Tim and Sally are seventh graders at a school science fair. They both receive As on their science projects. Considering gender differences in children's attributions, how are the two students likely to explain their good grades?
a. Tim will think, I got an A because I'm really good in science. Sally will think, I got an A because I worked really hard on my project.
b. Tim will attribute his A to his many nights of hard work. Sally will think, I got an A because I'm good in science.
c. Tim will think that he is lucky when it comes to projects like this. Sally will think that she succeeded because her father is a scientist and she inherited his ability.
d. Tim will think, My project got an A because I had a lot of help from my friends. Sally will think, I got an A because I'm smarter than the other kids.
Question 2
Three of the following strategies are likely to help students at risk stay in school. Which one is unlikely to do so?
a. Have them practice using basic skills in areas of personal interest.
b. Seek their input in making decisions about school policy and classroom rules.
c. Discourage them from participating in extracurricular activities so they can focus on getting their grades up.
d. Communicate your expectation that they can do well and that you will help them achieve instructional objectives.
School-age children are often independent and industrious, with a developing sense of self-confidenc
A medical assistant holds a specimen container to receive a biopsy sample.
From your experiences in grade school, can you tell if or how your teachers unintentionally helped ...
School aged chess player
Special Education: Contemporary Perspectives for School Professionals, 5th Edition