.ORNS.17.16.02 – Understand the charaacteristics of effective teaching and
instruction to improve higher-order learning.
KEYWORDS: Bloom’s: Remembering
7. Teacher-directed instruction that proceeds in small steps resulting in high student achievement is called
a. explicit teaching. b. higher-order teaching.
c. rote learning. d. time-on-task.
ANSWER: a
DIFFICULTY: Easy
REFERENCES: 16-2d Direct Instruction and Explicit Teaching
LEARNING OBJECTIVES: FOED.ORNS.17.16.02 – Understand the charaacteristics of effective teaching and
instruction to improve higher-order learning.
KEYWORDS: Bloom’s: Remembering
8. You teach math to disadvantaged middle-school students. You have found that it helps to divide problem solving into
as many component parts as possible, teach each part in sequence, and help students practice each part before
moving on to the next. Which of the following methods is least relevant to your approach?
a. direct instruction b. time-on-task teaching
c. explicit comprehension instruction d. active teaching
ANSWER: b
DIFFICULTY: Easy
REFERENCES: 16-2b Time-on-Task
LEARNING OBJECTIVES: FOED.ORNS.17.16.02 – Understand the charaacteristics of effective teaching and
instruction to improve higher-order learning.
KEYWORDS: Bloom’s: Remembering
9. The term time-on-task refers to
a. the time assigned for a particular activity.
b. the time the student is engaged in relevant learning activities.
c. the time the teacher needs to explain the activity.
d. the total time spent in the classroom.
ANSWER: b
DIFFICULTY: Easy
REFERENCES: 16-2b Time-on-Task
LEARNING OBJECTIVES: FOED.ORNS.17.16.02 – Understand the charaacteristics of effective teaching and
instruction to improve higher-order learning.
KEYWORDS: Bloom’s: Remembering
10. Increasing the length of wait time typically results in more
a. student participation.
b. lower-level answers.
c. student confusion about what the teacher wants.
d. student misbehavior.
ANSWER: a
DIFFICULTY: Easy
REFERENCES: 16-2c Questioning
LEARNING OBJECTIVES: FOED.ORNS.17.16.02 – Understand the charaacteristics of effective teaching and
instruction to improve higher-order learning.
KEYWORDS: Bloom’s: Remembering
11. Teachers seeking to produce higher student achievement through the use of questions should
a. ask students to mentally manipulate ideas.
b. focus on recall of facts.
c. require students to write answers on paper for repetition.
d. immediately require a student to answer the question as soon as it is asked.
ANSWER: a
DIFFICULTY: Easy
REFERENCES: 16-2c Questioning
LEARNING OBJECTIVES: FOED.ORNS.17.16.02 – Understand the charaacteristics of effective teaching and
instruction to improve higher-order learning.
KEYWORDS: Bloom’s: Remembering
12. Direct instruction has been criticized for not emphasizing
a. knowledge of principles. b. reasoning and critical thinking.
c. recall of the facts. d. reporting about the information.
ANSWER: b
DIFFICULTY: Easy
REFERENCES: 16-2e Explicit Comprehension Instruction
LEARNING OBJECTIVES: FOED.ORNS.17.16.02 – Understand the charaacteristics of effective teaching and
instruction to improve higher-order learning.
KEYWORDS: Bloom’s: Remembering
13. When direct instruction focuses on developing higher-order thinking, it is called
a. explicit comprehension instruction. b. explicit teaching.
c. independent practice. d. time-on-task.
ANSWER: a
DIFFICULTY: Easy
REFERENCES: 16-2e Explicit Comprehension of Instruction
LEARNING OBJECTIVES: FOED.ORNS.17.16.02 – Understand the charaacteristics of effective teaching and
instruction to improve higher-order learning.
KEYWORDS: Bloom’s: Remembering
14. One technique of explicit comprehension instruction involves
a. students using prior knowledge to make predictions about the text.
b. student drill and practice.
c. teacher planning for small bits of information.
d. teacher questions concerning facts.
ANSWER: a
DIFFICULTY: Easy
REFERENCES: 16-2e Explicit Comprehension of Instruction
LEARNING OBJECTIVES: FOED.ORNS.17.16.02 – Understand the charaacteristics of effective teaching and
instruction to improve higher-order learning.
KEYWORDS: Bloom’s: Remembering
15. Instruction in schools with concentrations of low-achieving students typically has been directed toward
a. low-level skills. b. evaluation skills.
c. metacognition. d. reasoning skills.
ANSWER: a
DIFFICULTY: Easy
REFERENCES: 16-2f Cognitive Instruction for Low-Achieving Students
LEARNING OBJECTIVES: FOED.ORNS.17.16.02 – Understand the charaacteristics of effective teaching and
instruction to improve higher-order learning.
KEYWORDS: Bloom’s: Remembering
16. Promising approaches to assisting low-achieving students must overcome
a. the existing focus on cognitive enhancement strategies.
b. teachers’ low expectations for low achievers.
c. the existing emphasis on explicit comprehensive instruction.
d. new approaches to delivering cognitive instruction.
ANSWER: b
DIFFICULTY: Easy
REFERENCES: 16-2f Cognitive Instruction for Low-Achieving Students
LEARNING OBJECTIVES: FOED.ORNS.17.16.02 – Understand the charaacteristics of effective teaching and
instruction to improve higher-order learning.
KEYWORDS: Bloom’s: Remembering
17. Asawhole,strategiesforbringingabout“effectiveclassrooms”callfor
a. the thoughtful application of research-based approaches to classroom teaching and instruction.
b. decreased and less direct teacher involvement.
c. increased autonomy and decision making for students in classrooms.
d. substantial changes in the way school days are organized so that school time can be used more efficiently.
ANSWER: a
DIFFICULTY: Easy
REFERENCES: 16-3a Elementary Schools
LEARNING OBJECTIVES: FOED.ORNS.17.16.03 – Describe what research says about unusually effective
schools.
KEYWORDS: Bloom’s: Understanding
18. When the curriculum is aligned, teachers are less likely to
a. target specific groups of students.
b. prepare their own instructional materials.
c. rely solely on textbooks.
d. teach with specific skills.
ANSWER: c
DIFFICULTY: Easy
REFERENCES: 16-3a Elementary Schools
LEARNING OBJECTIVES: FOED.ORNS.17.16.03 – Describe what research says about unusually effective
schools.
KEYWORDS: Bloom’s: Understanding
19. “Schools-within-a-school” for low achievers
a. help students develop physical skills.
b. help students prepare for college entrance exams.
c. provide vocational training.
d. provide students with help in basic skills.
ANSWER: d
DIFFICULTY: Easy
REFERENCES: 16-3b High Schools
LEARNING OBJECTIVES: FOED.ORNS.17.16.03 – Describe what research says about unusually effective
schools.
KEYWORDS: Bloom’s: Remembering
20. Many of the research studies on effective schools have examined
a. high-achievement schools. b. high-poverty schools.
c. rural schools. d. suburban schools.
ANSWER: b
DIFFICULTY: Easy
REFERENCES: 16-3c Evaluation of Effective Schools Research
LEARNING OBJECTIVES: FOED.ORNS.17.16.03 – Describe what research says about unusually effective
schools.
KEYWORDS: Bloom’s: Remembering
21. Rosemary, a high-school principal, argues that so-called effective schools are difficult to achieve. She uses the
following reasons to support her argument. Which is least defensible?
a. There is little agreement on a definition of school effectiveness.
b. No two schools have exactly the same improvement needs.
c. There are few examples of successful school effectiveness projects that can provide lessons for others.
d. Schools are complex organizations that are difficult to change.
ANSWER: c
DIFFICULTY: Easy
REFERENCES: 16-3c Evaluation of Effective Schools Research
LEARNING OBJECTIVES: FOED.ORNS.17.16.03 – Describe what research says about unusually effective
schools.
KEYWORDS: Bloom’s: Remembering
22. Organizational decisions regarding the implementation of innovations are most successful when
a. dictated by the central office.
b. devised by a small group of teachers
c. focused on the individual school where problems occur.
d. systematically made for, and applied to, all schools in the state.
ANSWER: c
DIFFICULTY: Easy
REFERENCES: 16-4 Characteristics of Successful School Reforms
LEARNING OBJECTIVES: FOED.ORNS.17.16.04 – Discuss some keys to implementing successful effective
schools.
KEYWORDS: Bloom’s: Understanding
23. Whichofthefollowingillustratesan“adaptiveproblemsolving”approachtoschoolreform?
a. a cognitive enhancement plan to improve students’ critical-thinking skills in all subjects
b. a“troubleshooting”committeeformedtoidentifyandaddressdifficultiesthatteachersencounterin
implementing a schoolwide change in curriculum
c. new teaching strategies designed to help students adapt to changing societal conditions
d. an interdisciplinary plan for student projects that require students to cooperate in solving complex problems
ANSWER: b
DIFFICULTY: Easy
REFERENCES: 16-4 Characteristics of Successful School Reforms
LEARNING OBJECTIVES: FOED.ORNS.17.16.04 – Discuss some keys to implementing successful effective
schools.
KEYWORDS: Bloom’s: Understanding
24. Which of the following is essential to the success of school improvement and reform?
a. an inflow of extra resources to make sure that improvements and reforms do not break the backs of already
overextended public-school budgets
b. a critical mass of new teachers who have some education in many of the organizational and instructional
changes that have been developed over the last decade
c. a student body that is already at an achievement level that makes them capable of absorbing the amount of
change that comes through school improvement and reform
d. the understanding that any changes must take into consideration the unique contexts of the schools and the
people in them, as well as an appreciation for the impact that that unique character will have on the
opportunity for success
ANSWER: d
DIFFICULTY: Easy
REFERENCES: 16-9 Systemic Restructuring and Standards-Based Reform
LEARNING OBJECTIVES: FOED.ORNS.17.16.09 – Determine what systemic reforms may be accomplishing in
some states and school districts.
KEYWORDS: Bloom’s: Understanding
25. The instructional approach that improves achievement through enhanced social and psychological services for
students, emphasizes parent involvement, and encourages and supports active learning is
a. Comer’s School Development Program.
b. Success for All.
c. the HOTS program.
d. the Degrees of Reading Power (DRP).
ANSWER: a
DIFFICULTY: Easy
REFERENCES: 16-5d Comer School Development Program
LEARNING OBJECTIVES: FOED.ORNS.17.16.05 – Describe how we can improve instruction across classrooms
and at the school level.
KEYWORDS: Bloom’s: Understanding
26. Partnership or adopt-a-school programs enable schools to
a. conduct considerable staff development.
b. expand class enrollments.
c. receive additional state funding.
d. receive assistance from other institutions.
ANSWER: d
DIFFICULTY: Easy
REFERENCES: 16-7a Cooperation and Participation, with Business, Community, and Other Institutions
LEARNING OBJECTIVES: FOED.ORNS.17.16.07 – Describe ways in which schools are cooperating with other
institutions, the status of rural education and education for gifted and talented students,
and efforts to increase teaching and learning time.
KEYWORDS: Bloom’s: Remembering
27. A promising innovation designed to meet the needs of rural schools is
a. achievement centers. b. distance education.
c. magnet schools. d. strategic teaching.
ANSWER: b
DIFFICULTY: Easy
REFERENCES: 16-7b Rural Education
LEARNING OBJECTIVES: FOED.ORNS.17.16.07 – Describe ways in which schools are cooperating with other
institutions, the status of rural education and education for gifted and talented students,
and efforts to increase teaching and learning time.
KEYWORDS: Bloom’s: Remembering
28. Magnet schools attract students through the use of
a. full-range athletic programs.
b. promotions by the Parent Teacher Association.
c. restructured boundaries for the school attendance center.
d. special instructional programs.
ANSWER: d
DIFFICULTY: Easy
REFERENCES: 16-8 School Choice
LEARNING OBJECTIVES: FOED.ORNS.17.16.08 – Discuss whether and how expansion of school-choice plans
may be improving education.
KEYWORDS: Bloom’s: Remembering
29. Learning opportunities different from those offered in the average public school are available in
a. achievement centers. b. alternative schools.
c. distance education. d. traditional schools.
ANSWER: b
DIFFICULTY: Easy
REFERENCES: 16-8 School Choice
LEARNING OBJECTIVES: FOED.ORNS.17.16.08 – Discuss whether and how expansion of school-choice plans
may be improving education.
KEYWORDS: Bloom’s: Remembering
30. Most criticisms leveled at studies on the effectiveness of nonpublic schools have centered on
a. the research methods employed.
b. the courses in the curriculum.
c. the instructional skills of the teachers.
d. parental support.
ANSWER: a
DIFFICULTY: Easy
REFERENCES: 16-8a Controversy about School Choice
LEARNING OBJECTIVES: FOED.ORNS.17.16.08 – Discuss whether and how expansion of school-choice plans
may be improving education.
KEYWORDS: Bloom’s: Understanding
31. The instructional approach advocated for education of the gifted emphasizes
a. accelerated study only.
b. only enrichment provided through independent study.
c. individualized education programs only.
d. all of the above
ANSWER: d
DIFFICULTY: Easy
REFERENCES: 16-7c Gifted and Talented Students
LEARNING OBJECTIVES: FOED.ORNS.17.16.07 – Describe ways in which schools are cooperating with other
institutions, the status of rural education and education for gifted and talented students,
and efforts to increase teaching and learning time.
KEYWORDS: Bloom’s: Remembering
32. If one were to compare the problems of rural schools to those of other schools, one would find that
a. the problems of rural schools tend to be less focused on socially generated stresses within student populations.
b. rural schools for the most part are rather well funded but rather poorly staffed compared to other schools.
c. the populations of rural schools are dwindling rapidly, creating school consolidation problems.
d. rural schools in many cases suffer from problems similar to those in urban centers, but innovations that work
in urban schools may not work in rural communities.
ANSWER: d
DIFFICULTY: Easy
REFERENCES: 16-7b Rural Education
LEARNING OBJECTIVES: FOED.ORNS.17.16.07 – Describe ways in which schools are cooperating with other
institutions, the status of rural education and education for gifted and talented students,
and efforts to increase teaching and learning time.
KEYWORDS: Bloom’s: Remembering
33. “Thefuturebelongstothenationthatbesteducatesitscitizens.”Whogavethiscandidquoteabouttheeducational
system?
a. Bill Clinton b. Jean Piaget
c. Maria Montessori d. Barack Obama
ANSWER: d
DIFFICULTY: Easy
REFERENCES: 16-1 Imperatives to Improve the Schools
LEARNING OBJECTIVES: FOED.ORNS.17.16.01 – Describe several fundamental reasons why the educational
system should be improved and reformed.
KEYWORDS: Bloom’s: Remembering
34. TheCouncilofChiefStateSchoolOfficers(CCSSO)arguedthat_________should“guarantee”educational
programs, so everyone can graduate from high school.
a. state law b. national law
c. local government d. school districts
ANSWER: a
DIFFICULTY: Easy
REFERENCES: 16-1 Imperatives to Improve the Schools
LEARNING OBJECTIVES: FOED.ORNS.17.16.01 – Describe several fundamental reasons why the educational
system should be improved and reformed.
KEYWORDS: Bloom’s: Remembering
35. Which of the following demonstrates an effective classroom management technique?
a. making sure students know what the teacher expects
b. rewards to enforce rules
c. designingtasksthatdrawonstudents’previousknowledge
d. all of the above
ANSWER: d
DIFFICULTY: Easy
REFERENCES: 16-2a Classroom Management
LEARNING OBJECTIVES: FOED.ORNS.17.16.02 – Understand the charaacteristics of effective teaching and
instruction to improve higher-order learning.
KEYWORDS: Bloom’s: Understanding
36. ___________ stimulate(s) student engagement in learning and allow(s) students a more active role in their own
learning.
a. Exams b. Questioning
c. Written seat work d. Oral presentations
ANSWER: b
DIFFICULTY: Easy
REFERENCES: 16-2c Questioning
LEARNING OBJECTIVES: FOED.ORNS.17.16.02 – Understand the charaacteristics of effective teaching and
instruction to improve higher-order learning.
KEYWORDS: Bloom’s: Remembering
37. Critics feel direct instruction does not provide enough of which style of learning?
a. high-order learning b. rote memorization
c. group reflection d. all of the above
ANSWER: a
DIFFICULTY: Easy
REFERENCES: 16-2e Explicit Comprehension Instruction
LEARNING OBJECTIVES: FOED.ORNS.17.16.02 – Understand the charaacteristics of effective teaching and
instruction to improve higher-order learning.
KEYWORDS: Bloom’s: Remembering
38. Huge philanthropic gifts of more than $100 million have been given to improve educational programs in many of
America’slargestcitiesby:
a. Bill and Melinda Gates b. The late Steve and Laurene Jobs
c. Warren Buffet d. Mark Zuckerberg
ANSWER: a
DIFFICULTY: Easy
REFERENCES: 16-7a Cooperation and Participation with Business, Community, and Other Institutions
LEARNING OBJECTIVES: FOED.ORNS.17.16.07 – Describe ways in which schools are cooperating with other
institutions, the status of rural education and education for gifted and talented students,
and efforts to increase teaching and learning time.
KEYWORDS: Bloom’s: Remembering
39. Studiesdon’toftenconcentrateontheachievementsandeffectivenessatahighschoollevelbecause
a. the diversity of high-school goals and programs makes it difficult to reach conclusions.
b. independent study opportunities do not allow for the data.
c. individualized education programs are not specific.
d. vocational education cannot meet the needs of research.
ANSWER: a
DIFFICULTY: Easy
REFERENCES: 16-3b High Schools
LEARNING OBJECTIVES: FOED.ORNS.17.16.03 – Describe what research says about unusually effective
schools.
KEYWORDS: Bloom’s: Remembering
40. Which of the following is a characteristic of true school reform?
a. adaptive problem solving b. leadership and shared agreements
c. staff training d. all of the above
ANSWER: d
DIFFICULTY: Easy
REFERENCES: 16-4 Characteristics of Successful School Reforms
LEARNING OBJECTIVES: FOED.ORNS.17.16.04 – Discuss some keys to implementing successful effective
schools.
KEYWORDS: Bloom’s: Remembering
41. Who developed the Higher-Order Thinking Skills (HOTS) Program?
a. Stanley Pogrow b. the No Child left Behind framework
c. Mark Duffy d. a Kentucky school board
ANSWER: a
DIFFICULTY: Easy
REFERENCES: 16-5a Higher-Order Thinking Skills (HOTS) Program
LEARNING OBJECTIVES: FOED.ORNS.17.16.05 – Describe how we can improve instruction across classrooms
KEYWORDS: Bloom’s: Remembering
42. The ____________ test was designed to help at several urban schools by assessing how well a student actually can
comprehend written prose.
a. Dibbles b. Degrees of Reading Power
c. Binet d. KIPP
ANSWER: b
DIFFICULTY: Easy
REFERENCES: 16-5c Degrees of Reading Power Comprehension Development Approach
LEARNING OBJECTIVES: FOED.ORNS.17.16.05 – Describe how we can improve instruction across classrooms
and at the school level.
KEYWORDS: Bloom’s: Remembering
43. Why is the need for education so important to maintain international competitiveness?
ANSWER: Without appropriate education, people employed by U.S. companies will not possess
the skills they need as productive members of the work force in a sophisticated and
technology-based world economy. The United States will then lose out to other
competitors around the world.
DIFFICULTY: Difficult
REFERENCES: 16-1 Imperatives to Improve the Schools
LEARNING OBJECTIVES: FOED.ORNS.17.16.01 – Describe several fundamental reasons why the educational
system should be improved and reformed.
KEYWORDS: Bloom’s: Understanding
44. What lessons can new teachers learn about classroom management techniques from effective teachers?
ANSWER: New teachers can learn (1) to make sure students know what the teacher expects, (2)
to let students know how to obtain help, (3) to follow through with reminders between
activities and rewards to enforce the rules, (4) to provide a smooth transition between
activities, (5) to include variety in assignments to maintain interest, (6) to monitor the
class for signs of confusion or inattention, (7) to be careful to avoid embarrassing
students in front of peers, (8) to respond flexibly to unexpected developments, (9) to
design tasks that tap into students’ prior knowledge, (10) to help students develop self-
management skills, (11) to attend to students’ cultural backgrounds, and (12) to ensure
that all students are part of the classroom learning community.
DIFFICULTY: Difficult
REFERENCES: 16-2a Classroom Management
LEARNING OBJECTIVES: FOED.ORNS.17.16.02 – Understand the charaacteristics of effective teaching and
instruction to improve higher-order learning.
KEYWORDS: Bloom’s: Understanding
45. Provide the key framework for the development of direct instruction in a classroom.
ANSWER: The steps central to direct instruction include: review previous information, present new
material, guide initial practice, provide feedback, supervise independent practice, and
provide review for tests.
DIFFICULTY: Difficult
REFERENCES: 16-2d Direct Instruction and Explicit Teaching
LEARNING OBJECTIVES: FOED.ORNS.17.16.02 – Understand the charaacteristics of effective teaching and
instruction to improve higher-order learning.
KEYWORDS: Bloom’s: Understanding
46. What is the difference between direct instruction and explicit comprehension instruction?
ANSWER: Direct instruction involves review, teacher presentation of material, guided practice,
feedback, and independent practice. Explicit comprehension instruction systematically
stresses teacher modeling of conceptual learning, linking of new knowledge and
concepts to prior learning, monitoring of students’ comprehension, and some explicit
training for students in summarizing, drawing inferences, and other learning strategies
to improve comprehension.
DIFFICULTY: Difficult
REFERENCES: 16-2d Direct Instruction and Explicit Teaching
16-2e Explicit Comprehension Instruction
LEARNING OBJECTIVES: FOED.ORNS.17.16.02 – Understand the charaacteristics of effective teaching and
instruction to improve higher-order learning.
KEYWORDS: Bloom’s: Analyzing
47. What are the obstacles to improving higher-order skills among low achievers?
ANSWER: Many students actually prefer low-level learning, teachers have low expectations for
low learners, and there are high costs involved in effective instruction stressing
cognitive development.
DIFFICULTY: Easy
REFERENCES: 16-2f Cognitive Instruction for Low-Achieving Students
LEARNING OBJECTIVES: FOED.ORNS.17.16.02 – Understand the charaacteristics of effective teaching and
instruction to improve higher-order learning.
KEYWORDS: Bloom’s: Understanding
48. What is the AVID program, and what evidence exists of its success?
ANSWER: AVID stands for Advancement Via Individual Determination. It is a support program
forgrades5–12thatpreparesstudentsforcollege.Itisaimedatstudentswhoare
middle-to-low-performing in schools with high proportions of disadvantaged
students. AVID provides various types of support, including personal and career
counseling, mentoring, and assistance in enrolling in and completing advanced
courses. AVID programs have an impressive record in helping students graduate from
high school and enter postsecondary institutions. (Specific statistics are given in the
chapter.)
DIFFICULTY: Easy
REFERENCES: 16-5h Advancement via Individual Determination Program (AVID)
LEARNING OBJECTIVES: FOED.ORNS.17.16.05 – Describe how we can improve instruction across classrooms
and at the school level.
KEYWORDS: Bloom’s: Understanding
49. According to research studies, what are the characteristics of effective elementary schools?
ANSWER: They have a safe and orderly environment, a clear school mission, effective
instructional leadership, high expectations, high time-on-task, frequent monitoring of
student progress, and positive home-school relations.
DIFFICULTY: Difficult
REFERENCES: 16-3a Elementary Schools
LEARNING OBJECTIVES: FOED.ORNS.17.16.03 – Describe what research says about unusually effective
schools.
KEYWORDS: Bloom’s: Understanding
50. What are three reasons for opposing school choice plans?
ANSWER: School choice may tend to reinforce segregation; shift middle-class students out of
public schools; lead to unconstitutional public funding of nonpublic schools; create
competition among schools that does not necessarily lead to improved achievement;
lead to openings and closings of schools that disrupt the operation of the educational
system; make it difficult for parents who do not have adequate knowledge to select
good schools (and the best schools may not accept disadvantaged students); reduce
overall accountability, because nonpublic schools receiving public funds are
neverthelessnotbesubjecttogovernmentstandards;andresultin“cult”schoolsbased
on divisive racist or religious ideologies. There is also little conclusive evidence to
support the idea that school choice will improve the academic achievement of
LEARNING OBJECTIVES: FOED.ORNS.17.16.08 – Discuss whether and how expansion of school-choice plans
KEYWORDS: Bloom’s: Understanding
DIFFICULTY: Difficult
REFERENCES: 16-8a Controversy about School Choice