Q&A Hero

Q: Empowerment as a moral principle involves members of the school community to do which of the following? a. Make decisions about matters that affect them b. Changing assumptions, norms, roles and relationships that act as barriers toward self-reliance c. Researching what is best for the individual to pursue happiness. d. All of these

Q: Which of the following definitions are not accurate in building community? a. Connectedness means members of the school community should be restricted to single role in schools. b. Accountability means providing feedback on one's performance and assistance for future performance. c. Justice means treating members of the community in a fair and consistent manner. d. All of these

Q: Other moral principle, inclusion, combines beliefs in equality and equity. Which of the following would support this principle? a. Responding to all cultures including immigrants b. Responding to gay and lesbian students c. Responding to supporting student who are gifted d. All of the above

Q: What are methods that are used to support Noddings' (2005) research on students developing the capacity to care for others? a. Confirmation b. Practice c. Dialogue d. Modeling

Q: Moral community enables people to contribute to a better society. What principles does this community use? a. Care b. Wholeness c. Individuality d. Peace

Q: In practicing a democratic pedagogy, students do which of the following? a. Practice higher achievement scores b. Works to make contribution to society c. Assume escalating responsibilities for securing resources and finding places where they can apply further learning d. All of these

Q: Scholars indicate that true leadership promotes the compatibility of democracy and community. Which of the following researchers promotes this? a. Scribner and colleagues (2007) b. Sergiovanni (1999) c. Dewey (1916) d. All of these

Q: Gordon, Stiegelbauer, and Diehl (2008) discusses that school improvement has been associated with a number of variables that may also occur in a democratic community. What are these? a. Teacher empowerment b. Academic Freedom c. Reflective Dialogue d. All of these

Q: Dewey (1916) believed that democracy is about the social relationships in a community that holds the ideals and values in our society. Which of the following promotes democracy in the schools? a. Assure equitable treatment of all minority groups b. Involved all members of school community c. Engage in civic participation and service d. All of the following

Q: Goodlad (2004) argues that educating students in democracy is essential to sustaining a democratic society. Which is the following is not supporting his research? a. School is the only institution that is suited to teach these ideals. b. Historically, leaders have envisioned the essential role of public schooling to sustain our republic. c. Thoughtful men and women believed that the family sustained the community spirit. d. All of the above

Q: In a democratic community, research supports which of the following reasons? a. Students experience a higher level of learning and achievement in conventional schools. b. Charter schools work better and are more likely to improve. c. Students are prepared to be informed and responsible citizens. d. All of the above

Q: Which of the following are attributes of a fully functioning school community? a. Democracy and moral principles b. Professional learning c. Inquiry and engagement with the wider community d. All of these

Q: There are cautions in viewing schools as communities because a. Shields and Selzer (1997) states that schools are but a microcosms of conflicts and disparities in the wider community. b. Furman (1988) states that traditional unit is impossible because of the chaos in the postmodern world. c. Sergiovanni (1999) states that life in organization and life in communities are different in both quality and kind. d. All of these

Q: Martin and MacNeil (2007) discuss the classical organization theory, which emphasizes efficiency and productivity. Which is not a characteristic of this type of theory? a. Student work is based upon creativity and building social emotional learning. b. Student is prepared for the work force c. Students respond positively to this culture because their skills are used. d. All of these

Q: Sergiovanni (1999) proposed viewing schools as communities rather than organizations. How does his research show the difference between the organization and the communities? a. Communities create social lives with others b. Organization has a system of hierarchies, roles and expectations. c. Communities rely more on norms, purposes, and values when confronted by external control. d. All of these

Q: Action Research is a framework for integrating the technical tasks of supervision into a program addressing diversity. What are the key considerations? a. Integrate the technical tasks (direct assistance, group development, professional development, curriculum development and action research) b. Provide professional development on knowledge, skills, and strategies to address diverse students c. Assist directly teachers to apply culturally responsive teaching through clinical supervision, peer coaching, demonstration teaching etc.

Q: How can educators move forward beyond the overarching patterns of cultural clashes between the dominant culture and the minorities? Which of the following should be done to move forward? a. Learn about your own culture, clashes, and the negative effects on diverse groups b. Confront the data that is different from your own beliefs c. Engage in dialogue regarding your personal commitment to promote diversity d. All of these

Q: When a problem area has been identified, which of the following strategies can be used to foster equity for GLBT students? a. Change curriculum by directly using inclusive literature that promotes positive role models b. Promote antibullying programs that educates students on respect for all c. Appoint an adult advocate or team of advocates for sexual minorities d. All of the above

Q: Supervisors and teachers must collaboratively examine aspects of schooling that might contribute to equity. What should be included in this examination? a. School policies, including domestic partnership agreements between teachers b. School climate prohibiting discrimination c. Student achievement d. Interactions in classroom and common areas

Q: Schools can promote equity for LGBT students. How can this be done? a. Establish school policy that protects and supports sexual minority b. Affirm the rights of LGBT confirming in the school community c. Develop self awareness through professional development d. All of the these

Q: Effects on sexual minority students is supporting through which of the following research? a. Weiler (2003) " LGBT youth hide their identity and deepens sense of confusion b. Weiler (2003), Glimps (2005, Whelan (2006) " Frequent absences, less involvement, and higher dropout rate c. Van Wormer and McKinney (2003) " Engagement of high risk behaviors d. All of these

Q: Educators who support the heteronormative nature of schools ignore which of the following groups? a. Lesbian b. Gay c. Transgender d. Bisexual

Q: Payne (2007) states that most schools are heteronormative, which means a. there is a normal membership of both sexes present. b. rituals are established based upon the sexes. c. the popularity are group membership are equated with heterosexuality. d. all of these

Q: Addressing gender issues in schools requires the establishment of goals in schools. Which of the following applies to this? a. Treat boys and girls equally. b. Address the needs of each gender. c. Provide gender experiments on gender bias d. Provide strategies inviting gender-neutral learning environment

Q: Gender inequity may be defined as a. discrimination and sexual harassment of female students b. lack of needed reading instruction of female students c. sexual roles found in conventional schools d. all of the these

Q: Supervisors need to develop a culturally responsive school. Which of the following creates that type of school? a. Cushner, McClelland, and Safford (2003) " stages of intercultural sensitivity b. Guerra and Nelson (2008) " demographic analysis of variety of student data c. Madsen and Mabokela (2005) " creation of school development highlighting the organizational identity and collaboration with families and community d. All of these

Q: Research emphasized the importance of support with assertiveness for student success. Which of the following research supports this premise? a. Howard (2002) " Students are held accountable for meeting expectations of respect and dignity. b. Brown (2004) " Teacher avoid power struggles and provide students with an "escape route" so they are not embarrassed in front of peers. c. Ladson-Billings (1995) " Students were not permitted to choose failure in their classrooms. d. All of these

Q: An assets-based approach to teaching cultivates multiculturalism. Which of the following is incorporated in this approach? a. Build on the strengths that students already possess b. Understanding that teaching and learning is integrated within the culture c. Assisting students to realize their own potential for academic success d. Create a caring, collaborative, positive classroom environment

Q: What do culturally responsive classrooms look like? What are some of characteristics? a. Develop bilingual students, where the student's culture is fostered b. Provide academic excellence c. Emphasize that students need to use dominant language d. All of these

Q: What are some ways that culturally responsive teachers accept students? a. Accept students as they are. b. Develop basic knowledge and skills and critical thinking skills. c. Assist students to choose academic success d. Build relations in terms of personal attention that extends beyond the classroom

Q: Ladson-Billings (2009) sets the stage of beliefs for culturally responsive teaching. Teachers who are culturally responsive do which of the following? a. Teaching is considered an art rather than technique b. All students can succeed c. Community connections and service to others is engrained in the curriculum. d. All of the these

Q: Delpit (2006) discusses why educators are not culturally responsive. Which of the following reasons apply to this research? a. Teacher and leadership programs do not address adequately cultural understanding. b. There is a low level of interaction between educators from the dominant culture to the families and communities of students from low socioeconomic and racial/ethnic minority groups. c. Inquiry fosters the differences between cultures. d. All of the above

Q: Valenzuela (1999) states that subtractive schooling contributes to the stereotypes, misunderstanding of cultural norms, student behaviors, and other deficits model. Which of the following represents subtractive schooling? a. Goal of schools is to transition English as a second language students to English-speaking rather than bilingual students. b. Separating low-socioeconomic and racial/ethnic minority groups into separate tracks or ability groups c. Separating by tracking or grouping does not establish peer relationships or social capital d. All of the above

Q: In teaching Eurocentric, middle-class curriculum may cause clashes with diverse cultures because this emphasis does which of the following? a. Explains why cultures exist in society b. Emphasizes ways to deal with different cultures c. Presents curriculum that is funded to support the main culture d. All of the above

Q: Chamberlain (2005) research discusses the cultural clash that is shown by teachers from the dominant culture. Which of the following describes this clash? a. Unable to distinguish underachievement based upon disability rather than culture clash (310) b. Use of standardized tests to identify ways to meet the needs of students c. Analysis of data that supports opportunities for all minority students d. All of the above

Q: Banks (2000) describes classes for lower-track students in the following manner. Which applies to his research? a. Low level instruction b. Drill exercise c. Lack of higher-level content d. All of the above

Q: Educators misdiagnosis many lower socioeconomic and racial/ethnic minority students. Which of the following depicts this research? a. Establishment of categories for diagnosis b. Over referral of racial/ethnic minority students into special programs c. Failure to identify racial/ethnic minority students as gifted d. All of the above

Q: What are some examples of cultural differences that may cause clashes? Which of the following illustrate these examples? a. Understanding the differences in communication between dominant and minority cultures b. Communication styles are inferior and withdraw from classroom interactions c. European Americans tend to favor episodic narratives rather than linear approach. d. Some minority cultures prefer topic centered and linear narratives.

Q: Understanding different cultures requires reviewing the research on diverse groups. Which of the following represents this research? a. Valenzuela (1999) refers to educaacion, where the importance role that the family plays in inculcating children with a sense of moral, social, and personal responsibility. b. Delpit (2006) discusses how a White teacher responded to the African American student; the teacher "taught down" to her. c. Garcia and Dominguez (1997) discussed how lower-socioeconomic and racial/ethnic minority student behaviors cope with how they are treated. d. All of these

Q: Where do you find the clash between the culture and dominant culture's values and interests? Which of the following applies to this clash? a. Norms b. Values c. Organizational structures d. Assessment method

Q: What is the most effective way that supervisors and teachers work to end segregation? a. Become part of a coalition of educators, businesspersons and policy makers who work for change b. Educate the general public on the need to change and push for legislation c. Work in these diverse areas d. All of the these

Q: Educators proactively need to take an approach to address the inequitable treatment of diverse groups. Which of the following describes their approach? a. Examine their own cultural identities b. Develop competencies for working with cultures different from their own c. Involve directly supervisors and teachers to change public policy d. All of these

Q: Educators respond to the systematic problems in U.S. society. How can schools respond? a. Understand that societal problems are outside their control b. Focus on increasing the achievement of poor and racial/ethnic minority c. Prepare the poor and racial/ethnic minority to overcome the barriers present in society d. All of the above

Q: Educational policy in the United States reinforces inequities present in society. What are the characteristics of this failed educational policy? a. Funding inequities b. Variation of skilled teachers working with minority students c. Equitable salary structure for teachers d. All of these

Q: Rothstein (2004) discuss how classism and racism have negative effects on the quality of life. Which of the following supported this premise? a. Inadequate wages b. Substandard housing c. Poor healthcare d. Few educational opportunities to for poor and racial/ethnic minority students

Q: Kirsch, Braun, Yamamoto, and Sum (2007) predicts a "perfect storm" in this nation's increasing diversity. What descriptors influence this perfect storm? a. Wide gap in skills among different groups b. Changes in the economy c. Globalization d. All of these

Q: Passel and Cohn (2008) state that the demographers suggest by the year 2050, that a non-White group will a majority of the population. What is the group and what is the percentage? a. African Americans " 60% b. Asian " 51% c. Non-Hispanic White " 47% d. All of these

Q: According to the data gathered from the National Center for Education (NAEP) Statistics, the percentages of students in selected economic, racial and ethnic groups revealed an achievement gap. Which of the following statistics from this research support this premise for the years 2005-2007? a. Students above the poverty level demonstrated basic skills across the various grade levels and content areas. b. Higher percentages of Whites than African American and Latinos scored at a basic level or higher level. c. High school dropouts have less earning power than graduates. d. All of these

Q: Banks (2000) discusses key elements in addressing diversity with our nation. What does his research support in recognizing and legitimizing differences? a. What groups will participate in constructing a new national identity? b. What factors will be used to motivate powerful groups to share with power? c. How does one develop a nation-state that reflects the culture of diverse populations? d. All of these

Q: How does effective leadership spread throughout the organization? a. Building distributive leadership b. Building teacher leaders in action research, study groups, and other teams for instruction improvement c. Strong administrative oversight on the quality of involvement d. All of the above

Q: Evans (1996) discusses ways that teachers will understand that change is feasible and that the teachers will be committed to this process. What are some of the elements were used? a. Teachers believe that they can achieve and implement the change. b. Teachers understand that this change if appropriate to students. c. Teachers will know that the theory and research are present. d. All of these

Q: Fullan (2005) believes that engaging teachers' moral purpose is another pathway to commitment. How does engagement happen? a. Commitment to raise the bar in student performance b. Close the gap in student achievement c. Increased understanding of research on diverse groups d. All of the above

Q: Teachers need to develop a commitment to change; however, supervisors need to understand that building this capacity requires which of the following elements? a. Inquiry b. Reflection c. Dialogue d. Experience

Q: A broad set of principles that direct the change process may be informed as a result of a. collaborative efforts between stakeholders in the community. b. data gathering from external and internal research. c. consideration of the need to reduce achievement gap between different groups. d. All of these

Q: Fullan (1997) discusses that shared vision must emerge to develop a change process in organization. Which of the following components would be part of this shared vision? a. Shared vision is established by the district administration and community partners. b. Engagement emerges from joint work of leaders and teachers over a period of time. c. Redefine shared vision to meet the changing conditions. d. All of these

Q: Bain (2007) recommends the establishment of communication networks. What are the elements involved in this network? a. Flow of feedback to all levels of the schools b. Collaboratively working on teaching and learning c. Provide formal and informal professional communication d. All of these

Q: Gordon, Stiegelbauer, and Diehl (2008) develops a readiness by creating opportunities that a. build dialogue from the central administration. b. provide small and whole school dialogue. c. create a variety of groups: leadership, content area, task force etc. d. All of these

Q: Allen and Glickman (1998) state that to create a better understanding of the complexities in school culture, one must do which of the following? a. Lead the teachers through the prescribed outcomes. b. Work with consultants to enable effective training of teachers. c. Build trust with teachers. d. Provide information and opportunities to interact on making decisions.

Q: Steigelbauer and Boyd (1992) state that building capacity occurs when a. Teacher engages in reflective inquiry. b. Dialogue is held on the interactive effects of change and culture. c. Supervisors present the problem areas. d. All of these

Q: Problems with school culture prohibit schools from building the capacity for improvement efforts. Which of the following represents this issue? a. Communication b. Relationship-building c. Collaboration d. All of these

Q: Which of the following represents key concepts in the Education Change Theory? a. Capacity-Commitment b. Leadership-Evolutionary Planning c. Problem Solving-Support d. Coherence " Continuous Improvement

Q: Researchers advocate that change must occur to meet the needs of schools in the following ways: a. Consider alternative theories for change. b. Move from the present structure. c. Develop better ways to think about, dealing with unpredictable processes. d. All of these

Q: Which of the following is included in postmodernism? a. Antireductionism b. Antiessentialism c. Antirealism d. All of the above

Q: Research suggested that education change theory have the following components: a. Capacity b. Individuality c. Leadership d. Outcome

Q: Atkinson (2002) summarizes the characteristics of postmodernism in the following ways: a. Irreverence for traditions of philosophy and morality b. Acceptance of complexity c. Acknowledgement of subjectivity d. Rejection of fixed notions of reality

Q: Strange attractors are a. Random patterns that are simple b. Complex and unpredictable patterns c. Permanent patterns leading to school improvement d. All of above

Q: What are examples of feedback loops? a. Student performance data b. Administrative memos c. Survey results d. District policies

Q: Which of the following example(s) in schools are similar to fractals in nature? a. Schoolwide staff development data b. Department meeting c. Classroom lesson d. All of the above

Q: Fractal is a geometric shape that similar to itself at different scales. What are some examples of fractal? a. coastlines b. mountains c. clouds d. rivers

Q: Lorenz created the butterfly effect, which can be defined as a. sensitive dependence on initial conditions b. small and seemingly unrelated event in one part of a system and its effects on other parts c. the impossibility of predicting the long-term future of any chaotic system. d. all of the above

Q: Gordon (1992) discusses that change is the growth and development of a complex organization. Which of the following elements are needed in this growth? a. Interdependence b. Consistency c. Balance among various subsystems d. All of above

Q: How would you describe chaotic system? a. It is a linear system, which has simple cause-effect relationships. b. It is analogous to a line of dominoes. c. Nonlinear system is analogous to bowling. d. All of above

Q: Chaos theory has the following focus: a. Exploration of the hidden order that exists within a chaotic system b. Study of how self-organization emerges from chaos c. Review the static features in an organization d. All of the above

Q: Change experts suggest the way to improve the school's approach to meeting the needs of today's students and society in the following ways: a. Consider alternative theories b. Analyze the past issues that didn"t work c. Go beyond the rational-structural approach d. All of the above

Q: Evans (1996) states that the rational-structural model in schools is the primary reason why change does not take effect. Which of the following characteristics represents this model? a. Top-down methodology requirements for innovation b. Lip service participation c. Staff investment in the implementation d. All of the above

Q: Fullan (1997) believes that the complexity of education change is based upon which of the following? e. Forces impacting educational policy f. Unplanned factors g. Movement of key leaders h. Inventions of technology

Q: Sarason (1990) states that educational reform is an image that is paved with good intentions rather than a. recognizing the changes in the demographics, culture, and economy etc. b. understanding the school culture and relationships impacting the culture. c. superficially proposing reforms that have no clear results. d. all of the these

Q: Which of the following conditions have to be changed if improvement is to be made? a. Overloading teachers to the extent that they are unable to develop relationships with all stakeholders b. Supporting teachers through low a priority of resources that prohibits quality education c. Protecting teachers from cultivating values of diversity and visioning d. All of these

Q: Innovation has a greater chance for success once a critical mass of teachers reach the impact stage. What is the focus of this stage? a. Consequence b. Collaboration c. Refocusing d. Management

Q: Hall and Hord (2006) describe the stages of concern about innovation. Which would be included in this description? a. Development levels range from lowest (informational) to highest (refocusing) b. To move from one concern to another, faculty will reveal certain expressions to the supervisors or change levels. c. The stages affect the self, task, and impact on the institution d. All of these