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ne of several variables makes a pendulum swing fast or more slowly. 4)
2
7) A study that tells us whether two variables are associated, but does not tell us if one variable 7)
causes or influences the other, is:
A) An experimental study without a control group
B) A correlational study
C) A descriptive study
D) An experimental study with one or more control groups
10) In general, experimental studies have which one of the following advantages over descriptive 10)
and
correlational studies?
A) Only experimental studies allow us to identify the possible factors influencing behavior.
B) Only experimental studies allow us to analyze data statistically and therefore arrive at
precise results.
C) Only experimental studies enable us to draw accurate conclusions.
D) Only experimental studies allow us to be specific about our teaching objectives.
11) A research study finds that students who weigh more do better in school. Which one of 11)
the
following is an appropriate deduction from this
information?
A) The school cafeteria should decrease the fat content of the food it serves
B) On average, students who eat more do better in school.
C) There is a correlation between weight and classroom performance.
D) Parents should feed their children as much as possible.
12) A researcher is interested in the possible effect of teacher-student ratios on studentsʹ learning. 12)
She finds 10 fifth‐grade classrooms with 30- 40 students per class and 10 others with 15- 25
students per class. She discovers that there is a correlation between class size and student
achievement. Which one of the following conclusions can we draw from this study?
A) Class size can help us predict school achievement.
B) Classes should be as small as is reasonably possible.
C) Classes should be as large as is reasonably possible.
D) The researcher has conducted a descriptive study.
13) Which one of the following conclusions can be drawn only from an experimental A)
study? Child
3
ren grow taller as they get older. 13)
B) Drugs administered during childbirth affect a childʹs early development.
C) Boys are more likely to show aggressive behavior than girls.
D) Childrenʹs muscular coordination improves as they grow older.
4
14) Imagine you are an educational researcher who wants to learn about the type of psychological 14)
atmosphere in which middle school students feel most comfortable and best able to
concentrate on their studies. You plan to look at a wide variety of factors that might contribute
to such an atmosphere—both physical factors (e.g., cleanliness and colorfulness of the school
building) and social factors (e.g., teacher-student relationships, general tolerance for diverse
behaviors and beliefs). You realize that students might identify important factors that you
yourself havenʹt even thought of. In this situation, your best choice would probably be:
A) A descriptive, quantitative study
B) A qualitative study
C) An experimental study with one treatment group and one control group
D) An experimental study with at least three treatment groups
15) Mr. Jacobs wants to find out whether a new program for teaching physical education 15)
promotes
studentsʹ physical development. He gives his students a number of tests before they begin
the
program (pretests) and the same tests again after they have been in the program for eight
months
(posttests). He finds that the studentsʹ posttest scores are higher than their pretest scores and
so
concludes that the program is effective. What is definitely wrong with Mr. Jacobsʹ conclusion?
A) There are other possible explanations for his results.
B) The posttests should always be different from the pretests.
C) Tests are not a good measure of physical development.
D) Eight months is too short a time for such a program to have a long‐term effect.
16) Dr. Kenney conducts a study in which she gives some students (chosen randomly) logically 16)
organized learning material; she gives other students the same material presented in a
haphazard,
unpredictable sequence. She finds that students with the organized material remember more.
This study can best be described as:
A) A correlational study B) A descriptive study
C) An experimental study D) A theoretical study
17) A French teacher reads an article about how visual imagery (i.e., ʺpicturingʺ things in oneʹs 17)
mind)
can be used to help students learn French vocabulary words. To find out if visual imagery is
more
effective than verbal repetition in learning vocabulary words, she develops two different study
guides for her students—one that tells students how to use visual imagery to learn French
words, and one that tells them just to repeat the words over and over again—and randomly
distributes the two study guides to her students. Over the next few weeks, the teacher finds
that students using visual imagery study guides achieve higher average quiz scores. She
concludes that the study guides describing the visual imagery technique help her students
learn their French vocabulary words. Is the teacherʹs conclusion valid?
A) No, because her experiment wasnʹt conducted in a laboratory.
B) Yes, because she was able to manipulate a variable in the environment.
C) Yes, because her students probably all had similar IQ
scores. D) No, because she used random assignment.
5
18) Mr. Jones, a physical education teacher, notices that some of his students are better basketball 18)
players than others. He wonders if having a basketball net at home fosters the development of
basketball skills. He gives his students a short survey that asks them if they have a basketball
net at home. Sure enough, Mr. Jones finds that the better basketball players are more likely to
have a net at home. He concludes that having a basketball net at home facilitates the
development of basketball skills. Is his conclusion appropriate?
A) No, because he didnʹt conduct an experimental
study. B) Yes, because he used random assignment.
C) No, because his study wasnʹt conducted in a scientific
laboratory. D) Yes, provided that his students responded truthfully
to the survey.
19) Dr. Lesgold finds that students in private schools perform better on achievement tests 19)
than do
students in public schools. He can conclude that:
A) The difference is probably due to differences in family income.
B) The difference is probably due to the fact that private schools are more likely to ʺteach to
the
test.ʺ
C) Studentsʹ achievement test scores can be predicted to some extent by the kind of school
they attend.
D) The difference is probably due to the fact that private schools have smaller classes.
20) Judging from the textbookʹs discussion of educational research, which one of the following 20)
would
be the best course of action for teachers to take?
A) Teachers should focus on research that relates to a single theoretical perspective (such
as
Piagetʹs theory or information processing theory).
B) Teachers should always go with their common sense and ʺgutʺ feelings about how to
teach, regardless of any research findings to the contrary.
C) Teachers shouldnʹt take research findings very seriously, because there are too many
ʺholesʺ
in what we know from research.
D) Teachers can use findings from educational research to guide their classroom
decision making.
22) Which one of the following statements is most accurate regarding psychological theories? 22)
A) Theories are continually modified as new data emerge.
B) Theories will eventually be replaced by physiological (brain‐based) explanations of
behavior.
C) Theories have been proven to be true.
D) Any single theory can be used to explain virtually every aspect of human behavior.
6
23) As the textbook points out, assessment in the classroom can take a variety of forms. Three of 23)
the
following are examples of assessment in the classroom. Which one definitely does not, in
and of itself, illustrate assessment?
A) A teacher sees her students growing increasingly restless during a lengthy lecture
B) A teacher asks students to write an essay describing the pros and cons of a free enterprise
system.
C) A teacher decides to use a new approach to teach science this year.
D) A teacher observes that Lani rarely interacts with her classmates during recess.
7
24) Judging from the textbookʹs discussion of assessment, we can best think of classroom 24)
assessment practices as mechanisms and procedures that:
A) Give us hard, indisputable facts that we can use to assign grades
B) Enable us to form tentative hypotheses about what students know and can do
C) Allow us to draw conclusions about how studentsʹ motives and personality traits affect
their classroom performance
D) Are most likely to be accurate when they take the form of paper-pencil tests
25) Which one of the following is the best example of action research? 25)
A) A graduate student quietly observes adolescentsʹ behaviors in the school cafeteria. He
plans to
describe his observations in his masterʹs thesis.
B) A teacher gives her students a questionnaire that asks them to describe how often they
study
and what kinds of strategies they use when they study. She will use the results to
develop several lessons on effective study skills.
C) A college professor recruits sixth graders to come to his lab, where she assesses their
responses and reaction times in a variety of challenging problem‐solving tasks. Her
results
will help her refine the theory of problem solving she has been developing.
D) All of the school districts in a particular state are instructed to give the same mathematics
achievement test to their high school juniors. The average test scores for each district will be
presented in a report that will be released to the general public.
26) Which one of the following alternatives best illustrates action 26)
research?
A) A university professor and two of her graduate students conduct systematic observations
of
kindergartenʹs turn‐taking behaviors on the
playground.
B) A high school principal conducts a survey to find out what kinds of after‐school
activities students would most like to have available at their school.
C) After a first‐grade teacher completes a research project for her masterʹs thesis, she presents
her findings at a national teaching conference.
D) A middle school math teacher gives his students quizzes every Friday because he knows
that frequent quizzes will encourage students to study regularly.
27) As a beginning teacher, you may sometimes find yourself overwhelmed by the many decisions 27)
you
will have to make on a daily basis. The situation will improve over time, however, because:
A) Most students know that they should behave when they have an older and more
experienced
teacher
B) As you gain experience, you will be able to make some classroom decisions more quickly
and
easily
C) Children are typically more calm and cooperative during the winter months than they are
in
the fall
D) Fellow teachers are usually more helpful and supportive later in the school year, after
theyʹve
gotten to know you better.
8
28) Which one of the following is the best example of a teacherʹs pedagogical content knowledge? 28)
A) Knowing several effective ways to teach students about negative numbers
B) Making a reasonable guess as to why a particular student misbehaves just before lunch
time every day
C) Knowing what researchers have discovered about the effectiveness of discovery‐
learning approaches to instruction
D) Understanding why water expands when it freezes
9
29) Which one of the following high school teachers clearly has high self‐efficacy about his or 29)
her teaching?
A) Ms. Crosby insists that students complete their math homework using a particular
format
B) Mr. Driver is confident that he can get even seemingly ʺunmotivatedʺ students excited
about
science.
C) Mr. Abbot thinks that teaching is simply a matter of reading textbook passages aloud to
his
history class.
D) Ms. Bouthot has a hypothesis about why some students in her English class rarely turn
in
their assignments.
30) The textbook offers several suggestions for studying a textbook effectively. Which one of 30)
the
following is not necessarily recommended?
A) Draw inferences from the things you read.
B) Occasionally stop and check to make sure you understand.
C) Relate new ideas to things you already know.
D) Take detailed notes on the bookʹs content.
ESSAY. Write your answer in the space provided or on a separate sheet of paper.
31) A psychologist conducts a research study and finds that children who have been regularly abused at home
have more difficulty in school than nonabused children.
a. Is this a descriptive, correlational, or experimental study? Justify your choice.
b. Based on the study, the psychologist draws the conclusion that an abusive home life leads to poorer school
performance in school. Is this conclusion justified? Why or why not?
32) Dr. Carey gives a variety of achievement and aptitude tests to 1000 ten‐year‐old children from Southside
Elementary School and 1000 ten‐year‐old children from Northside Elementary School. On average, the
Southside students perform better on the tests than the Northside students. Dr. Carey concludes that
teachers at Southside are superior to those at Northside. Is this conclusion warranted? Why or why not?
10
Answer Key
Testname: UNTITLED1
1) B
2) D
3) C
4) B
5) A
6) C
7) B
8) C
9) C
10) A
11) C
12) A
13) B
14) B
15) A
16) C
17) B
18) A
19) C
20) D
21) D
22) A
23) C
24) B
25) B
26) B
27) B
28) A
29) B
30) D
31) Answers to the separate parts of the question are as follows:
a. It is a correlational study because it investigates the extent to which two variables, abuse and school
performance, are associated.
b. The conclusion is not justified. Hard‐and‐fast conclusions about cause-and-effect relationships cannot be
drawn from correlational studies.
32) Dr. Careyʹs conclusion is not warranted because he has failed to control for other possible explanations
for the differences in test scores (class sizes, educational levels of the studentsʹ parents, etc.).
11
Another random document with
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promised us a tropical thunder-storm from those black clouds in the
south, and went forward to give ship’s orders, advising us to make all
haste below when the first drop should fall, as in an instant a sheet
of blinding rain would surround the decks, against which the double
awnings would be no more protection than so much gauze, and
through which one could not see the ship’s length. The clouds
remained stationary, however, and we missed the promised
sensation, although we waited for hours on deck, the ship moving
quietly through the soft, velvety air of the tropic’s blackest midnight,
and the lightning-flashes becoming fainter and fainter.
MAP OF JAVA.
II
IN “JAVA MAJOR”
When one has driven through the old town of Batavia and seen its
crowded bazaars and streets, and has followed the lines of bricked
canals, where small natives splash and swim, women beat the family
linen, and men go to and fro in tiny boats, all in strange travesty of
the solemn canals of the old country, he comes to the broader
avenues of the new town, lined with tall tamarind- and waringen-
trees, with plumes of palms, and pyramids of blazing Madagascar
flame-trees in blossom. He is driven into the long garden court of the
Hotel Nederlanden, and there beholds a spectacle of social life and
customs that nothing in all travel can equal for distinct shock and
sensation. We had seen some queer things in the streets,—women
lolling barefooted and in startling dishabille in splendid equipages,—
but concluded them to be servants or half-castes; but there in the
hotel was an undress parade that beggars description, and was as
astounding on the last as on the first day in the country. Woman’s
vanity and man’s conventional ideas evidently wilt at the line, and no
formalities pass the equator, when distinguished citizens and officials
can roam and lounge about hotel courts in pajamas and bath
slippers, and bare-ankled women, clad only in the native sarong, or
skirt, and a white dressing-jacket, go unconcernedly about their
affairs in streets and public places until afternoon. It is a dishabille
beyond all burlesque pantomime, and only shipwreck on a desert
island would seem sufficient excuse for women being seen in such
an ungraceful, unbecoming attire—an undress that reveals every
defect while concealing beauty, that no loveliness can overcome,
and that has neither color nor grace nor picturesqueness to
recommend it.
The hotel is a series of one-storied buildings surrounding the four
sides of a garden court, the projecting eaves giving a continuous
covered gallery that is the general corridor. The bedrooms open
directly upon this broad gallery, and the space in front of each room,
furnished with lounging-chairs, table, and reading-lamp, is the sitting-
room of each occupant by day. There is never any jealous hiding
behind curtains or screens. The whole hotel register is in evidence,
sitting or spread in reclining-chairs. Men in pajamas thrust their bare
feet out bravely, puffing clouds of rank Sumatra tobacco smoke as
they stared at the new arrivals; women rocked and stared as if we
were the unusual spectacle, and not they; and children sprawled on
the cement flooring, in only the most intimate undergarments of
civilized children. One turned his eyes from one undressed family
group only to encounter some more surprising dishabille; and
meanwhile servants were hanging whole mildewed wardrobes on
clothes-lines along this open hotel corridor, while others were ironing
their employers’ garments on this communal porch.
A JAVANESE YOUNG WOMAN.
The Tjina, or China, and the Arab kampongs, are show-places to the
stranger in the curious features of life and civic government they
present. Each of these foreign kampongs, or villages, is under the
charge of a captain or commander, whom the Dutch authorities hold
responsible for the order and peace of their compatriots, since they
do not allow to these yellow colonials so-called “European
freedom”—an expression which constitutes a sufficient admission of
the existence of “Asiatic restraint.” Great wealth abides in both these
alien quarters, whose leading families have been there for
generations, and have absorbed all retail trade, and as commission
merchants, money-lenders, and middlemen have garnered great
profits and earned the hatred of Dutch and Javanese alike. The lean
and hooked-nosed followers of the prophet conquered the island in
the fifteenth century, and have built their messigits, or mosques, in
every province. The Batavian messigit is a cool little blue-and-white-
tiled building, with a row of inlaid wooden clogs and loose leather
shoes at the door; and turbaned heads within bow before the mihrab
that points northwestward to Mecca. Since the Mohammedan
conquest of 1475, the Javanese are Mohammedan if anything; but
they take their religion easily, and are so lukewarm in the faith of the
fire and sword that they would easily relapse to their former mild
Brahmanism if Islam’s power were released. The Dutch have always
prohibited the pilgrimages to Mecca, since those returning with the
green turban were viewed with reverence and accredited with
supernatural powers that made their influence a menace to Dutch
rule. Arab priests have always been enemies of the government and
foremost in inciting the people to rebellion against Dutch and native
rulers; but little active evangelical work seems to have been done by
Christian missionaries to counteract Mohammedanism, save at the
town of Depok, near Batavia.
In all the banks and business houses is found the lean-fingered
Chinese comprador, or accountant, and the rattling buttons of his
abacus, or counting-board, play the inevitable accompaniment to
financial transactions, as everywhere else east of Colombo. The
251,325 Chinese in Netherlands India present a curious study in the
possibilities of their race. Under the strong, tyrannical rule of the
Dutch they thrive, show ambition to adopt Western ways, and
approach more nearly to European standards than one could believe
possible. Chinese conservatism yields first in costume and social
manners; the pigtail shrinks to a mere symbolic wisp, and the well-to-
do Batavian Chinese dresses faultlessly after the London model,
wears spotless duck coat and trousers, patent-leather shoes, and, in
top or derby hat, sits complacent in a handsome victoria drawn by
imported horses, with liveried Javanese on the box. One meets
correctly gotten-up Celestial equestrians trotting around Waterloo
Plein or the alleys of Buitenzorg, each followed by an obsequious
groom, the thin remnant of the Manchu queue slipped inside the coat
being the only thing to suggest Chinese origin. The rich Chinese live
in beautiful villas, in gorgeously decorated houses built on ideal
tropical lines; and although having no political or social recognition in
the land, entertain no intention of returning to China. They load their
Malay wives with diamonds and jewels, and spend liberally for the
education of their children. The Dutch tax, judge, punish, and hold
them in the same regard as the natives, with whom they have
intermarried for three centuries, until there is a large mixed class of
these Paranaks in every part of the island. The native hatred of the
Chinese is an inheritance of those past centuries when the Dutch
farmed out the revenue to Chinese, who, being assigned so many
thousand acres of rice-land, and the forced labor of the people on
them, gradually extended their boundaries, and by increasing
exactions and secret levies oppressed the people with a tyranny and
rapacity the Dutch could not approach. In time the Chinese fomented
insurrection against the Dutch, and in 1740, joining with disaffected
natives, entrenched themselves in a suburban fort. The Dutch in
alarm gave the order, and over 20,000 Chinese then within the walls
were put to death, not an infant, a woman, nor an aged person being
spared. In fear of the wrath of the Emperor of China, elaborate
excuses were framed and sent to Peking. Sage old Keen-Lung
responded only by saying that the Dutch had served them right, that
any death was too good for Chinese who would desert the graves of
their ancestors.
After that incident they were restrained from all monopolies and
revenue farming, and restricted to their present humble political
state. An absolute exclusion act was passed in 1837, but was soon
revoked, and the Chinese hold financial supremacy over both Dutch
and natives, trade and commerce being hopelessly in the hands of
the skilful Chinese comprador. The Dutch vent their dislike by an
unmerciful taxation. They formerly assessed them according to the
length of their queues and for each long finger-nail. The Chinese are
mulcted on landing and leaving, for birth and death, for every
business venture and privilege; yet they prosper and remain, and
these Paranaks in a few more generations may attain the social and
political equality they seek. It all proves that under a strong,
tyrannical government the Chinese make good citizens, and can
easily put away the notions and superstitions that in China itself hold
countless millions in the bondage of a long-dead past. The recent
exposure of Chinese forgeries of Java bank-notes to the value of
three million pounds sterling has put the captains of Batavia and
Samarang kampongs in prison, and has led to wholesale arrests of
rich Chinese throughout the island.
Native life swarms in this land of the betel and banana, where
there seems to be more of inherent dream and calm than in other
lands of the lotus. The Javanese are the finer flowers of the Malay
race—a people possessed of a civilization, arts, and literature in that
golden period before the Mohammedan and European conquests.
They have gentle voices, gentle manners, fine and expressive
features, and are the one people of Asia besides the Japanese who
have real charm and attraction for the alien. They are more winning,
too, by contrast, after one has met the harsh, unlovely, and
unwashed people of China, or the equally unwashed, cringing Hindu.
They are a little people, and one feels the same indulgent, protective
sense as toward the Japanese. Their language is soft and musical
—“the Italian of the tropics”; their ideas are poetic; and their love of
flowers and perfumes, of music and the dance, of heroic plays and of
every emotional form of art, proves them as innately esthetic as their
distant cousins, the Japanese, in whom there is so large an
admixture of Malay stock. Their reverence for rank and age, and
their elaborate etiquette and punctilious courtesy to one another, are
as marked even in the common people as among the Japanese; but
their abject, crouching humility before their Dutch employers, and the
brutality of the latter to them, are a theme for sadder thinking, and
calculated to make the blood boil. When one actually sees the quiet,
inoffensive peddlers, who chiefly beseech with their eyes, furiously
kicked out of the hotel courtyard when mynheer does not choose to
buy, and native children actually lifted by an ear and hurled away
from the vantage-point on the curbstone which a pajamaed
Dutchman wishes for himself while some troops march by, one is
content not to see or know any more.
These friendly little barefoot people are of endless interest, and
their daily markets, or passers, are panoramas of life and color that
one longs to transplant entire. Life is so simple and primitive, too, in
the sunshine and warmth of the tropics. A bunch of bananas, a
basket of steamed rice, and a leaf full of betel preparations comprise
the necessaries and luxuries of daily living. With the rice may go
many peppers and curried messes of ground cocoanut, which one
sees made and offered for sale in small dabs laid on bits of banana-
leaf, the wrapping-paper of the tropics. Pinned with a cactus-thorn, a
bit of leaf makes a primitive bag, bowl, or cup, and a slip of it serves
as a sylvan spoon. All classes chew the betel- or areca-nut, bits of
which, wrapped in betel-leaf with lime, furnish cheer and stimulant,
dye the mouth, and keep the lips streaming with crimson juice. In
Canton and in all Cochin China, across the peninsula, and
throughout island and continental India, men and women have equal
delight in this peppery stimulant. The Javanese lays his quid of betel
tobacco between the lower lip and teeth, and so great seem to be
the solace and comfort of it that dozing venders and peddlers will
barely turn an eye and grunt responses to one’s eager “Brapa?”
(“How much?”)