Free Printable SELU EDUC 202

1.

Hidden hurdles are:

a)

A feeling, favorable or unfavorable, toward a person or thing, prior to, or not based on, actual experience.

b)

Prejudices we are NOT conscious of.

c)

A person who is prejudice continues to hold on to overgeneralizations about members of a group.

d)

An antipathy based upon a faulty and inflexible generalization. It may be felt or expressed. It may be directed toward a group as a whole, or toward an individual because he is a member of that group.

2.

Prejudice is:

a)

A feeling, favorable or unfavorable, toward a person or thing, prior to, or not based on, actual experience.

b)

Prejudices we are NOT conscious of.

c)

A person who is prejudice continues to hold on to overgeneralizations about members of a group.

d)

An antipathy based upon a faulty and inflexible generalization. It may be felt or expressed. It may be directed toward a group as a whole, or toward an individual because he is a member of that group.

3.

Overgeneralization is:

a)

A feeling, favorable or unfavorable, toward a person or thing, prior to, or not based on, actual experience.

b)

Prejudices we are NOT conscious of.

c)

A person who is prejudice continues to hold on to overgeneralizations about members of a group.

d)

An antipathy based upon a faulty and inflexible generalization. It may be felt or expressed. It may be directed toward a group as a whole, or toward an individual because he is a member of that group.

4.

Ethnic Prejudice is:

a)

A feeling, favorable or unfavorable, toward a person or thing, prior to, or not based on, actual experience.

b)

Prejudices we are NOT conscious of.

c)

A person who is prejudice continues to hold on to overgeneralizations about members of a group.

d)

An antipathy based upon a faulty and inflexible generalization. It may be felt or expressed. It may be directed toward a group as a whole, or toward an individual because he is a member of that group.

5.

Stereotypes are:

a)

A complex social construct that extends beyond discussions of culture and identity. It deals with culture, ancestry and sense of oneness. Culture, geographical origin, language, religion, shared traditions, common political interests, moral orientation and sense of kinship are characteristics often identified with ethnicity.

b)

A favorable or unfavorable exaggerated belief associated with a category whose function is to justify our conduct as it relates to the category.

c)

Any one of the groups that humans are often divided into based on physical traits regarded as common among people of shared ancestry

d)

A standardized mental picture that is held in common by members of a group and that represents an oversimplified opinion, prejudiced attitude, or uncritical judgment.

6.

Define Prejudice:

a)

A complex social construct that extends beyond discussions of culture and identity. It deals with culture, ancestry and sense of oneness. Culture, geographical origin, language, religion, shared traditions, common political interests, moral orientation and sense of kinship are characteristics often identified with ethnicity.

b)

A favorable or unfavorable exaggerated belief associated with a category whose function is to justify our conduct as it relates to the category.

c)

Any one of the groups that humans are often divided into based on physical traits regarded as common among people of shared ancestry

d)

A standardized mental picture that is held in common by members of a group and that represents an oversimplified opinion, prejudiced attitude, or uncritical judgment.

7.

Define Race:

a)

A complex social construct that extends beyond discussions of culture and identity. It deals with culture, ancestry and sense of oneness. Culture, geographical origin, language, religion, shared traditions, common political interests, moral orientation and sense of kinship are characteristics often identified with ethnicity.

b)

A favorable or unfavorable exaggerated belief associated with a category whose function is to justify our conduct as it relates to the category.

c)

Any one of the groups that humans are often divided into based on physical traits regarded as common among people of shared ancestry

d)

A standardized mental picture that is held in common by members of a group and that represents an oversimplified opinion, prejudiced attitude, or uncritical judgment.

8.

Define Ethnicity:

a)

A complex social construct that extends beyond discussions of culture and identity. It deals with culture, ancestry and sense of oneness. Culture, geographical origin, language, religion, shared traditions, common political interests, moral orientation and sense of kinship are characteristics often identified with ethnicity.

b)

A favorable or unfavorable exaggerated belief associated with a category whose function is to justify our conduct as it relates to the category.

c)

Any one of the groups that humans are often divided into based on physical traits regarded as common among people of shared ancestry

d)

A standardized mental picture that is held in common by members of a group and that represents an oversimplified opinion, prejudiced attitude, or uncritical judgment.

9.

Define Racism:

a)

Can be overt and covert, and personal, institutional, and cultural. It is the belief that one’s race is superior and others are inferior.

b)

A system of legalized practices designed to keep the dominant group in power.

c)

The belief that one’s race is superior to another, perceives racism on an individual basis rather than as a reflection of cultural, social, and institutional oppression.

d)

A belief that the culture of a group is inferior or that the group does not have a culture.

10.

Define Personal Racism:

a)

Can be overt and covert, and personal, institutional, and cultural. It is the belief that one’s race is superior and others are inferior.

b)

A system of legalized practices designed to keep the dominant group in power.

c)

The belief that one’s race is superior to another, perceives racism on an individual basis rather than as a reflection of cultural, social, and institutional oppression.

d)

A belief that the culture of a group is inferior or that the group does not have a culture.

11.

Define Cultural racism:

a)

Can be overt and covert, and personal, institutional, and cultural. It is the belief that one’s race is superior and others are inferior.

b)

A system of legalized practices designed to keep the dominant group in power.

c)

The belief that one’s race is superior to another, perceives racism on an individual basis rather than as a reflection of cultural, social, and institutional oppression.

d)

A belief that the culture of a group is inferior or that the group does not have a culture.

12.

Define Institutional racism:

a)

Can be overt and covert, and personal, institutional, and cultural. It is the belief that one’s race is superior and others are inferior.

b)

A system of legalized practices designed to keep the dominant group in power.

c)

The belief that one’s race is superior to another, perceives racism on an individual basis rather than as a reflection of cultural, social, and institutional oppression.

d)

A belief that the culture of a group is inferior or that the group does not have a culture.

13.

Define Classism:

a)

The belief that females and males have distinctive characteristics and that one gender has the right to more power and resources than the other

b)

A system of legalized practices designed to keep the dominant group in power.

c)

A belief that the culture of a group is inferior or that the group does not have a culture.

d)

Prejudice or discrimination based on one’s financial or economic status. Closely related to racism.

14.

Define Sexism:

a)

The belief that females and males have distinctive characteristics and that one gender has the right to more power and resources than the other

b)

A system of legalized practices designed to keep the dominant group in power.

c)

A belief that the culture of a group is inferior or that the group does not have a culture.

d)

Prejudice or discrimination based on one’s financial or economic status. Closely related to racism.

15.

Select all that apply:

How do family, community, and society impact students in the United States?

a)

Families, communities, and society in general can support student success or thwart it.

b)

Children and adolescents who are victims of child abuse or neglect are at risk physically, emotionally, socially, and academically.

c)

The privilege gap between the haves and have-nots is a societal dilemma with far-reaching ramifications for children and adolescents.

d)

Childhood obesity is near epidemic proportions and has long-term negative effects on students.

e)

Communities can provide vital services for students and their families.

16.

Select all that apply:

How do socioeconomic status and race affect students in the United States?

a)

Children and adolescents who are victims of child abuse or neglect are at risk physically, emotionally, socially, and academically.

b)

Racism is a form of prejudice stemming from the belief that one race is superior to another.

c)

Racism may take the form of inaction through silence or of low expectations for certain students.

d)

The privilege gap between the haves and have-nots is a societal dilemma with far-reaching ramifications for children and adolescents.

e)

The rates of most forms of substance abuse have recently decreased, yet even one child or adolescent harmed by it is too many.

17.

Select all that apply:

How do health issues affect students in the United States?

a)

Reasons for dropping out are many and complex, with financial, self-esteem, and crime-related consequences.

b)

Children and adolescents often have an unfounded sense of immortality, which makes them feel they will not be harmed if they use substances such as inhalants, alcohol, legal and illegal drugs, and tobacco.

c)

Violent acts in school include simple assault (usually fighting), sexual assault, and aggravated assault (definite perpetrator and victim) and occur most frequently in urban areas and among high school students.

d)

The rates of most forms of substance abuse have recently decreased, yet even one child or adolescent harmed by it is too many.

e)

Childhood obesity is near epidemic proportions and has long-term negative effects on students.

18.

Select all that apply:

What effects does bullying, theft, and violence have on schools and students in the United States?

a)

Teasing and harassment about homosexuality can be the root of distress for students in and out of school.

b)

Can be verbal, physical, or emotional and is intended to exert power and cause harm.

c)

The dropout rate in the United States is over 30%, with long-term negative effects for students, families, communities, and the country.

d)

Violent acts in school include simple assault (usually fighting), sexual assault, and aggravated assault (definite perpetrator and victim) and occur most frequently in urban areas and among high school students.

e)

The rates of most forms of substance abuse have recently decreased, yet even one child or adolescent harmed by it is too many.

19.

Select all that apply:

How do truancy and dropping out affect youth in the United States?

a)

The dropout rate in the United States is over 30%, with long-term negative effects for students, families, communities, and the country.

b)

Reasons for dropping out are many and complex, with financial, self-esteem, and crime-related consequences.

c)

Can be verbal, physical, or emotional and is intended to exert power and cause harm.

d)

Truancy is a reliable predictor of dropping out.

e)

The rates of most forms of substance abuse have recently decreased, yet even one child or adolescent harmed by it is too many.

20.

_______ of U.S. school children indicated they had been bullied.

a)

48%

b)

16%

c)

5%

d)

0%

21.

Nearly ____ of youths reported being bullied at least once a ______.

a)

1/3 , month

b)

1/3 , year

c)

1/2 , week

d)

1/2 , month

22.

Six out of ten American teens report witnessing bullying once a day

a)

Three , twice

b)

Three , once

c)

Six , twice

d)

Six , once

23.

Estimated ________ children miss school every day out of fear of attack or intimidation by other students.

a)

10,000

b)

50,000

c)

160,000

d)

400,000

24.

Bullying is worst in _______ school

a)

Primary

b)

Middle

c)

High

25.

_______ bully others and likely to be victims (______ bullies)

_______ bully others verbally and psychologically (______ bullies)

a)

Males , covert

Females , overt

b)

Males , overt

Females , covert

c)

Females , covert

Males , overt

d)

Females , overt

Males , covert

26.

7 million (10-18 years old) children are online and experience _____-bulling

a)

overt

b)

covert

c)

cyber

d)

physical

27.

Select all that apply:

What is bullying?

a)

A negative intent on the part of one person to hurt, embarrass, or humiliate another

b)

A repeated behavior – oppression, psychological, or physical – of a less powerful person by a more powerful one

c)

A form of violence that is common among children, which is found in schools, neighborhoods, and homes throughout the U.S.

d)

Perceived as harmless rite of passage

e)

An act making students feel uncomfortable in their learning environment

28.

Who Are Bullied?

Children who are:

a)

Insecure

b)

Socially isolated – different in some way

c)

Unlikely to defend or retaliate

d)

Weaker than their peers

e)

At greater risk of extreme fear and stress

29.

What Are the Typical Adult Responses to bullying?

4 lines

30.

Select all that apply:

Who is responsible for curving bullying?

a)

Parents

b)

Students

c)

Educators

d)

Bullies

e)

Community Members

31.

Child Abuse--

In general, the child:

Shows _______ changes in behavior or school performance.

a)

sudden

b)

gradual

32.

Child Abuse--

In general, the child:

Has not received help for ________ or _______ problems brought to the parents’ attention.

a)

physical

b)

mental

c)

medical

d)

typical

33.

Child Abuse--

In general, the child:

Has ________ ________ (or difficulty concentrating) that cannot be attributed to specific physical or psychological causes.

a)

mental problems

b)

difficulty concentrating

c)

learning problems

34.

Child Abuse--

In general, the child:

Is always ______, as though preparing for something bad to happen.

a)

inattentive

b)

watchful

c)

slow

35.

Child Abuse--

In general, the child:

Lacks ______ supervision.

a)

adult

b)

child

c)

teacher

36.

Child Abuse--

In general, the child:

Comes to school or other activities _____ , stays _____, and _____ want to go home.

a)

late, late, does

b)

early, late, does not

37.

Child Abuse--

In general, the parent:

Shows little concern for the child.

a)

True

b)

False

38.

Child Abuse--

In general, the parent:

Denies the existence of – or blames the child for – the child’s problems in school or at home.

a)

True

b)

False

39.

Child Abuse--

In general, the parent:

Asks teachers or other caretakers to use ____ _______ discipline if the child misbehaves.

a)

harsh, physical

b)

easy, verbalized

40.

Child Abuse--

In general, the parent:

Demands a level of physical or academic performance the child can achieve.

a)

True

b)

False

41.

Child Abuse--

In general, the parent and child:

Consider their relationship entirely _______.

a)

positive

b)

negative

42.

Child Abuse--

In general, the parent and child:

_____ touch or look at each other.

a)

Always

b)

Frequently

c)

Rarely

d)

Never

43.

Select all the signs of physical abuse:

a)

Has unexplained burns, bites, bruises, broken bones, or black eyes.

b)

Suddenly refuses to change for gym or to participate in physical activities.

c)

Is delayed in physical or emotional development.

d)

Shrinks at the approach of adults.

e)

Runs away.

44.

Select the signs of sexual abuse:

a)

Reports a lack of attachment to the parent.

b)

Runs away.

c)

Is frequently absent from school.

d)

Experiences a sudden change in appetite.

e)

Experiences a sudden change in appetite.

45.

Select the signs of emotional abuse:

a)

Begs or steals food or money.

b)

Is either inappropriately adult (parenting other children, for example) or inappropriately infantile (frequent rocking or head-banging, for example).

c)

Reports a lack of attachment to the parent.

d)

States that there is no one at home to provide care.

e)

Seems frightened of the parents and protests or cries when it is time to go home.

46.

Select the signs of neglect:

a)

Has difficulty walking or sitting.

b)

Is consistently dirty and has severe body odor.

c)

States that there is no one at home to provide care.

d)

Reports a lack of attachment to the parent.

e)

Abuses alcohol or other drugs.

47.

Select all that apply:

Select all of the following that are points to consider when planning for culturally appropriate teaching

a)

Begin by knowing the expected learning outcomes for the age level you teach.

b)

Review your present content to determine what was successful and what felt comfortable.

c)

Go through your lesson plan book and identify the topics developed in class.

d)

Find in your curriculum where you could add or expand the children’s views by including another perspective.

48.

Select all that apply:

Select all of the following that are points to consider when planning for culturally appropriate teaching

a)

Remind yourself to always center your selections first on what is connected to the lives of your students.

b)

Include as many psychological experiences as possible. Children need things to think about things more abstractly.

c)

Make sure the experiences offer stereotypical portrayals.

d)

Remember that children see you as an authority.

e)

Talk with colleagues and visit the library, where you may find relevant and helpful sources describing a variety of activities teachers can use as they launch their multicultural programs.

49.

Select all that apply:

How do we recognize language diversity?

a)

If teaching children who speak a language different from English, hope they learn English.

b)

On the classroom door, include a welcome poster in both English and in another language.

c)

As a routine, label classroom items in English.

d)

Learn phrases, songs, or greeting words in other languages.

50.

Select all that apply:

How do we recognize language diversity?

a)

Have classroom charts written in two languages.

b)

Include books in other languages and bilingual books in the library corner.

c)

Learn the numbers in a different language.

d)

Invite family members or any other persons who speak a different language to teach a simple poem or song to the class.

51.

BESE Stands for

a)

Business Energy Solutions Expo

b)

Board of Elementary and Secondary Elections

c)

Board of Elementary and Secondary Education

d)

Board of Education for Secondary Educators

52.

How many members on the BESE Board? (Enter number only)

(a)

53.

How is the BESE Board Selected?

a)

10 elected by districts, 1 appointed by the governor

b)

1 elected by districts, 10 appointed by the governor

c)

3 elected by districts, 8 appointed by the governor

d)

8 elected by districts, 3 appointed by the governor

54.

What is the Louisiana Board of Regents?

a)

Governing body over the University of Louisiana System

b)

Governing body over all public universities in Louisiana

c)

Governing body over the Louisiana State University System

d)

Governing body over the Southern University System

55.

What is the Board of Supervisors?

a)

Governing body over the University of Louisiana System

b)

Governing body over all public universities in Louisiana

c)

Governing body over the Louisiana State University System

d)

Governing body over the Southern University System

56.

Who is the state superintendent of Education

a)

Patrice Pujol

b)

Ollie Tyler

c)

John White

d)

David Alexander

e)

Cade Brumley

57.

Order the hierarchy

1. University Systems

2. Governor

3. Board of Regents

4. Universities

5. State Legislature

A. State Department of Education

B. State Superintendent of Education

a)

4, 3, 2, 5, 1

B, A, 2

b)

2, 5, 3, 1, 4

2, B, A

c)

1, 2, 3, 4, 5

A, B, 2

d)

2, 4, 3, 1, 5

A, B, 2

58.

Which of the following qualifications are that of a school board member?

a)

At least 25 years old

b)

At least 18 years old

c)

Live in the state of Louisiana for 5 years

d)

Live in the state of Louisiana for 2 years

e)

Live in the district they're running in for at least 1 year

59.

No Child Left Behind created new standards for:

a)

Parents

b)

Students

c)

Teachers

d)

Schools

60.

For students:

Requires School districts to provide parents with an annual “report card” that shows how well students in each school performed.

a)

Testing

b)

Improvement

c)

Qualifications

61.

For teachers:

States must provide annual report cards about teacher qualifications, including the percentage of classrooms in the state not taught by highly qualified teachers.

a)

Testing

b)

Improvement

c)

Qualifications

62.

For schools:

The law requires school districts to notify parents if your child’s school has been identified as needing improvement because it failed to increase the number of students meeting state standards

a)

Testing

b)

Improvement

c)

Qualifications

63.

What does the school report card address?

a)

Teacher Quality

b)

Student Performance

c)

School Environment

d)

Student Quantity

e)

School Performance

64.

When did Louisiana simplify its grading scale?

a)

2010

b)

2001

c)

2020

d)

2013

65.

When Louisiana simplified its grading scale, it changed from ______ to _____.

a)

Grades, Stars

b)

Stars, Grades

c)

5 Stars, 3 Stars

d)

Stars, Check Marks

SELU EDUC 202 - Final Review

Total questions: 65

Worksheet time: 56mins

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