UYTRE
TEST BANK
M
PR
Educational Psychology:
Theory and Practice
ES
Thirteenth Edition
SI
Robert E. Slavin
VE
G
INSTANT DOWNLOAD
R
AD
COMPLETE CHAPTERS
COMPLETE ANSWERS
ES
UYTREWQ
, All Chapters Included
All Answers Included
Table of Contents
M
Test Bank: Multiple-Choice and Short-Answer Questions
Chapter 1 Educational Psychology: A Foundation for Teaching ------------------------ 01
PR
Chapter 2 Cognitive Development 05
Chapter 3 Social, Moral, and Emotional Development ----------------------------------- 12
Chapter 4 Student Diversity 19
Chapter 5 Behavioral and Social Theories of Learning ----------------------------------- 24
Chapter 6 Cognitive Theories of Learning -------------------------------------------------- 31
Chapter 7 The Direct Instruction Lesson ---------------------------------------------------- 39
Chapter 8 Student-Centered and Constructivist Approaches to Instruction ------------ 44
ES
Chapter 9 Grouping, Differentiation, and Technology ------------------------------------ 50
Chapter 10 Motivating Students to Learn ----------------------------------------------------- 56
Chapter 11 Effective Learning Environments ------------------------------------------------ 62
Chapter 12 Learners with Exceptionalities --------------------------------------------------- 68
Chapter 13 Assessing Student Learning 74
Chapter 14 Standardized Tests and Accountability------------------------------------------ 80
SI
Complete Answers to Multiple Choice and Short Answer Questions
Chapter 1 Educational Psychology: A Foundation for Teaching ------------------------ 86
VE
Chapter 2 Cognitive Development 89
Chapter 3 Social, Moral, and Emotional Development ----------------------------------- 92
Chapter 4 Student Diversity 96
Chapter 5 Behavioral and Social Theories of Learning ----------------------------------- 99
Chapter 6 Cognitive Theories of Learning -------------------------------------------------103
Chapter 7 The Direct Instruction Lesson ---------------------------------------------------107
G
Chapter 8 Student-Centered and Constructivist Approaches to Instruction -----------110
Chapter 9 Grouping, Differentiation, and Technology -----------------------------------114
Chapter 10 Motivating Students to Learn ----------------------------------------------------117
Chapter 11 Effective Learning Environments -----------------------------------------------120
R
Chapter 12 Learners with Exceptionalities --------------------------------------------------123
Chapter 13 Assessing Student Learning -----------------------------------------------------126
Chapter 14 Standardized Tests and Accountability-----------------------------------------129
AD
ES
UYTREW
, UYTREW
All Chapters Included
All Answers Included
Chapter 1
Educational Psychology: A Foundation for Teaching
M
Multiple Choice Questions
1. Which of the following is an accurate statement about the role of educational psychology in
PR
teacher preparation?
a. Educational psychology is the study of learning theory as it relates to aspects of education
outside of the classroom
b. Educational psychology aims to improve teacher candidates’ subject matter knowledge
c. Educational psychology provides teachers with specific actions to improve classroom
teaching
ES
d. Educational psychology provides teachers with research-based principles to guide their
teaching
2. Pedagogy is the link between which of the following?
a. What the teacher desires students to learn and students’ actual learning
b. What the teacher knows and how students will be assessed
SI
c. What students desire to learn and what they are taught
d. What the teacher plans to teach and how the teacher manages the classroom
3. Teaching with intentionality involves which of the following?
VE
a. Thinking about the outcomes students need to achieve
b. Having an analytical mindset for numeric problem solving
c. Covering material students want to learn
d. Covering the material in the textbook
4. Teacher efficacy is the degree to which teachers do what?
G
a. Believe they are able to build rapport with colleagues
b. Make effective decisions regarding student learning outcomes
c. Believe their own efforts determine their students’ success
d. Believe the efficacy of student outcomes is curriculum based
R
5. What do intentional teachers do to achieve a sense of efficacy?
a. Assess their teaching, try new strategies if initial instruction doesn’t work
AD
b. Review students’ IQ scores and make predictions about their success or failure
c. Focus on home life factors that impact the student at school
d. Conduct research to determine what classroom management practices to use
6. Research finds that one of the most powerful predictors of a teacher’s impact on students is:
a. The teacher’s skill in working collaboratively with other teachers
ES
b. The teacher’s academic success in high school and college
c. The teacher’s ability to use technology effectively
d. The teacher’s belief that what he or she does makes a difference
, UYTREW
7. What are the Common Core State Standards?
a. A set of standards that focuses on preparing students for success in college and careers
b. Learning outcomes that are established by educators in all fifty states
M
c. Standards of learning all students must meet in order to graduate from high school
d. Teaching skills that must be mastered to receive a license for teaching
8. The goal of research in educational psychology is:
PR
a. To test theories that guide teachers’ actions
b. To assess student behaviors that interfere with learning
c. To identify learning styles and preferences exhibited by students
d. To improve the efficiency of teaching strategies
9. Research-based professional development opportunities offer teachers:
ES
a. Traditional approaches to education
b. Innovative methods that have yet to be evaluated
c. Methods known to make a difference in children
d. Approaches to a fast-track to learning
10. Mr. Holt wants to know whether a new reading program is effective. Which of the following
SI
is his best source of information for drawing conclusions?
a. Opinions of colleagues
b. Claims made by the producer of the reading program
c. Research that evaluated the level of success of the reading program
VE
d. His own evaluation of the value of the reading program
11. One of the best approaches to becoming an intentional teacher in your beginning years is to:
a. Practice teaching in front of a mirror to perfect your presentation style
b. Seek a mentor who is an intentional teacher to guide you and share ideas
c. Discourage others from observing until you have more experience
G
d. Keep your successes and failures confidential
12. Ms. O’Malley has a student named Tara in her second hour class. A majority of the time
Tara is quiet and withdrawn. When reviewing Tara’s permanent record, Ms. O’Malley is
R
surprised to see a long history of academic success. Ms. O’Malley asks herself a number of
questions about this situation, considers some possible outcomes, and plans several
strategies to attempt to draw Tara into classroom activities. Ms. O’Malley is demonstrating
AD
her ability to:
a. accept the limitations of her professional position
b. accept challenges and think productively about them
c. make learning interesting to students who have diverse preferences
d. respect her student’s right to educational privacy
ES
TEST BANK
M
PR
Educational Psychology:
Theory and Practice
ES
Thirteenth Edition
SI
Robert E. Slavin
VE
G
INSTANT DOWNLOAD
R
AD
COMPLETE CHAPTERS
COMPLETE ANSWERS
ES
UYTREWQ
, All Chapters Included
All Answers Included
Table of Contents
M
Test Bank: Multiple-Choice and Short-Answer Questions
Chapter 1 Educational Psychology: A Foundation for Teaching ------------------------ 01
PR
Chapter 2 Cognitive Development 05
Chapter 3 Social, Moral, and Emotional Development ----------------------------------- 12
Chapter 4 Student Diversity 19
Chapter 5 Behavioral and Social Theories of Learning ----------------------------------- 24
Chapter 6 Cognitive Theories of Learning -------------------------------------------------- 31
Chapter 7 The Direct Instruction Lesson ---------------------------------------------------- 39
Chapter 8 Student-Centered and Constructivist Approaches to Instruction ------------ 44
ES
Chapter 9 Grouping, Differentiation, and Technology ------------------------------------ 50
Chapter 10 Motivating Students to Learn ----------------------------------------------------- 56
Chapter 11 Effective Learning Environments ------------------------------------------------ 62
Chapter 12 Learners with Exceptionalities --------------------------------------------------- 68
Chapter 13 Assessing Student Learning 74
Chapter 14 Standardized Tests and Accountability------------------------------------------ 80
SI
Complete Answers to Multiple Choice and Short Answer Questions
Chapter 1 Educational Psychology: A Foundation for Teaching ------------------------ 86
VE
Chapter 2 Cognitive Development 89
Chapter 3 Social, Moral, and Emotional Development ----------------------------------- 92
Chapter 4 Student Diversity 96
Chapter 5 Behavioral and Social Theories of Learning ----------------------------------- 99
Chapter 6 Cognitive Theories of Learning -------------------------------------------------103
Chapter 7 The Direct Instruction Lesson ---------------------------------------------------107
G
Chapter 8 Student-Centered and Constructivist Approaches to Instruction -----------110
Chapter 9 Grouping, Differentiation, and Technology -----------------------------------114
Chapter 10 Motivating Students to Learn ----------------------------------------------------117
Chapter 11 Effective Learning Environments -----------------------------------------------120
R
Chapter 12 Learners with Exceptionalities --------------------------------------------------123
Chapter 13 Assessing Student Learning -----------------------------------------------------126
Chapter 14 Standardized Tests and Accountability-----------------------------------------129
AD
ES
UYTREW
, UYTREW
All Chapters Included
All Answers Included
Chapter 1
Educational Psychology: A Foundation for Teaching
M
Multiple Choice Questions
1. Which of the following is an accurate statement about the role of educational psychology in
PR
teacher preparation?
a. Educational psychology is the study of learning theory as it relates to aspects of education
outside of the classroom
b. Educational psychology aims to improve teacher candidates’ subject matter knowledge
c. Educational psychology provides teachers with specific actions to improve classroom
teaching
ES
d. Educational psychology provides teachers with research-based principles to guide their
teaching
2. Pedagogy is the link between which of the following?
a. What the teacher desires students to learn and students’ actual learning
b. What the teacher knows and how students will be assessed
SI
c. What students desire to learn and what they are taught
d. What the teacher plans to teach and how the teacher manages the classroom
3. Teaching with intentionality involves which of the following?
VE
a. Thinking about the outcomes students need to achieve
b. Having an analytical mindset for numeric problem solving
c. Covering material students want to learn
d. Covering the material in the textbook
4. Teacher efficacy is the degree to which teachers do what?
G
a. Believe they are able to build rapport with colleagues
b. Make effective decisions regarding student learning outcomes
c. Believe their own efforts determine their students’ success
d. Believe the efficacy of student outcomes is curriculum based
R
5. What do intentional teachers do to achieve a sense of efficacy?
a. Assess their teaching, try new strategies if initial instruction doesn’t work
AD
b. Review students’ IQ scores and make predictions about their success or failure
c. Focus on home life factors that impact the student at school
d. Conduct research to determine what classroom management practices to use
6. Research finds that one of the most powerful predictors of a teacher’s impact on students is:
a. The teacher’s skill in working collaboratively with other teachers
ES
b. The teacher’s academic success in high school and college
c. The teacher’s ability to use technology effectively
d. The teacher’s belief that what he or she does makes a difference
, UYTREW
7. What are the Common Core State Standards?
a. A set of standards that focuses on preparing students for success in college and careers
b. Learning outcomes that are established by educators in all fifty states
M
c. Standards of learning all students must meet in order to graduate from high school
d. Teaching skills that must be mastered to receive a license for teaching
8. The goal of research in educational psychology is:
PR
a. To test theories that guide teachers’ actions
b. To assess student behaviors that interfere with learning
c. To identify learning styles and preferences exhibited by students
d. To improve the efficiency of teaching strategies
9. Research-based professional development opportunities offer teachers:
ES
a. Traditional approaches to education
b. Innovative methods that have yet to be evaluated
c. Methods known to make a difference in children
d. Approaches to a fast-track to learning
10. Mr. Holt wants to know whether a new reading program is effective. Which of the following
SI
is his best source of information for drawing conclusions?
a. Opinions of colleagues
b. Claims made by the producer of the reading program
c. Research that evaluated the level of success of the reading program
VE
d. His own evaluation of the value of the reading program
11. One of the best approaches to becoming an intentional teacher in your beginning years is to:
a. Practice teaching in front of a mirror to perfect your presentation style
b. Seek a mentor who is an intentional teacher to guide you and share ideas
c. Discourage others from observing until you have more experience
G
d. Keep your successes and failures confidential
12. Ms. O’Malley has a student named Tara in her second hour class. A majority of the time
Tara is quiet and withdrawn. When reviewing Tara’s permanent record, Ms. O’Malley is
R
surprised to see a long history of academic success. Ms. O’Malley asks herself a number of
questions about this situation, considers some possible outcomes, and plans several
strategies to attempt to draw Tara into classroom activities. Ms. O’Malley is demonstrating
AD
her ability to:
a. accept the limitations of her professional position
b. accept challenges and think productively about them
c. make learning interesting to students who have diverse preferences
d. respect her student’s right to educational privacy
ES
