How does between-class ability grouping influence teacher effectiveness?
a. Teachers of low-ability groups become more effective since they strive to help students catch up to the middle-ability groups.
b. Teachers of low-ability groups become more effective because they work with higher-level thinking skills, but at a slower pace than do teachers of middle- and high-ability groups.
c. Teachers tend to use the same teaching strategies for all ability groups, which in turn makes their teaching more efficient.
d. Teachers of high-ability groups tend to have different goals and more effective instructional techniques than do teachers of low-ability groups.
Question 2
Being willing to experiment with different tennis rackets in order to find the one that feels right for you is an example of a behavior that might be included in a list of objectives from the _______________ domain.
a. psychomotor c. cognitive
b. affective d. intellectual
Abiotic factors influence population densities.
Student Raises Hand in Class
Immunoglobulin Class (3–11)
Cultural food preferences often influence food choices.
Testing client’s ability to identify sharp sensations
Doty's data show a very rapid drop in late adulthood in the ability to identify smells