Educational Research (D180)

Correct Answer

C. Detailing the research process and privacy considerations

Explanation

One effective method for alleviating parental concerns is providing detailed information about the research process, including how data will be collected, used, and kept private. This transparency helps build trust and addresses any worries about confidentiality and the purpose of the research.

Why other options are wrong

A. Offering financial incentives for participation.

Offering financial incentives may not be appropriate or necessary in many educational contexts. The focus should be on ensuring trust and transparency, rather than providing financial motivation, which could create ethical concerns.

B. Increasing communication through social media.

While social media can be a useful communication tool, it may not be the most effective or trusted method for addressing parents' concerns about research. A more formal approach, such as detailing the research process and privacy, would be more appropriate.

D. Reducing the amount of homework assigned.

Reducing homework may not directly address parental concerns about the research itself. Parents may be more concerned about the specifics of the research process and its impact on their child's privacy and participation.

Correct Answer

B. Pre-alphabetic

Explanation

The pre-alphabetic phase of word recognition refers to the early stages of reading where students rely on visual or contextual cues to recognize words, without understanding the letter-sound relationships. In this phase, students may recognize logos, signs, or familiar words in context but cannot decode unfamiliar words or connect letters to sounds. Tina’s ability to read based on visual cues and contextual knowledge, without the understanding of phonics, places her in the pre-alphabetic phase.

Why other options are wrong

A. Full-alphabetic

The full-alphabetic phase involves the ability to decode words by understanding the relationship between letters and sounds. Students in this phase can read words by applying their knowledge of phonics and the alphabet. Tina does not yet have the ability to match letters to sounds, so she is not in the full-alphabetic phase.

C. Partial alphabetic

In the partial alphabetic phase, students begin to connect letters to sounds but still rely on visual cues for some words. While Tina may be in the process of developing some letter-sound knowledge, she cannot match letters to sounds at all, which means she has not yet reached the partial alphabetic stage.

D. Consolidated alphabetic

The consolidated alphabetic phase is a later stage where students can recognize larger chunks of words, such as syllables and word parts, rather than relying solely on individual letters. Tina does not yet have this level of word recognition, as she cannot match letters to sounds, and therefore she is not in the consolidated alphabetic phase.

Correct Answer

B. Makes me think of

Explanation

In the QAR strategy, students are taught to categorize questions based on where the information is found. "On my own," "Think and search," and "Author and you" are all types of QARs, as they direct students to either use their prior knowledge or locate information in the text. "Makes me think of," however, is not one of the standard QAR categories.

Why other options are wrong

A. On my own.

This category refers to questions where the answer is based on the student's personal experiences or knowledge, which aligns with the QAR strategy of helping students recognize when to use their own background knowledge.

C. Think and search.

This is a QAR category where the answer is found by piecing together information from multiple parts of the text. It helps students understand that some answers require deeper engagement with the content.

D. Author and you.

This category in QAR involves answering questions based on both the text and the reader's own knowledge or interpretation. It highlights the interaction between the author's words and the reader's understanding.

Correct Answer

B. Based on percentile

Explanation

A norm-referenced assessment compares a student's performance to the performance of others in a group, typically represented by a percentile rank. This allows educators to see where a student stands in relation to a broader population, rather than simply evaluating their raw score or individual performance.

Why other options are wrong

A. On an individual basis.

This description is more aligned with criterion-referenced assessments, where students' scores are based on their individual performance relative to a set standard, rather than how they perform compared to others.

C. Based on how many questions they get right.

This could apply to both norm-referenced and criterion-referenced assessments, but it does not fully capture the essence of norm-referenced assessments, which rely on comparison to others, not just the raw number of correct answers.

D. Whether or not they put their name on their test.

This is irrelevant to the concept of norm-referenced assessments. The presence of a student's name on a test has no bearing on how their score is determined in a norm-referenced system.

Correct Answer

B. It reduces cognitive load by allowing direct retrieval of facts

Explanation

Acquiring math fact fluency reduces cognitive load because it allows students to quickly retrieve basic math facts without having to work through them step by step. This enables them to focus on solving more complex problems and developing higher-order mathematical thinking, rather than expending energy on simple calculations.

Why other options are wrong

A. It increases cognitive load by requiring more memorization.

While memorization is a part of developing math fact fluency, once these facts are memorized, they reduce cognitive load. The ease of retrieval lessens the mental effort needed for basic arithmetic, which actually lowers cognitive load in the long run.

C. It has no effect on cognitive load whatsoever.

This is incorrect because math fact fluency significantly affects cognitive load. The ability to recall math facts efficiently means students can focus on more complex aspects of learning, reducing mental strain and improving their ability to learn and solve problems.

D. It only affects cognitive load in advanced mathematics courses.

This option is incorrect because math fact fluency impacts cognitive load across all levels of mathematics. In early grades, it allows for smoother progression in basic math, and at more advanced levels, it supports the mental capacity needed to solve complex problems.

Correct Answer

B. Students having the freedom to choose their learning paths and methods.

Explanation

Student autonomy refers to giving students control over their own learning process, allowing them to make decisions about how they learn and what they learn. This includes choosing topics, learning strategies, and pacing, which fosters independence and personal responsibility in the educational experience.

Why other options are wrong

A. A structured approach where teachers dictate all learning activities.

This option describes a teacher-centered approach, which contrasts with student autonomy. In such an approach, the teacher is the authority figure who controls the learning process, leaving little room for student choice or independence.

C. A method focused solely on standardized testing outcomes.

This option focuses on a measurement-based approach rather than fostering autonomy. Standardized testing emphasizes external assessments, not the personal freedom or decision-making that characterizes student autonomy.

D. An assessment tool used to measure students' prior knowledge.

While assessments may play a role in educational autonomy, this option describes a specific tool used to gauge students' knowledge, not the broader concept of giving students control over their learning decisions. Autonomy is more about choice in learning rather than assessment of prior knowledge.

Correct Answer

C. Creating a Professional Development to help support teachers using flexible seating

Explanation

Cassidy Buchman's research focuses on creating a professional development plan aimed at supporting teachers who are using flexible seating arrangements in their classrooms. This topic is related to enhancing classroom environments to promote student engagement and comfort. Flexible seating is a method that allows students to choose their seating arrangements, which can improve their focus and learning outcomes.

Why other options are wrong

A. Implementing traditional seating arrangements in classrooms

This option is incorrect because the research is about flexible seating, not traditional seating arrangements. Traditional seating typically involves fixed desks in rows, while flexible seating allows students to have more autonomy over their seating choices.

B. Developing a new curriculum for standardized testing

This is incorrect because Cassidy's research does not focus on standardized testing or developing new curricula for it. Instead, her research is about professional development for teachers using flexible seating.

D. Training teachers on the use of technology in the classroom

This option is incorrect because the research focuses on flexible seating rather than technology use in classrooms. While technology may be a part of Cassidy’s broader teaching practices, the primary focus is on seating arrangements.

Correct Answer

D. Identifying students who may require additional evaluation or intervention

Explanation

Screening assessments are typically used to identify students who may be at risk for learning difficulties or need additional evaluation. These assessments are not designed to measure a student's full ability but to quickly highlight those who might need further diagnostic assessments or interventions to support their learning.

Why other options are wrong

A. Organizing students into groups for classroom instruction.

While screening assessments may provide some insight into student performance, their primary purpose is to identify potential learning difficulties, not to categorize students for instructional grouping. Grouping is usually based on more detailed assessments of skill levels.

B. Developing intervention plans to address students' specific learning needs.

Screening assessments can indicate which students might need further evaluation but are not designed to develop intervention plans. Intervention plans are typically based on more comprehensive diagnostic assessments, which provide specific insights into a student's needs.

C. Determining the correct point for beginning instruction on a topic.

Screening assessments are not used to determine where to begin instruction in a specific topic. Placement or diagnostic assessments are more suitable for determining the right starting point for instruction.

Correct Answer

A. Being driven by internal rewards.

Explanation

Intrinsic motivation is the drive to perform an activity for its inherent satisfaction, rather than for some separable consequence or external reward. This type of motivation arises from within the individual, often because they find the activity itself rewarding or fulfilling, such as the pleasure of learning or achieving mastery.

Why other options are wrong

B. Seeking external rewards.

This refers to extrinsic motivation, where actions are driven by external factors such as money, praise, or recognition. Intrinsic motivation, in contrast, is focused on internal fulfillment, not external rewards.

C. The desire to avoid punishment.

This describes avoidance motivation, which is not a form of intrinsic motivation. Intrinsic motivation is more about pursuing a task for personal satisfaction, not to avoid negative outcomes.

D. The need to fulfill physiological demands.

This is more aligned with basic survival needs and is not typically considered intrinsic motivation. Intrinsic motivation involves higher-order psychological drives, such as the joy of engaging in a task itself, not merely fulfilling physiological needs.