Q&A Hero

Q: Mentally determining the best solution, the supervisor weighs the many options available to the teacher. Step Four would be called the following: a. Problem Solving b. Standardizing c. Directing d. Encouraging

Q: In Step Three, the teacher may respond to her use of technology in this way, "I have difficulty with the use of the Smartboard in my classroom." Which behavior does the supervisor display in this exchange? a. Clarifying b. Problem Solving c. Directing d. Listening

Q: In Step Two, the supervisor enables the teacher to give his/her feedback regarding the problem. Name the supervisory behavior that was employed in the Step Two. a. Encouraging b. Clarifying c. Reinforcing d. All of these

Q: The identification of the problem is the first part of the action that the supervisor uses with the teacher. Which of the supervisory behaviors was used in this identification process for Step One? a. Listening b. Clarifying c. Presenting d. Encouraging

Q: The supervisor uses a strategic method to review the teacher's program. What are the components of this method? a Gather information from observation b Identify the problem c Tells the teacher what to do d Provides an explanation of why the suggestions will work

Q: Which of the following describes an analysis of the data used in the 360 degree - supervisor's self assessment? a. Compare the supervisor's perceptions to recorded behaviors b. Reflect on your own perception c. Lead to changes in your own supervisory behaviors d. All of these

Q: The supervisor can reach conclusions regarding self perception through the following means: a. Analyzing the professional characteristics b. Analyzing the skills that are used in communication c. Analyzing the individual assistance that is given to the teacher d. Analyzing school wide strategies

Q: Cognitive dissonance may be resolved in the following manner: a. The supervisor may dismiss the other information as erroneous. b. The supervisor may accept the source of information rather than perceiving it as dissonant. c. The supervisor may change his/her behavior after gathering feedback from others. d. All of these

Q: Festinger (1957) created cognitive dissonance, which is based upon a. thinking of yourself in one way b. acting only with your own perceptions c. having others view you in differently d. All of these

Q: The purpose of understanding the Johari Window for supervisor is as follows: a. Be aware of what we are modeling for our teachers b. Determine the ways we want our teachers to be perceived c. Understand our own behaviors and the effect on others d. All of the above

Q: If both the supervisor and teachers are unaware of actions that are taken in public, this represents which of the following window in the Johari Window? a. Private self b. Public self c. Blind self d. Unknown self

Q: When a supervisor thinks that he displaying a listening behavior, but the teachers state that the supervisor failed to listen. Which is the example of the windowpane within the Johari Window? a. Private self b. Public self c. Blind self d. Unknown self

Q: John Luft created the Johari Window as a means to identify what individuals know and do not know about their actions. What are the windowpanes within the Johari Window? a. Public b. Unknown c. Blind d. Private

Q: Which of the following would determine a valid assessment of the perception of the supervisor's skill(s)? a. Request that teachers tell him directly what they think of his skills. b. Gather information from a group of teachers in a team meeting. c. Give an anonymous survey to teachers and ask them to respond using a numeric scale to the administrative skills d. All of above

Q: A supervisor may discuss ways in which instructional improvement can be enhanced during a conference with a teacher. Which of the following approach is not used for a specific outcome during the conference? a. Nondirective approach " Outcome: supervisor-assigned plan b. Collaborative approach " Outcome: mutual plan c. Directive information " Outcome: supervisor-suggested plan d. Directive control " Outcome " supervisor-assigned plan

Q: When supervisors tell the teacher what will be expected, give the time and criteria of the expected outcomes, and discuss the consequences for non-action, the supervisory behavior is called a. directive control interpersonal approach b. collaborative interpersonal approach c. direct informational interpersonal approach d. all of these

Q: The supervisor may use the directive informational interpersonal approach when there is a. more responsibility on the teacher to make a decision. b. joint responsibility shared by the supervisor and teacher. c. direction to use alternatives by the teachers, teacher choice, and teacher/supervisor state the expected outcome. d. All of these

Q: The collaborative interpersonal approach may be described when the a. supervisor and teacher participate in the problem solving equally. b. supervisor uses non directive behaviors. c. supervisor and teacher negotiate to find a common outcome. d. All of these

Q: The nondirective interpersonal approach may be described as a. when the teacher has high control. b. when the supervisor has low control. c. when teacher and supervisor has the same level of control. d. all of these

Q: The supervisor may use which of the following approaches to garner more participation in decision-making: a. Place more responsibility on the teachers to make decisions. b. Place more responsibility on the supervisor to make decisions. c. Place a shared responsibility on the supervisors and teachers. d. All of these

Q: The supervisor presented the expected criteria and the time frame for the implementation of the new literacy strategy to be used by all the first grade class teachers. Which of the supervisory behavior was used? a. Directing b. Problem Solving c. Reinforcing d. Standardizing

Q: In the curriculum meeting, the supervisor was faced with an issue and asked the representatives to formulate different approaches to formulate an action plan. Which type of supervisory behavior was evident? a. Encouraging b. Listening c. Problem Solving d. Negotiating

Q: When a supervisor asks questions to understand the speaker's point of view, which type of supervisory behavior is used? a. Clarifying b. Problem Solving c. Reflecting d. Encouraging

Q: Which of the supervisory behaviors is depicted by this example, "This is how I see itI What can be done is . . .?" a. Negotiating b. Problem Solving c. Encouraging d. Presenting

Q: Supervisory behaviors may be categorized into which of the following? a. Negotiating, problem solving b. Presenting, reflecting c. Encouraging, clarifying d. Explaining, Listening

Q: A purposeful behavior is defined as a. an assessment of how supervisors communicate with staff. b. the contribution that has been made to a decision for the a conference c. effectively listening to the speaker and giving an expression of understanding d. behaviors that determine the supervisor's effectiveness in decision-making.

Q: The supervisory behavior continuum includes the following ways in which to increase teacher growth and assure student learning. These dimensions are as follows: a. Building knowledge b. Using interpersonal skills for communication c. Utilizing technical skills for planning, assessing, observing and evaluation d. All of these

Q: Cultural beliefs, cultural artifacts, and deeply ingrained values may influence educator's beliefs. How do educators reflect on these beliefs? a. Value your own personal beliefs as a teacher b. Examine their own actions and beliefs c. Determine the underlying assumptions for their beliefs d. Use instruction that promotes your dominant position

Q: Based upon the supervisor's decision-making responsibility and educational philosophy, the supervisor may use which of the following types of supervision? a. Directive supervision b. Nondirect supervision c. Collaborative supervision d. All of these

Q: Supervisors need to understand that educational philosophy influences our decision-making responsibility. Which of the following relationship demonstrates this philosophy and the supervisor's responsibility? a. Essentialism " is used when the teacher is highly competent and requires low supervision b. Experimentalism " is used when the teacher is equally competent and requires equal supervision c. Existentialism " is used when the teacher has high competency and requires low supervision d. All of these

Q: Kierkegaard, Camus, and Sartre promoted the existential school of thought, which supports that a. beyond the individual there is only chaos. b. human dignity and work are of great importance. c. trial and error is essential to evaluate an outcome. d. natural law is superior to all other laws.

Q: Experimentalism merged the following absolute concepts of morality, truth, and knowledge during this period. Which of the following researchers were involved in this philosophy? a. Charles S. Pierce b. William James c. John Dewey d. Richard Pratte

Q: Bagley (1938) created essentialism which promotes a. that knowledge is learning how the machine works. b. that teacher digest teaching truths. c. that education has a use in society. d. that there is a body of timeless knowledge valued for living.

Q: The purpose of education is to condition the mind to think in a natural and logical way. Which philosophy represents this statement? a. Realism b. Essentialism c. Progressivism d. All of these

Q: Which of the following philosophy purports absolutes in which that reality or truth is above the common ways of knowing? a. Pragmatism b. Behaviorism c. Essentialism d. Realism

Q: Supervision is based upon which of the following philosophy frameworks? a. Essentialism b. Progressivism c. Existentialism d. All of them

Q: Supervisory beliefs are based upon a. knowledge, human nature, and control. b. curriculum content. c. learning environment. d. All of these

Q: Instructional goals are based upon beliefs on the a. purpose of education. b. what should be taught. c. nature of the learner and the learning process. d. All of these

Q: Teaching style implements a. individual choice by the teacher b. learning and trying out new instructional strategies c. adopting the district's guidelines in curriculum d. ongoing development of styles and repertoire over time

Q: Ornstein (1990) discusses the concept of teaching style in relationship to a. the development of their own repertoire. b. multiple sets of teacher types or styles. c. the teacher choice and comfort. d. the learning styles of students that are being taught.

Q: Instructional improvement and successful teaching has been defined a. In not one single instructional model b. Within the context of a particular instructional goals c. Within the context of a local learning environments and individual students. d. All of these

Q: How has the research addressed whether effective schools and effective teaching are the same? Which applies answers to this research? a. Effective teaching promotes the development of effective school research. b. Effective teaching and effective school research discuss the ways to accomplish the goals of learning. c. Effective teaching and effective school research has been neutral on its findings in the development of learning d. All of these.

Q: Supervision interacts with instruction in the following areas: a. School and teacher effectiveness b. Beliefs on educational philosophy or platform c. Propositions about supervisory belief and teacher development d. All of these

Q: Which of the following researchers have been involved in examining the sociocultural context of adult learning? a. Gilligan, Belenky " gender b. Oga, Pine " staff development c. Reinman, Parramore " teacher development d. Chavez, Phinney " race and ethnicity

Q: The sociocultural context of adult learning is an examination of which of the following variables? a. Gender b. Race and Ethnicity c. Society d. Power

Q: School systems and supervisors should expand their support for teachers' professional roles and role development. Which are included in this role development? a. Family b. Work c. Self d. All of the above

Q: Krupp (1987) suggests that staff development programs should be developed to assist in these transition events. Which of the following events may be included? a. Support networks within schools b. Retirement seminars c. Beginning teacher assistance programs d. Career support for personal and professional networking

Q: Which of the following areas represent the transition events in adult development? a. Life events b. Critical events c. Marker Events d. All of the above

Q: Teachers experience the critical components on age-linked life cycle development in a contrary manner than the natural adult life cycle. At what age do teacher experience that "bravado" of doing their best and being enthused with their own teaching? a. Young teachers (20-35 years of age) b. Middle age teachers (35 to 55 years of age) c. Experienced Teachers (55 to 65 years of age) d. All of the these

Q: Research on age-linked life cycle development examines the abilities of individuals at different ages. Which of the following is not representative of the critical components at a specific age? a. Individuals from mid-30s to mid-40s revolve around work and family b. Individuals from 20 to 35 revolve around finding stability in their families c. Individuals from 35 to 55 provide some disillusionment, reflection, and reordering of priorities d. All of the these

Q: The relationship between the development stages (cognitive, conceptual, moral, ego, levels of consciousness, teacher concerns) and adult and teacher development levels (low, moderate, or high) indicate the following findings: a. Teacher may operate at the same general level in more than one development stages. b. Tentative composite descriptions of teachers may be formulated according to low, moderate, and high levels of development. c. Teachers at higher stages of development appear to be more effective in classroom. d. Most teachers to not reach a high stage of attainment of teacher development.

Q: Francis Fuller (1969) delineated the stages of concern experienced by teachers. Which of the following concerns were revealed? a. Self adequacy stage " survival b. Teaching tasks " instructional and student discipline c. Teaching impact stage " students' learning and students' well being d. All of the above

Q: Robert Kegan's (1994, 2000) levels of consciousness for abstract thinking may be defined in the following manner: a. Concrete category for examination of facts and literal level interpretations b. Durable category to cross-categorical consciousness of ensuring loyalty to the larger community c. Fourth order consciousness that develops an independent and autonomous person d. Fifth-order consciousness that continued learning to meet the demands of adult life

Q: Ego Development, striving for meaning in one's life, was developed through the developmental theories derived from the study of women. Which of the following represents the ego development continuum? a. Concrete thinking " abstract thinking " highly abstract thinking b. Rebellious " conventional " feminist c. Fearful " conforming " autonomous d. All of these

Q: Gilligan (1979, 1982) extends Kohlberg's model of moral development to her research on women in which of the following ways: a. Morality is conceived in terms of relationships. b. Morality is conceived in terms of goodness in helping others. c. Morality recognizes the social contract to uphold individual rights. d. All of the these

Q: Kohlberg's model of moral development emphasizes the a. decision that are made according to individual, social norms, and principles and legal mandates. b. levels of preconventional, conventional, to postconventional continuum. c. higher levels as superior to enhancing the aim of all education. d. All of these

Q: Hunt, Butler, Noy, and Rosser (1976) defined conceptual level (CL) in terms of a. Low CL evaluates things in a simple and concrete fashion b. Moderate CL has moderate abstract thinking c. High CL emphasizes abstract thinking d. All of these

Q: The four stages of cognitive development demonstrated how the adult could learn from concrete operations to formal operations and end with post formal operations. This progress from simplistic to more complex interactions shows how the teachers can demonstrate different roles in learning and facilitating knowledge. Which one of the following theorist developed the cognitive approach? a. Levine b. Butler c. Piaget d. Marzick

Q: Levine (1989) describes the following stage theories of adult and teacher development. Which of the following would be included? a. Cognitive Development b. Conceptual Development c. Moral Development d. Ego Development

Q: Knowledge about adult learning has the following implications for instructional supervision. Which of the following does not apply to this knowledge? a. Differentiation instruction for student learning and performance b. Foster teachers' critical thinking and multiple perspectives c. Encourages independent approaches in classroom d. Supports dialogue and collegial learning among teachers

Q: According to Drago-Severson's (2004-2007) approach, principals as professional development leaders should employ the following pillar practices for educators: a. Mentoring b. Empowering teacher leaders c. Collegial partnering or teaming d. All of the these

Q: Supervisors need to develop professional development that a. identifies the learning strengths of teachers b. utilizes different learning methods for teachers at all levels of experience c. applies the same in-service workshop or approach for all teachers d. All of the these

Q: Teachers as adult learners have to be individualized to meet the needs of the following: a. Novice teachers b. Beginning teachers c. Veteran teachers d. All of the above

Q: Kilgore (2001) summarizes the components of critical and postmodern perspectives of adult learning in the following manner: a. Knowledge is socially constructed along with power as a factor in learning. b. Power can be possessed by principals, a culturally biased group, or a culturally relevant bias to one group. c. Dominant influence or authority (hegemony) to preserve inequities is linked to structures of privilege and oppression. d. Knowledge is multifaceted and shifts to the experience and context of the knower.

Q: Which of the following theories has challenged the dominant perspective of andragogy, self-directed learning, transformative learning, and experiential learning? a. Postmodernism b. Critical multiculturalism c. Critical race theory d. All of these

Q: Educational biographies, that encourage storytelling and creating one's narrative, is an example of narratives in adult learning. What is the beneficial benefit? a. Understanding how their learning was shaped b. Understanding the learning in students c. Changing goals and objectives d. Writing stories in the community

Q: Which of the following theorists developed adult learning that involves understanding the spirituality of learners in relationship to their education? a. Beattie b. Rossiter c. Tolliver d. Tisdell

Q: Somatic learning includes kinesthetic learning and the role of emotions in learning. Which of the following theorist developed the study of somatic learning? a. Merriam b. Clark c. Caffarella d. Baumgartner

Q: Which of the following dimensions are included in the holistic adult learning? a. Somatic or embedded knowing b. Narrative learning c. Spiritual learning d. All of these

Q: Marsick and Watkins (1990, 2001) examined learning in the workplace, other than a structured system that is prescribed by the company. Which of the following applies to this research? a. Systematic framework b. Examination of workplace etiquette c. Self-directed learning d. Incidental learning

Q: When teachers are immersed in real practice situations and are guided or coached by experienced colleagues, this may be called a. cognitive apprenticeship b. communities of practice c. observations d. All of the above

Q: The theory of situated cognition, which builds knowledge through authentic experiences engaged by the learner, was developed by a. Cranton, Mezirow b. Knowles, Tough c. Brown, Collins, and Duguid d. Taylor, Erickson

Q: Cranston (1994) discussed the importance of educators reflecting on their own perspective of being an educator. Which of the following processes were described? a. Engage in dialogue with others b. Develop an informed theory of practice c. Experiment on instructional strategies d. Practice academic freedom

Q: Which of the following researcher developed the following theory? a. Malcolm Knowles " Theory of Andragogy b. Allen Tough " Self-Directed Learning c. Jack Mezirow " Transformational Learning d. Jack Mezirow " Perspective Transformation

Q: Sternberg's (1985, 1990) triarchic theory of intelligence consists of the following subtheories: a. Contextual, which deals with socially influenced abilities b. Componential, which is cognitive processing c. Experiential, which is assessing intelligence through mental components d. All of these

Q: Supervisors can develop the learning strategies of adult learners through using Howard Gardner's (1983, 1999) theory of multiple intelligences. Which of the following is included is this theory? a. Interpersonal, intrapersonal b. Linguistic c. Logical-mathematical d. All of the these

Q: When an older adult learners uses judgment, knowledge and experience, this is an example of a. triarchic theory of intelligence b. multiple intelligence c. crystallized intelligence d. All of these

Q: When a youth quickly gains insight through complex interactions, this is an example of a. multiple intelligences. b. fluid intelligence. c. crystallized intelligence. d. All of these

Q: Early research on adult learning ability and instructional supervision emphasized the following intelligences. Which apply to this early research? a. Triarchic theory of intelligence b. Crystallized intelligence c. Fluid intelligence d. All of the these

Q: The transition events, role development and sociocultural variables of adult development indicate which of the following aspects: a. Interactive b. Complex c. Sequential d. Socially contexted