Appendix A: Preparing for licensure

In the case study "the decline and fall of Jane Gladstone," what was Jane's initial response when Joe, a student, asked a question about athletes taking steroids?

What was the immediate outcome after Jane Gladstone shouted "BE QUIET!" at her sixth-grade class?

According to the case study, what was the subject of the language arts lesson Jane Gladstone was attempting to teach?

What specific page number did the student Paul claim the class had left off on, contradicting Jane Gladstone's assertion of page 46?

What was the supervising teacher Ms. Wilson's stated reason for leaving Jane Gladstone in charge of the class?

How did the students react after their initial stunned silence following Jane's outburst?

The questions following the Jane Gladstone case study suggest that her action of "clamping down" on the students by shouting was reinforcing for whom?

Which chapter topics are explicitly linked to the "decline and fall of Jane Gladstone" case study for further reading?

In the case study on Joey's Individual Educational Plan, what is the specified domain for the objective "Joey will recognize and print his name"?

For the communication objective of increasing Joey's vocabulary, what is one of the specified roles for the Teacher Assistant (TA)?

According to the excerpt from Joey's IEP, what type of assessment is used for the objective "Joey will begin using 2- or 3-word sentences more often"?

What specific disability is mentioned for Joey, the fourth-grade student in the case study?

What is one of the methods suggested in Joey's IEP to help him increase his vocabulary in all areas?

In Joey's IEP, the objective "Joey will recognize and print his name" falls under which performance part?

One of the questions following Joey's IEP asks for a reasonable method of assessment for which performance objective?

In the communication domain of Joey's IEP, what is the teacher's primary role regarding the activities planned for Joey?

What is the grade level of Rosemary's class in the "Rosemary's instructional decision" case study?

What was Rosemary's primary concern about her plan to use puppets to teach positive communication skills?

The general goal for Rosemary's health education lesson, taken from the state's official curriculum guide, was for students to identify what?

In Rosemary's puppet show idea, what was one example of a communication mistake a puppet might make?

What was Rosemary's second major concern about the puppet activity format?

The case study suggests Rosemary wanted her students to take responsibility for what?

One of the questions for Rosemary asks her to devise one way to modify the puppet activity to focus less on students' knowledge of communication and more on what?

Which two chapter topics are explicitly linked to "Rosemary's instructional decision" for further reading?

In the case study "Mr Cullen teaches about houses," what was the general goal of the unit as expressed in the curriculum framework document?

During the field trip described in Document 3 of the Mr. Cullen case study, approximately how many houses did his fifth-grade class view?

According to Mr. Cullen's conceptual map (Document 1), which of the following is considered a sub-topic under "Cost"?

What was one of the questions asked by students during the neighborhood field trip as noted in Document 3?

In Document 2, what is one of the topics on Jill's conceptual map about houses that reflects a more personal perspective than Mr. Cullen's map?

The field trip described in Document 3 covered a distance of approximately how far?

The questions following the Mr. Cullen case study ask the reader to devise a strategy for a topic that appears to be a priority for which individual only?

What is the grade level Mr. Cullen teaches?

What is the name of the third-grade group project Barbara Fuller is planning in the case study "facilitating students' communication through group work"?

Why did Ms. Fuller decide to assign group members herself rather than letting students choose their own groups?

In Scene 2 of the Barbara Fuller case study, what problem arose in Group 3 involving Ken and Serge?

What was the behavior of the two other group members in Group 4 while Jennifer, Sean, and Lavar were arguing?

What was Ms. Fuller's response to Tom's complaint about being the only boy in his group?

In Group 2 of the Barbara Fuller case study, who takes over almost immediately, and how does this person feel about being in charge?

What immediate task did Ms. Fuller give to each group after assigning the members?

The case study about Barbara Fuller's group work is explicitly linked to which two chapters for further reading?

In the case study "Ms Scanton teaches second grade," what did Ashley do during journal-writing time on October 4th instead of writing about "this week at school"?

According to Document 2 in the Ms. Scanton case study, which word did Ashley misspell as "techrs"?

What is the title of the book by Glenda Bissex that Ms. Scanton read, which influenced her thinking about Ashley's spelling?

In Document 1 of the Ms. Scanton case study, when Ms. Scanton asked Ashley to spell 'Mom', what was the first letter Ashley wrote down?

What was the "chief point" Ms. Scanton seemed to grasp from the book about invented spellings?

What was the translation of Ashley's invented spelling "TIZ WK W MAD PTY MAX" from her journal?

According to Document 2, what word did Ashley misspell as "pepl"?

In Document 1, after writing the letter M, what letter did Ashley write down before erasing it and switching to C?

The questions following the Ms. Scanton case study ask the reader to consider her activities as a whole and evaluate how much they qualify as what?

What is one of the alternative methods suggested in the final question of the Ms. Scanton case study to address Ashley's spelling problems?