TEST BANK
Classroom Management for Middle
and High School Teachers
FOR MORE AFFORDABLE FILES CHECK OUT US ON: WWW.MEDTESTBANKS.COM
Edmund T. Emmer 10th Edition
ALL CHAPTERS ORIGINAL FROM PUBLISHER PDF DOWNLOAD
M
EMAIL US ON
ED
CO
NN
OI
SS
EU
R
,M
ED
Test Bank
for
CO
Classroom Management for Middle and
High School Teachers
NN
Tenth Edition
by
Edmund T. Emmer
OI
University of Texas - Austin
Carolyn M. Evertson
SS
Vanderbilt University
Prepared by
EU
Karen Cole
University of North Carolina, Asheville
R
, Introduction
Running a classroom successfully can be challenging and most certainly requires an extensive
skill set. Creating test items to assess candidates’ knowledge about classroom management concepts is
also challenging. One thing that makes the task difficult is that there is often no definitive “right answer”
for questions about classroom management once you move beyond initial procedural recommendations.
The items in this test bank were written with this truism in mind. Each item relates directly to material
covered in the core text, and many DO have answers that will be consistently clear-cut. However, because
of the individualized nature of classroom management decisions, course instructors must carefully weigh
not only which items to utilize on tests but also what answers to accept from candidates.
The items in the test bank reflect a broad range of cognitive levels. Many items assess candidates’
knowledge of basic concepts in classroom management, particularly relevant terminology and procedural
guidelines; others ask students to apply their new knowledge in novel situations. Some questions require
M
candidates to analyze situations in which management decisions are being made; still others ask the
candidate to synthesize information as they make recommendations with regard to specific management
topics. A few questions ask candidates to evaluate the decisions of others and make judgments about the
ED
appropriateness and/or effectiveness of each choice. Higher-order questions are indicted by an asterisk.
Some questions are lengthy and as instructors are creating tests, they should ensure that students will have
enough time to read each item thoroughly.
CO
The items included in this test bank are of both objective and constructed-response formats. Of
particular note are the suggested instructions for having candidates complete true-false items; to reduce
the guess factor associated with traditional T/F questions, instructions for the T/F questions in each
chapter ask students to rewrite any false statements to make them true, thus allowing them to demonstrate
NN
their understanding of the inaccuracies in the original item stem.
OI
SS
EU
R
ii
, TABLE OF CONTENTS
Chapter 1……………………………………………………………………………..1
Chapter 2……………………………………………………………………………..4
Chapter 3……………………………………………………………………………..9
Chapter 4……………………………………………………………………………..17
M
Chapter 5……………………………………………………………………………..24
ED
Chapter 6……………………………………………………………………………..30
Chapter 7…………………………………………………………..…………………35
CO
Chapter 8…………………………………………………………………………......42
Chapter 9……………………………………………………………………………..49
NN
Chapter 10……………………………………………………………………………55
OI
Chapter 11……………………………………………………………………………61
Chapter 12……………………………………………………………………………69
SS
EU
R
iii
Classroom Management for Middle
and High School Teachers
FOR MORE AFFORDABLE FILES CHECK OUT US ON: WWW.MEDTESTBANKS.COM
Edmund T. Emmer 10th Edition
ALL CHAPTERS ORIGINAL FROM PUBLISHER PDF DOWNLOAD
M
EMAIL US ON
ED
CO
NN
OI
SS
EU
R
,M
ED
Test Bank
for
CO
Classroom Management for Middle and
High School Teachers
NN
Tenth Edition
by
Edmund T. Emmer
OI
University of Texas - Austin
Carolyn M. Evertson
SS
Vanderbilt University
Prepared by
EU
Karen Cole
University of North Carolina, Asheville
R
, Introduction
Running a classroom successfully can be challenging and most certainly requires an extensive
skill set. Creating test items to assess candidates’ knowledge about classroom management concepts is
also challenging. One thing that makes the task difficult is that there is often no definitive “right answer”
for questions about classroom management once you move beyond initial procedural recommendations.
The items in this test bank were written with this truism in mind. Each item relates directly to material
covered in the core text, and many DO have answers that will be consistently clear-cut. However, because
of the individualized nature of classroom management decisions, course instructors must carefully weigh
not only which items to utilize on tests but also what answers to accept from candidates.
The items in the test bank reflect a broad range of cognitive levels. Many items assess candidates’
knowledge of basic concepts in classroom management, particularly relevant terminology and procedural
guidelines; others ask students to apply their new knowledge in novel situations. Some questions require
M
candidates to analyze situations in which management decisions are being made; still others ask the
candidate to synthesize information as they make recommendations with regard to specific management
topics. A few questions ask candidates to evaluate the decisions of others and make judgments about the
ED
appropriateness and/or effectiveness of each choice. Higher-order questions are indicted by an asterisk.
Some questions are lengthy and as instructors are creating tests, they should ensure that students will have
enough time to read each item thoroughly.
CO
The items included in this test bank are of both objective and constructed-response formats. Of
particular note are the suggested instructions for having candidates complete true-false items; to reduce
the guess factor associated with traditional T/F questions, instructions for the T/F questions in each
chapter ask students to rewrite any false statements to make them true, thus allowing them to demonstrate
NN
their understanding of the inaccuracies in the original item stem.
OI
SS
EU
R
ii
, TABLE OF CONTENTS
Chapter 1……………………………………………………………………………..1
Chapter 2……………………………………………………………………………..4
Chapter 3……………………………………………………………………………..9
Chapter 4……………………………………………………………………………..17
M
Chapter 5……………………………………………………………………………..24
ED
Chapter 6……………………………………………………………………………..30
Chapter 7…………………………………………………………..…………………35
CO
Chapter 8…………………………………………………………………………......42
Chapter 9……………………………………………………………………………..49
NN
Chapter 10……………………………………………………………………………55
OI
Chapter 11……………………………………………………………………………61
Chapter 12……………………………………………………………………………69
SS
EU
R
iii
