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Psychology Applied to Teaching 14th Edition by Jack Snowman - Test Bank

Psychology Applied to Teaching 14th Edition by Jack Snowman – Test Bank

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14th Edition
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Psychology Applied to Teaching 14th Edition by Jack Snowman – Test Bank

1. Principal Renfro likes to place students in groups at the beginning of the school year according to their IQ scores and keep them together for the rest of the year. Which of the following assumptions would this principal most likely cite to support this practice?

a. Intelligence is the prime determiner of academic performance.

b. Differences in intelligence cannot be changed through instruction.

c. Students learn best when grouped with their intellectual peers.

d. All of the above.

ANSWER: d

POINTS: 1

REFERENCES: 6-1

LEARNING OBJECTIVES: snow.psyc.14.6.1 – Describe the historical antecedents that are based on the assumption that homogeneous classrooms yield better educational outcomes.

NATIONAL STANDARDS:  United States – INTASC 7 – Planning for Instruction

KEYWORDS: Application

NOTES: The basic assumptions underlying the practice of ability grouping are that intelligence largely determines academic performance, intelligence cannot be changed by instruction, and students learn best when placed in homogeneous groups.

2. The research findings on ability grouping discussed in the text suggest that

a. between-class ability grouping is most beneficial to low-achieving students.

b. within-class ability grouping is not effective for the primary and elementary grades.

c. there is no empirical support for between-class ability grouping.

d. between-class ability grouping works in conjunction with the Joplin Plan.

ANSWER: c

POINTS: 1

REFERENCES: 6-2

LEARNING OBJECTIVES: snow.psyc.14.6.2 – Explain the various forms of ability grouping, the findings from evaluation studies, and the practices that are suggested by the research.

NATIONAL STANDARDS:  United States – INTASC 7 – Planning for Instruction

KEYWORDS: Application

NOTES: According to the preponderance of scientific evidence, there is no empirical support for between-class ability grouping.

3. Which of the following is supported by research findings regarding the effectiveness of ability grouping for science and math instruction?

a. Between-class grouping seems to be effective for math but not for science.

b. The Joplin Plan seems to be ineffective for both subject areas. c. Within-class grouping and the Joplin Plan seem to be effective. d. Regrouping is ineffective for science and math.

ANSWER:                              c

POINTS:                                1

REFERENCES:                     6-2

LEARNING OBJECTIVES: snow.psyc.14.6.2 – Explain the various forms of ability grouping, the findings from evaluation studies, and the practices that are suggested by the research.

NATIONAL STANDARDS:  United States – INTASC 7 – Planning for Instruction

KEYWORDS:                        Application

NOTES: Within-class grouping and the Joplin Plan have both produced moderately positive results in the classroom for science and math instruction.

4. Researchers have found that between-class ability grouping

a. lowers the achievement of low-ability students, and has little to no benefit for averageand above-average- ability students.

b. produces moderate learning gains for all students.

c. produces moderate learning gains for lowand average-ability students, but has no impact on the performance of high-ability students.

d. produces strong learning gains for all students.

ANSWER:                              a

POINTS:                                1

REFERENCES:                     6-2

LEARNING OBJECTIVES: snow.psyc.14.6.2 – Explain the various forms of ability grouping, the findings from evaluation studies, and the practices that are suggested by the research.

NATIONAL STANDARDS:  United States – INTASC 7 – Planning for Instruction

KEYWORDS:                        Application

NOTES: The discussion on page 186 suggests that there is no support for between-class ability grouping.

5. The Joplin Plan and within-class ability grouping produce at least moderate gains in learning because of

a. fewer classroom management problems.

b. better quality instruction.

c. higher self-esteem among students in homogeneous groups.

d. higher performance by high-ability students.

ANSWER: b

POINTS: 1

REFERENCES: 6-2

LEARNING OBJECTIVES: snow.psyc.14.6.2 – Explain the various forms of ability grouping, the findings from evaluation studies, and the practices that are suggested by the research.

NATIONAL STANDARDS:  United States – INTASC 7 – Planning for Instruction

KEYWORDS: Comprehension

NOTES: For the Joplin Plan and within-class ability grouping, it is thought that better quality instruction may result from the increase in classroom homogeneity.

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