Test Bank for
Educational
Psychology Theory
and Practice, 13e
Robert Slavin (All
Chapters)
, Chapter 1 Educational Psychology: A Foundation for Teaching
Chapter 1
Educational Psychology: A Foundation for Teaching
Multiple Choice Questions
1. Which of the following is an accurate statement about the role of educational psychology in
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
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
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?
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?
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
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
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
1
Copyright © 2021, 2018, 2015 Pearson Education, Inc. All Rights Reserved.
, Chapter 1 Educational Psychology: A Foundation for Teaching
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
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
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:
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:
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
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
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
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
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
her ability to:
a. accept the limitations of her professional position
2
Copyright © 2021, 2018, 2015 Pearson Education, Inc. All Rights Reserved.
, Chapter 1 Educational Psychology: A Foundation for Teaching
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
13. Mr. Jenkins, an avid consumer of educational research, has learned that a rapid pace of
instruction increases achievement. However, his students need additional reinforcement in
basic skills before moving forward. Mr. Jenkins slows the pace of instruction to meet
students’ needs. Mr. Jenkins is demonstrating his ability to:
a. teach to the lowest common denominator of ability grouping
b. rely on research findings implicitly without questioning
c. reject research findings outright when classroom conditions do not support findings
d. use common sense and a clear view of student needs in applying research findings
14. Ms. Sanchez is excited about teaching and eager to find more ideas that will help her during
her first year. She is disappointed to find that her colleagues are worn out from years in the
classroom and outside responsibilities. No one seems to have time for her questions. What
should Ms. Sanchez do?
a. Discuss the problem with the principal and ask to be reassigned to a different team
b. seek virtual colleagues and professional development on the Web
c. keep her questions to herself until she meets with her mentor next month
d. look for ways to find fulfillment outside of the classroom
15. Good teaching can be taught, and there are principles of good teaching that teachers need to
know. The major components of good teaching include which of the following? a. Critical-
thinking and problem-solving skills
b. Application of Common Core State Standards
c. Warm, caring disposition and charisma
d. Efficient and effective technological skills
16. The standards adopted by most states require teaching that aligns with which of the
following?
a. Preparing students to become good parents
b. Educating students to solve problems in our global society
c. Teaching students to become civic leaders
d. Preparing students for success in colleges and the workplace
17. Ms. Gomez doesn’t know what to do with Cody. This is the sixth week of school, and he
repeatedly disrupts the class during seatwork. Which of the following actions seems to be
the best solution?
a. Reprimand Cody in front of the class
b. Ignore Cody and hope his behavior changes
c. Find out what is reinforcing Cody’s behavior
3
Copyright © 2021, 2018, 2015 Pearson Education, Inc. All Rights Reserved.
Educational
Psychology Theory
and Practice, 13e
Robert Slavin (All
Chapters)
, Chapter 1 Educational Psychology: A Foundation for Teaching
Chapter 1
Educational Psychology: A Foundation for Teaching
Multiple Choice Questions
1. Which of the following is an accurate statement about the role of educational psychology in
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
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
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?
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?
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
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
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
1
Copyright © 2021, 2018, 2015 Pearson Education, Inc. All Rights Reserved.
, Chapter 1 Educational Psychology: A Foundation for Teaching
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
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
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:
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:
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
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
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
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
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
her ability to:
a. accept the limitations of her professional position
2
Copyright © 2021, 2018, 2015 Pearson Education, Inc. All Rights Reserved.
, Chapter 1 Educational Psychology: A Foundation for Teaching
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
13. Mr. Jenkins, an avid consumer of educational research, has learned that a rapid pace of
instruction increases achievement. However, his students need additional reinforcement in
basic skills before moving forward. Mr. Jenkins slows the pace of instruction to meet
students’ needs. Mr. Jenkins is demonstrating his ability to:
a. teach to the lowest common denominator of ability grouping
b. rely on research findings implicitly without questioning
c. reject research findings outright when classroom conditions do not support findings
d. use common sense and a clear view of student needs in applying research findings
14. Ms. Sanchez is excited about teaching and eager to find more ideas that will help her during
her first year. She is disappointed to find that her colleagues are worn out from years in the
classroom and outside responsibilities. No one seems to have time for her questions. What
should Ms. Sanchez do?
a. Discuss the problem with the principal and ask to be reassigned to a different team
b. seek virtual colleagues and professional development on the Web
c. keep her questions to herself until she meets with her mentor next month
d. look for ways to find fulfillment outside of the classroom
15. Good teaching can be taught, and there are principles of good teaching that teachers need to
know. The major components of good teaching include which of the following? a. Critical-
thinking and problem-solving skills
b. Application of Common Core State Standards
c. Warm, caring disposition and charisma
d. Efficient and effective technological skills
16. The standards adopted by most states require teaching that aligns with which of the
following?
a. Preparing students to become good parents
b. Educating students to solve problems in our global society
c. Teaching students to become civic leaders
d. Preparing students for success in colleges and the workplace
17. Ms. Gomez doesn’t know what to do with Cody. This is the sixth week of school, and he
repeatedly disrupts the class during seatwork. Which of the following actions seems to be
the best solution?
a. Reprimand Cody in front of the class
b. Ignore Cody and hope his behavior changes
c. Find out what is reinforcing Cody’s behavior
3
Copyright © 2021, 2018, 2015 Pearson Education, Inc. All Rights Reserved.
