Woolfolk: EduPsycology GE p14 14th Edition BY ANITA WOOLFOLK VERIFIED TEST BANK GUIDE− COMPLETE CHAPTERS| QUESTIONS WITH ANSWER KEY−LATEST UPDATE

EDUCATIONAL PSYCHOLOGY 14TH EDITION (GLOBAL EDITION) BY
ANITA WOOLFOLK VERIFIED TEST BANK GUIDE− COMPLETE
CHAPTERS| QUESTIONS WITH ANSWER KEY−LATEST UPDATE

, TABLE OF CONTENTS
CHAPTER 1 LEARNING, TEACHING, AND EDUCATIONAL PSYCHOLOGY ...................................... 3
PART I: STUDENTS ...................................................................................................................... 15
CHAPTER 2 COGNITIVE DEVELOPMENT ................................................................................... 15
CHAPTER 3 THE SELF, SOCIAL, AND MORAL DEVELOPMENT ................................................... 29
CHAPTER 4 LEARNER DIFFERENCES AND LEARNING NEEDS..................................................... 47
CHAPTER 5 LANGUAGE DEVELOPMENT, LANGUAGE DIVERSITY, AND IMMIGRANT EDUCATION
................................................................................................................................................ 62
CHAPTER 6 CULTURE AND DIVERSITY ...................................................................................... 76
PART II: LEARNING AND MOTIVATION ....................................................................................... 91
CHAPTER 7 BEHAVIORAL VIEWS OF LEARNING........................................................................ 91
CHAPTER 8 COGNITIVE VIEWS OF LEARNING ........................................................................ 107
CHAPTER 9 COMPLEX COGNITIVE PROCESSES ....................................................................... 123
CHAPTER 10 CONSTRUCTIVISM AND DESIGNING LEARNING ENVIRONMENTS ...................... 137
CHAPTER 11 SOCIAL COGNITIVE VIEWS OF LEARNING AND MOTIVATION ............................ 151
CHAPTER 12 MOTIVATION IN LEARNING AND TEACHING ..................................................... 167
PART III: TEACHING AND ASSESSING ........................................................................................ 185
CHAPTER 13 MANAGING LEARNING ENVIRONMENTS........................................................... 185
CHAPTER 14 TEACHING EVERY STUDENT .............................................................................. 203
CHAPTER 15 CLASSROOM ASSESSMENT, GRADING, AND STANDARDIZED TESTING .............. 219

,CHAPTER 1 LEARNING, TEACHING, AND EDUCATIONAL PSYCHOLOGY

CHAPTER 1 OBJECTIVES RELEVANT TEST ITEMS
OBJECTIVE 1.1: DESCRIBE THE KEY ELEMENTS OF THE NO MULTIPLE CHOICE: 1-6
CHILD LEFT BEHIND ACT AND ITS SUCCESSOR, THE EVERY ESSAY: 20
STUDENT SUCCEEDS ACT, AND DISCUSS THE CONTINUING
IMPACT OF TESTING AND ACCOUNTABILITY FOR
TEACHERS AND STUDENTS.
OBJECTIVE 1.2: DISCUSS THE ESSENTIAL FEATURES OF MULTIPLE CHOICE: 7-9
EFFECTIVE TEACHING, INCLUDING DIFFERENT ESSAY: 21
FRAMEWORKS DESCRIBING WHAT GOOD TEACHERS DO.
OBJECTIVE 1.3: DESCRIBE THE METHODS USED TO MULTIPLE CHOICE: 10-17
CONDUCT RESEARCH IN THE FIELD OF EDUCATIONAL ESSAY: 22
PSYCHOLOGY AND THE KINDS OF QUESTIONS EACH
METHOD CAN ADDRESS.
OBJECTIVE 1.4: RECOGNIZE HOW THEORIES AND MULTIPLE CHOICE: 18-19
RESEARCH IN DEVELOPMENT AND LEARNING ARE ESSAY: 23
RELATED TO EDUCATIONAL PRACTICE.

MULTIPLE CHOICE QUESTIONS

1. AS A NEW TEACHER, YOU ARE EAGER TO MEET YOUR 24 STUDENTS. YOU ARE
INTERESTED IN THE ETHNIC AND CULTURAL DIVERSITY OF YOUR STUDENTS
AND THEIR RANGE OF ABILITIES AND NEEDS. IF THE DIVERSITY AMONG YOUR
STUDENTS MATCHES NATIONAL STATISTICAL NORMS, HOW MANY CHILDREN
WILL YOU HAVE WITH MILD TO SEVERE DEVELOPMENTAL DISABILITIES?
a. ONE
b. TWO
c. THREE
d. FOUR

2. NEARLY 15 MILLION OR 22% OF CHILDREN IN AMERICA LIVE IN POVERTY.
HOW DOES THE WEALTH IN TYPICAL BLACK HOUSEHOLDS COMPARE TO THE
WEALTH IN TYPICAL WHITE HOUSEHOLDS?
a. 18% AS MUCH WEALTH IN TYPICAL BLACK HOUSEHOLDS
b. 11% AS MUCH WEALTH IN TYPICAL BLACK HOUSEHOLDS
c. 6% AS MUCH WEALTH IN TYPICAL BLACK HOUSEHOLDS
d. 25% AS MUCH WEALTH IN TYPICAL BLACK HOUSEHOLDS

3. JAVIER EMIGRATED FROM MEXICO WITH HIS FAMILY AND IS STARTING THIRD
GRADE WITH MINIMAL ABILITY TO SPEAK ENGLISH. MRS. FOSTER HAS WORKED
WITH OTHER STUDENTS LIKE JAVIER AND CAN’T WAIT TO SEE HOW MUCH
PROGRESS JAVIER WILL MAKE IN HER CLASS THIS YEAR. MRS. FOSTER’S
ATTITUDE SEEMS TO BE EVIDENCE OF:
a. THE TEACHER’S SENSE OF EFFICACY.
b. OVERLY OPTIMISTIC BELIEFS.

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