Chapter 1 Test Item File
Effective Teaching Methods:
Research-Based Practice
S
Tenth Edition
R
VE
IE Gary D. Borich
University of Texas, Austin
H
AC
Angelica D. Blanchette
Longwood University
M
EA
R
D
, Table of Contents
Chapter 1: The Effective Teacher 1
Learning Outcome Quizzes 1
Application Exercises 13
Test Items 17
Test Answer Key 22
S
R
VE
IE
H
AC
M
EA
R
D
, Chapter 1: The Effective Teacher
Chapter 1 Learning Outcome Quizzes
Learning Outcome 1.1 Explain the role that research plays in demonstrating how
teaching strategies and methods contribute to student performance.
[Q1]
What has become the focus of modern definitions of effective teaching?
1. The teachers’ personality traits and community ideals
S
2. How teachers interact with parents and colleagues
3. The amount of education that a teacher possesses
R
4. The teacher-student interaction within the classroom [correct]
VE
[Response to Answer Choice 1]
This was the previous focus. Research has since moved beyond this because it was
unrealistic.
[Response to Answer Choice 2] IE
Teachers should be able to interact with many different personalities and be a good
H
teammate within the school setting, however it has little effect on student achievement.
AC
[Response to Answer Choice 3]
Teachers are required to hold certain credentials, and attend professional development
regularly, however they must apply the knowledge learned.
M
[Response to Correct Answer Choice 4]
Positive teacher-student interactions directly impact student achievement and the
EA
effectiveness of the teacher.
[Q2]
What characteristics would have been considered a “good teacher” decades ago?
R
1. Smart, angry, and bold
D
2. Honest, considerate, and generous [correct]
3. Thoughtful, strict, and envious
4. Unfriendly, intelligent, and funny
[Response to Answer Choice 1]
Teachers should not have been angry.
[Response to Correct Answer Choice 2]
Teachers were expected to be overall good people.
, [Response to Answer Choice 3]
Teachers should only exude positive character traits.
[Response to Answer Choice 4]
An unfriendly teacher would not have been considered a good citizen or good
employee.
[Q3]
Why did the definition of an ideal teacher shift?
1. The ideals were unfair to teachers.
S
2. Schools and divisions were unable to find enough teachers who held these qualities.
3. The standards were unclear and could not be consistently applied. [correct]
R
4. Colleges and universities were unable to effectively teach these qualities to their
VE
teacher candidates.
[Response to Answer Choice 1]
While some teachers may have felt the unfairness, this was not the reason for the
change, and not all teachers felt this way.
[Response to Answer Choice 2]
IE
H
There has not been research and/or data to support this claim.
AC
[Response to Correct Answer Choice 3]
The standards were unclear and unobjective. There was no way to measure a teacher’s
performance using these standards and ideals.
M
[Response to Answer Choice 4]
Teaching personalities may have been a challenge, however this was not the reason for
EA
the change.
[Q4]
R
How did researchers collect data on classroom interactions between teachers and
students?
D
1. One researcher observed one classroom for a single class period.
2. Several researchers observed several classrooms over many days. [correct]
3. Several researchers observed classrooms as they participated in end-of-year
testing.
4. Several researchers interviewed students about their overall satisfaction with school
and their teacher.
[Response to Answer Choice 1]
This method would have yielded too little data to reveal any patterns.
Effective Teaching Methods:
Research-Based Practice
S
Tenth Edition
R
VE
IE Gary D. Borich
University of Texas, Austin
H
AC
Angelica D. Blanchette
Longwood University
M
EA
R
D
, Table of Contents
Chapter 1: The Effective Teacher 1
Learning Outcome Quizzes 1
Application Exercises 13
Test Items 17
Test Answer Key 22
S
R
VE
IE
H
AC
M
EA
R
D
, Chapter 1: The Effective Teacher
Chapter 1 Learning Outcome Quizzes
Learning Outcome 1.1 Explain the role that research plays in demonstrating how
teaching strategies and methods contribute to student performance.
[Q1]
What has become the focus of modern definitions of effective teaching?
1. The teachers’ personality traits and community ideals
S
2. How teachers interact with parents and colleagues
3. The amount of education that a teacher possesses
R
4. The teacher-student interaction within the classroom [correct]
VE
[Response to Answer Choice 1]
This was the previous focus. Research has since moved beyond this because it was
unrealistic.
[Response to Answer Choice 2] IE
Teachers should be able to interact with many different personalities and be a good
H
teammate within the school setting, however it has little effect on student achievement.
AC
[Response to Answer Choice 3]
Teachers are required to hold certain credentials, and attend professional development
regularly, however they must apply the knowledge learned.
M
[Response to Correct Answer Choice 4]
Positive teacher-student interactions directly impact student achievement and the
EA
effectiveness of the teacher.
[Q2]
What characteristics would have been considered a “good teacher” decades ago?
R
1. Smart, angry, and bold
D
2. Honest, considerate, and generous [correct]
3. Thoughtful, strict, and envious
4. Unfriendly, intelligent, and funny
[Response to Answer Choice 1]
Teachers should not have been angry.
[Response to Correct Answer Choice 2]
Teachers were expected to be overall good people.
, [Response to Answer Choice 3]
Teachers should only exude positive character traits.
[Response to Answer Choice 4]
An unfriendly teacher would not have been considered a good citizen or good
employee.
[Q3]
Why did the definition of an ideal teacher shift?
1. The ideals were unfair to teachers.
S
2. Schools and divisions were unable to find enough teachers who held these qualities.
3. The standards were unclear and could not be consistently applied. [correct]
R
4. Colleges and universities were unable to effectively teach these qualities to their
VE
teacher candidates.
[Response to Answer Choice 1]
While some teachers may have felt the unfairness, this was not the reason for the
change, and not all teachers felt this way.
[Response to Answer Choice 2]
IE
H
There has not been research and/or data to support this claim.
AC
[Response to Correct Answer Choice 3]
The standards were unclear and unobjective. There was no way to measure a teacher’s
performance using these standards and ideals.
M
[Response to Answer Choice 4]
Teaching personalities may have been a challenge, however this was not the reason for
EA
the change.
[Q4]
R
How did researchers collect data on classroom interactions between teachers and
students?
D
1. One researcher observed one classroom for a single class period.
2. Several researchers observed several classrooms over many days. [correct]
3. Several researchers observed classrooms as they participated in end-of-year
testing.
4. Several researchers interviewed students about their overall satisfaction with school
and their teacher.
[Response to Answer Choice 1]
This method would have yielded too little data to reveal any patterns.
