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TestfBankf
Chapterf2
Howe/Lisi,fBecomingfafMulticulturalfEducator
1. DescribeftheffourfstagesfoffHowefandfLisi’sf(1995)fmodelfforfbecomingfafmulticulturalfeducator.
*a.fForfexample,ftheffourfstagesfincludefAwareness,fKnowledge,fSkills,fandfAction.fFirst,feducatorsfmustfdev
elopfanfawarenessfoffthefrealityfoffbias,fprejudice,fandfdiscriminationffacedfbyfothersfandfanfacknowledgm
entfofftheirfownfbiases.fSecond,feducatorsfmustfhavefafsoundfknowledgefoffotherfculturesfandfperspectives.
fThirdfisfthefneedftofdevelopfthefskillsfrequiredftofteachftofdiverseflearningfstylesfandfcultures.fAndffourthfisf
thefneedftofdevelopfaflifelongfpersonalfactionfplanftofincreasefone’sfknowledge,fskills,fandfdispositionsfarou
ndfdiversityfandftofworkftofdevelopfanfinstitutionalfactionfplanftofsupportfeducationfthatfisfmulticultural.
LearningfObjective:f2-
4fCognitivefDomain:fAnalysis
AnswerfLocation:fBecomingfafMulticulturalfEducatorfQuestionf
Type:fSA
2. Whatfarefthefpersonalfqualitiesforfdispositionsfoffmulticulturalfeducators?
*a.fAnswersfshouldfincludeftheffollowing:fvaluesfthefdiversefbackgroundsfoffstudents;fisfdeeplyfcommitte
dftofhelpingfstudentsfmakefafdifferencefinfsociety;finvestsftimefandfenergyfinfgettingftofknowfeachfindividu
alfstudent;fisfcommittedftofeliminatingfbias,fdiscrimination,fandfprejudice;fbefawarefofftheirfownfprejudice
s,fandfhowfthosefprejudicesfmayfcontributeftoflowerfexpectationsfforfsomefstudents;faccommodatesfdiffe
rencesfamongfstudents;fhelpsfallfstudentsfachievefmasteryfwithoutfcompromisingfthefinstructionalfconte
ntfandfstandards;funderstandsfandfappreciatesfthefcriticalfimportancefoffsocialfjusticefandfeducationalfeq
uity;fandfbelievesfthatfdiversityfisfessentialfforfteachers.fLearningfObjective:f2-1
CognitivefDomain:fApplication
AnswerfLocation:fPersonalfQualitiesforfDispositionsfforfMulticulturalfEducatorsfQu
estionfType:fSA
3. Whatfarefthefcharacteristicsfoffmulticulturalfeducators,fasfdescribedfbyfCarlfGrantfandfMaureenfGil
lettef(2006)?
*a.fForfexample,fmulticulturalfeducatorsfexpectfthatfallfstudentsfcanfachievefatfhighflevels;fbelievefthatfafc
riticallyfimportantfprocessfforflearningfinfthefclassroomfisfcollaborationfandfworkftofbuildflearningfcommu
nities;fmakefexplicitfandfmeaningfulfconnectionsftoffamiliesfandfthefcommunity,fknowingfthatftheyfarefanf
importantfcontributorftofthefsuccessfoffeveryfstudent;fknowfandfusefafvarietyfoffinstructionalfstrategiesfth
atfmeetfdiverseflearnerfneeds;fusefthefexperiences,fculturalfbackgrounds,fandfknowledgefthatfeachfstuden
tfbringsftofthefteachingfandflearningfprocessftofenhancefthefexperiencefforfall;freflectfdeeplyfandfregularlyf
aboutfhowftheyfcanfimproveftheirfpractice,fandfeliminatefbiasfandfprejudiceffromfthefclassroom.
LearningfObjective:f2-1
CognitivefDomain:fComprehension
AnswerfLocation:fWhatfisfafMulticulturalfEducator?fQu
estionfType:fSA
4. Whyfisfitfcriticallyfimportantfthatfteachersfhavefafdeepfunderstandingfoffculture?
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*a.fAnswersfshouldfinclude:ftheyfusefthisfunderstandingfoffcultureftofinformfteachingfandflearning;fincrease
dfratesfoffsuccessforfhigherfstudentfachievement;fhigherflevelsfofflearning.
LearningfObjective:f2-
3fCognitivefDomain:fApplication
AnswerfLocation:fPersonalfQualitiesforfDispositionsfforfMulticulturalfEducatorsfQu
estionfType:fSA
5. Throughoutfthefresearchfonfeffectivefteaching,fseveralfcommonfthemesfemerged.fBrieflyfdescribefth
esefthemesfandfprovidefanfanalysisfoffthefrelationshipfbetweenfthefthemes.
*a.fForfexample,feffectivefteachersfhavefpersonalfqualitiesfthatfallowfthemftofmakefimportantfconnection
sftofstudents,fparents,fotherfteachers,fandfthefcommunity;feffectivefteachersfhavefdevelopedfafknowledg
efbasefinfthreefprimaryfareas:fsubjectfmatter,fhumanfdevelopment,fandfpedagogy;feffectivefteachersfhav
efafsignificantfrepertoirefoffinstructionalfstrategiesfthatfcanfsupportfstudentfmotivation,fthatfdevelopfthefl
earningfenvironmentfsuchfthatfeveryfstudentfwantsftofengagefinflearning,fandfthatfproducesflearnersfwhof
takefresponsibilityfforftheirfownflearning;fandfeffectivefteachersfarefknowledgeablefaboutfandfcommittedf
tofregularfreflectionfonftheirfownfpractice.
LearningfObjective:f2-
1fCognitivefDomain:fAnalysis
AnswerfLocation:fWhatfisfEffectivefTeaching?fQuestionf
Type:fESS
6. Itfisfimportantfforfteachersftofknowfandfunderstandftheirfownfculturalfidentities.fAfterfexaminingfwh
erefyoufarefinfthisfprocess,fwhatfstepsfdofyoufneedftoftakeftofbecomefafmulticulturalfeducator?
*a.fForfexample,fitfwillfbefeasierftofhelpfstudentsflearnfaboutfandfvalueftheirfculturefiffIffirstffindfoutfaboutfm
yfownfheritage,fbeliefs,fandfvalues.
LearningfObjective:f2-4
CognitivefDomain:fComprehensionfAnswe
rfLocation:fGettingfStartedfQuestionfType:f
SA
7. Howfdoesfanfeffectivefteacherfestablishfconnectionsfbetweenfclassroomfcontentfandfstudents’fpriorfun
derstandingfandfknowledge?fProvidefthreefexamplesfdemonstratingfthesefconnections.
*a.fForfexample,ftheyfdofthisfthroughfmeaningful,fculturallyfrelevantfactivities,fandfappropriatefselectionfo
ffinstructionalfmaterialsfthatflinkftofstudentfculturefandfarefbias-free.
LearningfObjective:f2-
1fCognitivefDomain:fApplication
AnswerfLocation:fPersonalfQualitiesforfDispositionsfforfMulticulturalfEducatorsfQu
estionfType:fSA
8. Whatfisfthefrolefoffstandardsfinfeducation?fHowfdofthefstandardsfguidefthefworkfoffmulticulturalfed
ucators?
*a.fForfexample,fstandardsfservefasfexpectationsfoffwhatfstudentsfneedftofknowfandfbefableftofdo,fasfwellfa
sfguidefthefpreparationfoffteachersfandfschoolfleaders.fAdditionally,fstandardsfarefusedfinfthefexaminationf
andfaccreditationfoffeducationfprogramsfatfthefuniversityflevel.fCurriculumfstandardsfguidefthefworkfoffmu
lticulturalfeducatorsfbyfestablishingfafframeworkfforfwhatfshouldfbeftaught,fhowfitfshouldfbeftaught,fandfh
owflearnersfshouldfbefassessed.fStandardsfprovidefcontinuityfacrossfsettingsf andfstates.fProfessionalfstan
dardsfguidefhowfteachersfshouldfbefpreparedftofworkfeffectivelyfwithfdiverseflearners.fTheyfoutlinefwhatfe
ffectivefteacherfshouldfknowfandfbefableftofdo.
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, DOWNLOAD THE Test Bank for Becoming Multicultural Educator Developing Aware
f f f f f f f f f
ness Gaining Skills and Taking Action 2nd Edition Howe
f f f f f f f f
LearningfObjective:f2-
2fCognitivefDomain:fApplication
AnswerfLocation:fCurriculumfStandardsfasfafGuidefforfMulticulturalfEducatorsfQue
stionfType:fSA
9. ReflectfspecificallyfonfINTASCfprincipleforfstandardf#3.fDescribefhowfStandardf3fspeaksftofafteacher’sfne
edftofbefculturallyfresponsivefinfthefclassroom?
*a.fForfexample,fINTASCfprincipleforfstandardf3fspecificallyfspeaksftofthefcriticalfneedfforfafteacherfwhof“co
mmunicatesfverballyfandfnonverballyfinfwaysfthatfdemonstratefrespectfforfandfresponsivenessftofthefcultu
ralfbackgroundsfandfdifferingfperspectivesflearnersfbringftoftheflearningfenvironment”f(InTASC,f2011,fp.f12
)
LearningfObjective:f2-2
CognitivefDomain:fComprehension
AnswerfLocation:fProfessionalfTeachingfStandardsfasfafGuidefforfMulticulturalfEducatorsfQuesti
onfType:fSA
10. Howfhasfyourfculturefimpactedfthefwaysfinfwhichfyoufteachfandflearn?fLadson-
Billingsfandfotherfeducationfexpertsfhaveffoundfthatfthefgreaterfthefgapfbetweenfthefchild’sfculturefan
dfthefschool’sfculture,fthefgreaterftheflikelihoodfofffailureforflowfstudentfachievement.fConversely,fthef
greaterfthefoverlap,fthefgreaterftheflikelihoodfoffsuccessforfhighfstudentfachievement.fWhatfarefsomef
waysfteachersfcanfincludefafchild’sfculturefinfthefclasroomftofimpactfthefteachingfandflearning?
*a.fForfexample,fthefstandardsfrepresentfgenerallyfacceptedfdefinitionsfoffeffectivefteachingfinfdiversefstud
entfpopulationsfandfincludefexpectationsfthatfteachersfwillf(1)fworkftogetherfwithfstudents,f(2)fdevelopflan
guagefandfliteracyfskillsfacrossfthefcurriculum,f(3)fconnectflessonsftofstudents’flives,f(4)fengagefstudentsfinfc
hallengingflessons,fandf(5)femphasizeflearningfthroughfconversationfasfopposedftofprimarilyflectures.
LearningfObjective:f2-
3fCognitivefDomain:fApplication
AnswerfLocation:fWhyfAttendftofCulture?f
QuestionfType:fSA
11. Iffsomeonefisfeffectivefatfteachingfallfstudentsfinfafvarietyfoffsettings,fthatfpersonfisfprobably
.
a.fafveteranfeducator
*b.fafmulticulturalfeducator
c.fafnovicefeducator
d.fafspecialfeducatorfLear
ningfObjective:f2-1
CognitivefDomain:fKnowledge
AnswerfLocation:fWhatfisfEffectivefTeaching?fQuestionf
Type:fMC
12. ChoosefthefbestfdescriptionfoffthefstudentfpopulationfoffU.S.fclassroomsf30–40fyearsfago.
a. Thefpopulationfwasfheterogeneous.
b. Thefpopulationfwasfsingle-gendered.
*c.fThefpopulationfwasffairlyfhomogeneous.
d.fThefpopulationfwasfmuchfyoungerfthanftoday.fLearni
ngfObjective:f2-1
mynursytest.store
f f f f f f f f f
ness Gaining Skills and Taking Action 2nd Edition Howe
f f f f f f f f
TestfBankf
Chapterf2
Howe/Lisi,fBecomingfafMulticulturalfEducator
1. DescribeftheffourfstagesfoffHowefandfLisi’sf(1995)fmodelfforfbecomingfafmulticulturalfeducator.
*a.fForfexample,ftheffourfstagesfincludefAwareness,fKnowledge,fSkills,fandfAction.fFirst,feducatorsfmustfdev
elopfanfawarenessfoffthefrealityfoffbias,fprejudice,fandfdiscriminationffacedfbyfothersfandfanfacknowledgm
entfofftheirfownfbiases.fSecond,feducatorsfmustfhavefafsoundfknowledgefoffotherfculturesfandfperspectives.
fThirdfisfthefneedftofdevelopfthefskillsfrequiredftofteachftofdiverseflearningfstylesfandfcultures.fAndffourthfisf
thefneedftofdevelopfaflifelongfpersonalfactionfplanftofincreasefone’sfknowledge,fskills,fandfdispositionsfarou
ndfdiversityfandftofworkftofdevelopfanfinstitutionalfactionfplanftofsupportfeducationfthatfisfmulticultural.
LearningfObjective:f2-
4fCognitivefDomain:fAnalysis
AnswerfLocation:fBecomingfafMulticulturalfEducatorfQuestionf
Type:fSA
2. Whatfarefthefpersonalfqualitiesforfdispositionsfoffmulticulturalfeducators?
*a.fAnswersfshouldfincludeftheffollowing:fvaluesfthefdiversefbackgroundsfoffstudents;fisfdeeplyfcommitte
dftofhelpingfstudentsfmakefafdifferencefinfsociety;finvestsftimefandfenergyfinfgettingftofknowfeachfindividu
alfstudent;fisfcommittedftofeliminatingfbias,fdiscrimination,fandfprejudice;fbefawarefofftheirfownfprejudice
s,fandfhowfthosefprejudicesfmayfcontributeftoflowerfexpectationsfforfsomefstudents;faccommodatesfdiffe
rencesfamongfstudents;fhelpsfallfstudentsfachievefmasteryfwithoutfcompromisingfthefinstructionalfconte
ntfandfstandards;funderstandsfandfappreciatesfthefcriticalfimportancefoffsocialfjusticefandfeducationalfeq
uity;fandfbelievesfthatfdiversityfisfessentialfforfteachers.fLearningfObjective:f2-1
CognitivefDomain:fApplication
AnswerfLocation:fPersonalfQualitiesforfDispositionsfforfMulticulturalfEducatorsfQu
estionfType:fSA
3. Whatfarefthefcharacteristicsfoffmulticulturalfeducators,fasfdescribedfbyfCarlfGrantfandfMaureenfGil
lettef(2006)?
*a.fForfexample,fmulticulturalfeducatorsfexpectfthatfallfstudentsfcanfachievefatfhighflevels;fbelievefthatfafc
riticallyfimportantfprocessfforflearningfinfthefclassroomfisfcollaborationfandfworkftofbuildflearningfcommu
nities;fmakefexplicitfandfmeaningfulfconnectionsftoffamiliesfandfthefcommunity,fknowingfthatftheyfarefanf
importantfcontributorftofthefsuccessfoffeveryfstudent;fknowfandfusefafvarietyfoffinstructionalfstrategiesfth
atfmeetfdiverseflearnerfneeds;fusefthefexperiences,fculturalfbackgrounds,fandfknowledgefthatfeachfstuden
tfbringsftofthefteachingfandflearningfprocessftofenhancefthefexperiencefforfall;freflectfdeeplyfandfregularlyf
aboutfhowftheyfcanfimproveftheirfpractice,fandfeliminatefbiasfandfprejudiceffromfthefclassroom.
LearningfObjective:f2-1
CognitivefDomain:fComprehension
AnswerfLocation:fWhatfisfafMulticulturalfEducator?fQu
estionfType:fSA
4. Whyfisfitfcriticallyfimportantfthatfteachersfhavefafdeepfunderstandingfoffculture?
mynursytest.store
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ness Gaining Skills and Taking Action 2nd Edition Howe
f f f f f f f f
*a.fAnswersfshouldfinclude:ftheyfusefthisfunderstandingfoffcultureftofinformfteachingfandflearning;fincrease
dfratesfoffsuccessforfhigherfstudentfachievement;fhigherflevelsfofflearning.
LearningfObjective:f2-
3fCognitivefDomain:fApplication
AnswerfLocation:fPersonalfQualitiesforfDispositionsfforfMulticulturalfEducatorsfQu
estionfType:fSA
5. Throughoutfthefresearchfonfeffectivefteaching,fseveralfcommonfthemesfemerged.fBrieflyfdescribefth
esefthemesfandfprovidefanfanalysisfoffthefrelationshipfbetweenfthefthemes.
*a.fForfexample,feffectivefteachersfhavefpersonalfqualitiesfthatfallowfthemftofmakefimportantfconnection
sftofstudents,fparents,fotherfteachers,fandfthefcommunity;feffectivefteachersfhavefdevelopedfafknowledg
efbasefinfthreefprimaryfareas:fsubjectfmatter,fhumanfdevelopment,fandfpedagogy;feffectivefteachersfhav
efafsignificantfrepertoirefoffinstructionalfstrategiesfthatfcanfsupportfstudentfmotivation,fthatfdevelopfthefl
earningfenvironmentfsuchfthatfeveryfstudentfwantsftofengagefinflearning,fandfthatfproducesflearnersfwhof
takefresponsibilityfforftheirfownflearning;fandfeffectivefteachersfarefknowledgeablefaboutfandfcommittedf
tofregularfreflectionfonftheirfownfpractice.
LearningfObjective:f2-
1fCognitivefDomain:fAnalysis
AnswerfLocation:fWhatfisfEffectivefTeaching?fQuestionf
Type:fESS
6. Itfisfimportantfforfteachersftofknowfandfunderstandftheirfownfculturalfidentities.fAfterfexaminingfwh
erefyoufarefinfthisfprocess,fwhatfstepsfdofyoufneedftoftakeftofbecomefafmulticulturalfeducator?
*a.fForfexample,fitfwillfbefeasierftofhelpfstudentsflearnfaboutfandfvalueftheirfculturefiffIffirstffindfoutfaboutfm
yfownfheritage,fbeliefs,fandfvalues.
LearningfObjective:f2-4
CognitivefDomain:fComprehensionfAnswe
rfLocation:fGettingfStartedfQuestionfType:f
SA
7. Howfdoesfanfeffectivefteacherfestablishfconnectionsfbetweenfclassroomfcontentfandfstudents’fpriorfun
derstandingfandfknowledge?fProvidefthreefexamplesfdemonstratingfthesefconnections.
*a.fForfexample,ftheyfdofthisfthroughfmeaningful,fculturallyfrelevantfactivities,fandfappropriatefselectionfo
ffinstructionalfmaterialsfthatflinkftofstudentfculturefandfarefbias-free.
LearningfObjective:f2-
1fCognitivefDomain:fApplication
AnswerfLocation:fPersonalfQualitiesforfDispositionsfforfMulticulturalfEducatorsfQu
estionfType:fSA
8. Whatfisfthefrolefoffstandardsfinfeducation?fHowfdofthefstandardsfguidefthefworkfoffmulticulturalfed
ucators?
*a.fForfexample,fstandardsfservefasfexpectationsfoffwhatfstudentsfneedftofknowfandfbefableftofdo,fasfwellfa
sfguidefthefpreparationfoffteachersfandfschoolfleaders.fAdditionally,fstandardsfarefusedfinfthefexaminationf
andfaccreditationfoffeducationfprogramsfatfthefuniversityflevel.fCurriculumfstandardsfguidefthefworkfoffmu
lticulturalfeducatorsfbyfestablishingfafframeworkfforfwhatfshouldfbeftaught,fhowfitfshouldfbeftaught,fandfh
owflearnersfshouldfbefassessed.fStandardsfprovidefcontinuityfacrossfsettingsf andfstates.fProfessionalfstan
dardsfguidefhowfteachersfshouldfbefpreparedftofworkfeffectivelyfwithfdiverseflearners.fTheyfoutlinefwhatfe
ffectivefteacherfshouldfknowfandfbefableftofdo.
mynursytest.store
, DOWNLOAD THE Test Bank for Becoming Multicultural Educator Developing Aware
f f f f f f f f f
ness Gaining Skills and Taking Action 2nd Edition Howe
f f f f f f f f
LearningfObjective:f2-
2fCognitivefDomain:fApplication
AnswerfLocation:fCurriculumfStandardsfasfafGuidefforfMulticulturalfEducatorsfQue
stionfType:fSA
9. ReflectfspecificallyfonfINTASCfprincipleforfstandardf#3.fDescribefhowfStandardf3fspeaksftofafteacher’sfne
edftofbefculturallyfresponsivefinfthefclassroom?
*a.fForfexample,fINTASCfprincipleforfstandardf3fspecificallyfspeaksftofthefcriticalfneedfforfafteacherfwhof“co
mmunicatesfverballyfandfnonverballyfinfwaysfthatfdemonstratefrespectfforfandfresponsivenessftofthefcultu
ralfbackgroundsfandfdifferingfperspectivesflearnersfbringftoftheflearningfenvironment”f(InTASC,f2011,fp.f12
)
LearningfObjective:f2-2
CognitivefDomain:fComprehension
AnswerfLocation:fProfessionalfTeachingfStandardsfasfafGuidefforfMulticulturalfEducatorsfQuesti
onfType:fSA
10. Howfhasfyourfculturefimpactedfthefwaysfinfwhichfyoufteachfandflearn?fLadson-
Billingsfandfotherfeducationfexpertsfhaveffoundfthatfthefgreaterfthefgapfbetweenfthefchild’sfculturefan
dfthefschool’sfculture,fthefgreaterftheflikelihoodfofffailureforflowfstudentfachievement.fConversely,fthef
greaterfthefoverlap,fthefgreaterftheflikelihoodfoffsuccessforfhighfstudentfachievement.fWhatfarefsomef
waysfteachersfcanfincludefafchild’sfculturefinfthefclasroomftofimpactfthefteachingfandflearning?
*a.fForfexample,fthefstandardsfrepresentfgenerallyfacceptedfdefinitionsfoffeffectivefteachingfinfdiversefstud
entfpopulationsfandfincludefexpectationsfthatfteachersfwillf(1)fworkftogetherfwithfstudents,f(2)fdevelopflan
guagefandfliteracyfskillsfacrossfthefcurriculum,f(3)fconnectflessonsftofstudents’flives,f(4)fengagefstudentsfinfc
hallengingflessons,fandf(5)femphasizeflearningfthroughfconversationfasfopposedftofprimarilyflectures.
LearningfObjective:f2-
3fCognitivefDomain:fApplication
AnswerfLocation:fWhyfAttendftofCulture?f
QuestionfType:fSA
11. Iffsomeonefisfeffectivefatfteachingfallfstudentsfinfafvarietyfoffsettings,fthatfpersonfisfprobably
.
a.fafveteranfeducator
*b.fafmulticulturalfeducator
c.fafnovicefeducator
d.fafspecialfeducatorfLear
ningfObjective:f2-1
CognitivefDomain:fKnowledge
AnswerfLocation:fWhatfisfEffectivefTeaching?fQuestionf
Type:fMC
12. ChoosefthefbestfdescriptionfoffthefstudentfpopulationfoffU.S.fclassroomsf30–40fyearsfago.
a. Thefpopulationfwasfheterogeneous.
b. Thefpopulationfwasfsingle-gendered.
*c.fThefpopulationfwasffairlyfhomogeneous.
d.fThefpopulationfwasfmuchfyoungerfthanftoday.fLearni
ngfObjective:f2-1
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