Home and school relations teachers and parents working together 4th edition olsen test bank

Test Bank for Home and School Relations: Teachers and Parents Working Together Fourth Edition Glenn Olsen University of North Dakota Mary Lou Fuller University of North Dakota, Eme

Test Bank

for

Home and School Relations:

Teachers and Parents Working Together

Fourth Edition

Glenn Olsen

University of North Dakota

Mary Lou Fuller

University of North Dakota, Emeritus

Prepared by

Yuliya Kartoshkina

University of North Dakota

Angela Bell

University of North Dakota

Boston Columbus Indianapolis New York San Francisco Upper Saddle River

ii

Copyright © 2012, 2008, 2003 by Pearson Education, Inc., Upper Saddle River, New Jersey 07458

All rights reserved Printed in the United States of America This publication is protected by Copyright and permission should be obtained from the publisher prior to any prohibited reproduction, storage in a retrieval system, or transmission in any form or by any means, electronic, mechanical, photocopying, recording, or likewise For information regarding permission(s), write to: Rights and Permissions Department

Pearson ® is a registered trademark of Pearson plc

Instructors of classes using Olsen and Fuller’s Home and School Relations: Teachers and Parents Working

Together, Fourth Edition, may reproduce material from the test bank for classroom use

10 9 8 7 6 5 4 3 2 1 ISBN-10: 0132373416

ISBN-13: 9780132373418

www.pearsonhighered.com

Table of Contents

Chapter 1: An Introduction to Families 1

Chapter 2: Families and Their Functions—Past and Present 3

Chapter 3: Family Diversity 6

Chapter 4: Parents’ Perspectives on Parenting 9

Chapter 5: Teachers and Parenting: Multiple Views 12

Chapter 6: Parent-Teacher Communication: Who’s Talking? 14

Chapter 7: Family Involvement in Education 17

Chapter 8: Families and Their Children with Disabilities 19

Chapter 9: Family Involvement Models 22

Chapter 10: Education Law and Parental Rights 25

Chapter 11: Family Violence: The Effect on Teachers, Parents, and Children 28

Chapter 12: Poverty: The Enemy of Children and Families 31

Chapter 13: Fathering, Schools, and Schooling: 33

What Fathers Contribute and Why It Is Important Chapter 14: The Implications of Home–School Partnerships for 35

School Violence and Bullying Chapter 15: Finding a Voice for Children for Children and Families: 38

Public Policy, Social Services, and Advocacy in Action Answer Key 40

CHAPTER 1

An Introduction to Families

True/False Questions

Circle T if the statement is true; circle F if the statement is false

T F 1 Parents in all times and parents have been concerned about their children’s health, nutrition, and safety

T F 2 Parents are the only ones who are involved in the enculturation of their children

T F 3 In the mid-1880s, the role of parents in the United States shifted from being actively involved in running the school to being guests of the school

Multiple Choice Questions

Circle the best answer

4 What were the primary purposes of families in the past?

a to prepare children by making sure that they went to school

b to protect children from harm and prepare them to function within society

c to make sure that children went to school and protect them

d a & b

5 Which of the following has NOT changed over time?

a The function of the family

b The nature of the dangers children faced

c The character of society

d All of the above

6 The process by which a family and/or society prepares children to behave

appropriately and appreciate their cultural values and traditions is known as

a deculturation

b enculturation

c socialization

d b & c

7 In what state were public schools initially legislated?

a Massachusetts

b New York

c Pennsylvania

d Ohio

8 If teachers’ professional efforts are to complement those of parents, they need to have _

a children of their own

iii

b a better understanding of families

c more education than the parents

d lived in poverty

9 What changes related to the school took place in the mid-1880s when the United States became more industrialized?

a the influence of the individual parent on the school increased

b school districts decreased in size

c the power shifted from administrators to the parents

d the influence of the individual parent on the school decreased

10 Who had the primary role to interact with the school during the 1950s–70s?

a Mothers

b Fathers

c Both mothers and fathers

d Grandparents

11 What factor determines the quality of life for most families?

a Income

b Ethnicity

c Family structure

d Assimilation

12 Which is NOT a characteristic of the changing family structure?

a The increase of single parent household headed by women

b The increase in age of first time parents

c The decrease in fathers who wish to be involved in parenting

d The increase of fathers who are awarded custody after a divorce

Essay Questions

Give complete responses to each statement

13 What are the effects of the changing economy on schools?

14 What is the primary purpose of the enculturation process?

15 How and why did the role of a teacher develop in a contemporary society?

16 Why do teachers need to have an understanding of families and how they function?

17 How are technological, societal, and demographic demands reflected in contemporary families?

CHAPTER 2

Families and Their Functions- Past and Present

True/False Questions

Circle T if the statement is true; circle F if the statement is false

T F 1 The majority of families fit the stereotype of the “all-American family.”

T F 2 Only present-day families are struggling with problems resulting from political, economic, and societal forces

T F 3 The church had a tremendous influence on governmental matters, family life in general, and child-rearing practices in Europe during the Middle Ages

T F 4 Locke, an English philosopher, was the first one to introduce the idea that

children’s minds are like “clean slates” on which parents and teachers could write what students were to learn

T F 5 In 1912, the American government created the Children’s Bureau to address concerns about undernourished, neglected, and abused children

Multiple Choice Questions

Circle the best answer

6 Parents of the past used their family values and functions to and

_

a Earn money and spend time with family

b Protect their children and prepare them for society

c Protect their children from disease and educate them

d Protect their children from starvation and educate them

7 With what conditions did pre-historical families deal?

a Hunger, the elements, and disease

b Clans, tribes, and other cultures

c Starvation, lack of water, drought

d None of the above

8.To protect their members against enemy tribes and to ensure that everyone had enough

to eat, pre-historical families:

a Joined with other tribes to form clans

b Made weapons and farmed

c Were geographically isolated from others

d Joined with other clans to form tribes

v

9 Greek and Roman period families were concerned simply with surviving during the Middle Ages (400-1400) Only _ were educated

a Noble boys

b Noble girls

c Peasant boys

d Peasant girls

10 Which group believed that children were naturally evil and introduced the phrased,

“beat the devil out of the child?”

a European Medieval families

b Age of Reason families

c Greek and Roman families

d Pre-historical families

11 Martin Luther (1482-1546), the “father of Reformation,” proposed which

revolutionary child practice?

a Beating the devil out of the child

b Education for boys and girls by their parents was good

c Education should be reserved for nobles

d Racial equality in schools was good

12 Which German educator became known as the “father of Kindergarten”?

a Rousseau

b Pestalozzi

c Froebel

d Locke

13 The _ emphasized

a Industrial Revolution; human dignity

b The Age of Darkness; Reformation

c The Age of Reason; The Age of Darkness

d The Age of Reason; human dignity

14 Which period is associated with child exploitation?

a Industrial Revolution

b Age of Reason

c Period of Enlightenment

d Colonial time in North America

15 During which period did approximately one-third of all marriages last only 10 years?

a Industrial Revolution

b Age of Reason

c Period of Enlightenment

d Colonial time in North America

Essay Questions

Give complete responses to each statement

16 Why have attitudes towards children altered through time?

17 How and why did the Industrial Revolution change how children were treated?

18 How did the Great Depression and World War II affect the function of the family in the United States?

19 What are the unique challenges contemporary families face in comparison with the earlier times? Explain why those challenges are unique

20 What is the difference between a functional and a dysfunctional family?

vii

Instructor’s Resource Manual

for

Home and School Relations:

Teachers and Parents Working Together

Fourth Edition

Glenn Olsen

University of North Dakota

Mary Lou Fuller

University of North Dakota, Emeritus

Prepared by:

Yuliya Kartoshkina

University of North Dakota

Boston Columbus Indianapolis New York San Francisco Upper Saddle River Amsterdam Cape Town Dubai London Madrid Milan Munich Paris Montreal Toronto

Delhi Mexico City Sao Paulo Sydney Hong Kong Seoul Singapore Taipei Tokyo

Copyright © 2012, 2008, 2003 by Pearson Education, Inc., Upper Saddle River, New Jersey 07458

All rights reserved Printed in the United States of America This publication is protected by Copyright and

permission should be obtained from the publisher prior to any prohibited reproduction, storage in a retrieval system,

or transmission in any form or by any means, electronic, mechanical, photocopying, recording, or likewise For information regarding permission(s), write to: Rights and Permissions Department

Pearson ® is a registered trademark of Pearson plc

Instructors of classes using Olsen and Fuller’s Home and School Relations: Teachers and Parents Working

Together, 4e, may reproduce material from the instructor’s manual for classroom use

10 9 8 7 6 5 4 3 2 1 ISBN-10: 0132373408

ISBN-13: 9780132373401

www.pearsonhighered.com

iii

Introduction

Dear Colleagues,

This Online Instructor’s Resource Manual is designed to provide you with a set of

supplementary teaching aids to enrich and enhance your use of the textbook Home and School

Relations: Teachers and Parents Working Together, 4th edition

Each chapter includes the following materials: a summary, learning objectives, important

concepts, ideas on how to review material from the previous chapter, ideas on how to introduce a new chapter, and ideas for homework assignments

By incorporating some of the manual’s instructional features and teaching suggestions in the classroom, you may deepen students’ knowledge and understanding of how to:

 Establish and maintain positive collaborative relationships with families

 Acknowledge that parents are the child’s first teachers

 Affirm and respect parents’ choices and goals for their child

 Learn how to communicate effectively with parents about the school’s goals and their child’s progress

 Involve families in assessing and planning for individual children, including children with disabilities, developmental delays or special needs

 Involve parents in making decisions related to their child’s development and

understand how to involve children’s families in educational experiences

 Accept differences in families and in their social and cultural backgrounds

 Apply family systems theories and knowledge of dynamics of roles and relationships within families and communities

 Provide families with information regarding a range of family-oriented services designed to help families’ identified needs

 Communicate effectively with other professionals and agencies that support

children’s development, learning and well-being

 Conduct effective parent teacher conferences and communicate well with parents

We are very thankful to Michael Gallo and Laurie Guy, instructors of the Home-School

Relations course at the University of North Dakota, as well as authors of the textbook chapters

for contributing the materials for this manual

We hope you find the manual helpful and inspiring

Yuliya Kartoshkina University of North Dakota

Glenn Olsen University of North Dakota

Table of Contents

Chapter 1: An Introduction to Families 1

Chapter 2: Families and Their Functions—Past and Present 3

Chapter 3: Family Diversity 5

Chapter 4: Parents’ Perspectives on Parenting 8

Chapter 5: Teachers and Parenting: Multiple Views 10

Chapter 6: Parent-Teacher Communication: Who’s Talking? 12

Chapter 7: Family Involvement in Education 15

Chapter 8: Families and Their Children with Disabilities 17

Chapter 9: Family Involvement Models 19

Chapter 10: Education Law and Parental Rights 22

Chapter 11: Family Violence: The Effect on Teachers, Parents, and Children 25

Chapter 12: Poverty: The Enemy of Children and Families 28

Chapter 13: Fathering, Schools, and Schooling: What Fathers Contribute and Why It Is 31

Important Chapter 14: The Implications of Home–School Partnerships for School Violence and Bullying 33 Chapter 15: Finding a Voice for Children for Children and Families: Public Policy, Social 36 Services and Advocacy in Action

5

Chapter 1

An Introduction to Families

Summary: Chapter 1 provides background information on families, their purposes, needs,

behaviors, diverse backgrounds and changes over time

Learning objectives:

 Review historical perspectives on family and home-school relations

 Understand the purpose, responsibilities and behaviors of families

 Identify teacher’s role in interacting with families

At the end of this chapter, students will master the following concepts:

- Family (past and present perspectives)

- Family responsibilities

- Home-school relations (past and present perspectives)

- Parent involvement

Ideas for Introducing Chapter 1

1) Introduction activity: Think, pair, share

Ask students to think about who they are and find a partner to exchange their

perspectives on this topic Later, ask how many of them have references to family in their answers

2) Introductory activity: School memories

Ask students to reflect on their school memories by asking them the following:

Looking back at elementary school, what things have changed about education by the time you were a junior or senior in high school? Why?

What positive and negative things happened in your K-12 education experience?

3) Peer discussion: (Text, p.1)

Ask students to work with a peer and ask each other the following questions:

- What is the purpose and behavior of families?

- What are vital roles of families?

- What is the teacher’s role?

- What were home-school relations of the past?

- How are families changing?

Whole class discussion:

- Why should we consider these objectives on page 1 in your textbook?

- What new objectives could you add to this list?

4) Group discussion: What is family?

Ask students to do the following:

- Share your thoughts on the complexities of today’s families

- Brainstorm “famous” or “TV” families and list their characteristics