Families and Professionals Trusting Partnerships in General and Special Education 8e Turn

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Chapter 1 Test Item File

Families and Professionals: Trusting Partnerships in
General and Special Education
Eighth Edition
Ann Turnbull/Rud Turnbull
Grace L. Francis
Meghan Burke
Kathleen Kyzar
Shana J. Haines
Tracy Gershwin
Katharine G. Shepherd
Natalie Holdren/George H. S. Singer

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Table of Contents
Chapter 1: Trust, Partnerships, and Social Justice
Learning Outcome Quizzes 1
Application Exercises 10
Test Items 10
Test Answer Key 15
iii
Copyright © 2022, 2015, and 2011 Pearson Education, Inc. All Rights Reserved.

Chapter 1 Learning Outcome Quizzes
Learning Outcome 1.1: Define trusting family–professional partnerships and
summarize the basic concepts of the ecology of education and of trust as the core of
partnerships.
[Q1]
Abbie is a new 6th-grade student at Prairie Heights Elementary School located in a
small rural community. Prior to Prairie Heights, Abbie went to a large school located in a
city that had a very high crime rate. Consequently, Abbie’s family decided to move to a
much smaller and rural community, so they could be closer to extended family. These
different contexts and their impact on Abbie are best described through which theory?
1. Child development theory
2. Bronfenbrenner’s ecological theory [correct]
3. Social theory
4. The theory of moving
[Feedback for Answer Choice 1]
Child development theories focus on the physical, cognitive, and social growth of
children from birth through early adulthood. Recognized child development theorists
include Sigmund Freud, Erik Erikson, and Lev Vygotsky.
[Feedback for Correct Answer 2]
Bronfenbrenner’s ecological theory explains how relationships affect children and youth.
With the student in the center of Bronfenbrenner’s ecological theory, the premise is that
students are impacted by the multiple concentric circles of social justice sources,
environments, and people.
Social theory refers to ideas, arguments, hypotheses and other speculations about how
and why human societies form, change, and develop over time and sometimes
disappear.
The theory of moving as it might relate to child development is a made-up term.
[Q2]
Describe the three major areas of consideration for families when deciding whether they
can trust a professional.
1. Cognitive, collaborative, and emotional
2. Cognitive, social, and affective
3. Communication, behavioral, and collaborative
1
4. Cognitive, affective, and behavioral [correct]

Cognitive is only one of the three areas of consideration for families when deciding
whether they can trust a professional.
Cognitive and affective are two of the three areas of consideration for families when
deciding whether they can trust a professional.
Behavior is only one of the three areas of consideration for families when deciding
whether they can trust a professional.
Families will usually make the decision as to whether they can trust a professional
cognitively, affectively, and behaviorally.
[Q3]
Over the summer, as Mrs. Goggins prepared for the upcoming school year, she decided
to create a personalized website for her student’s families that would allow her to post
the class schedule, relevant information throughout the year, pictures of the students
and class, and she even included an area where parents can reach out to her and ask
questions or seek out information directly from Mrs. Goggins. Recalling Epstein’s six
types of partnerships for promoting student success, which type of partnership does
Mrs. Goggins’ website address?
1. Communicating [correct]
2. Collaborating with the community
3. Technical
4. Parenting
Communicating is described as exchanging information about school processes and
student progress.
Collaborating with the community refers to working jointly with community organizations
and resources.
Epstein’s six types of partnerships include parenting, communicating, volunteering,
extending learning in home, decision making, and collaborating with the community.
Parenting is described as supporting parents to meet basic parenting needs.
2
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[Q4]
Describe the intent of family engagement in the context of families and professionals.
1. Shared responsibility for improving student achievement. [correct]
2. Collaborating with the intent to develop a meaningful partnership.
3. Shared beliefs and feelings about student growth.
4. Shared time and communication about student growth.
Family engagement consists of a process in which families and educators share
responsibility for improving student achievement.
Indeed, collaborating is part of the partnership process; however, family engagement
requires more direct influence of the student.
Shared beliefs and feelings about student growth do not have to occur in order to
achieve family engagement. On the contrary, both parties may share different
perspectives, however, they must share responsibility for improving student
achievement.
Time and communication may be involved in engagement; however, the intent of family
engagement is more focused on the student itself.
Learning Outcome 1.2: Identify partnership dimensions and opportunities within the
Sunshine Model of Family–Professional Partnerships and characterize the benefits of
partnerships for students, families, and professionals.
[Q1]
Mr. Elliott, a high school special education teacher, was recently made aware that one
of his student’s families had become homeless during the past month because his
single mother lost her job. Upon hearing this news, Mr. Elliott arranged to do an
anonymous charity drive to raise money for the family to stay in a temporary housing
facility until the family was able to acquire the resources needed to live independently.
Reflecting on the Sunshine Model of Family–Professional Partnerships, which
partnership dimension did Mr. Elliott demonstrate?
1. Emotionality
2. Communication
3. Trust
4. Commitment [correct]
3
The five dimensions of partnerships include equity, respect, communication, advocacy,

and commitment.
Communication encompasses culturally responsive and empathetic interactions that are
reciprocal, frequent, and regular. Indicators include listening, connecting, and
expressing.
The five dimensions of a trusting partnerships include equity, respect, communication,
advocacy, and commitment. Trust is the foundation of these partnerships.
Mr. Elliott demonstrated commitment by assisting his student’s family. Commitment
refers to a deliberate choice that educators make to identify with and value partnership
as a core element of their teaching and work, and to remain dedicated to and
responsible for building and sustaining trusting partnerships with families.
[Q2]
Alexus was a 4th-grade girl known by most of her previous teachers as a “social
butterfly” who distracted the other students in their classes by talking to them during
non-social parts of the school day (i.e., independent or class work time). Up until fourth
grade, most of Alexus’ teachers were able to support her and redirect her behavior by
having her take frequent breaks and work with partners. At the start of this year though,
everything felt different for Alexus. She would often be scolded by her new classroom
teacher for talking too much, and she would spend most of her recesses and lunch in
the classroom. Alexus kept this information from her mother until one night when she
shared her sadness about her teacher. Upon hearing this information, Alexus’ mother,
Ms. Lesser, e-mailed the teacher and requested a meeting to discuss the situation and
her child’s needs with the intent to share her concerns and hopefully identify a plan to
support Alexus. Reflecting on the Sunshine Model of Family–Professional Partnerships,
which partnership dimension does Ms. Lesser’s action demonstrate?
1. Communication
2. Advocacy [correct]
3. Equity
4. Trust
expressing.
Ms. Lesser reached out to Alexus’ teacher to document her concerns and determine an
acceptable solution for her daughter. Advocacy refers to pleading one’s own or another’s
4
case or cause. In this case, Ms. Lesser was advocating on behalf of her daughter’s needs.
Active indicators of advocacy include: (a) developing viewpoints on key issues, (b)
pinpointing and documenting concerns, (c) identifying stakeholders to find a middle ground,
and (d) determining solutions.
Equity is defined as enlarging, supplementing, or overriding a narrow, rigid system of
law and/or educational practice to ensure that partnerships are characterized by social
justice.
[Q3]
During a recent parent meeting at night, the school principal, Mr. Heidt, announced a
new school policy that allowed students who were able to raise over $500 in magazine
sales for the school Parent Teacher Association (P TA) to eat lunch with their parents in
a special area for the “high sales families.” Many parents at this meeting expressed
extreme upset about this new policy as it did not appear to be fair to those students who
lived in more rural areas, and therefore, did not have as many potential magazine sale
opportunities. Reflecting on the Sunshine Model of Family–Professional Partnerships,
which partnership dimension is threatened by this new policy?
1. Trust
2. Equity [correct]
3. Communication
4. Compassion
The parents identified the threat to social justice by rewarding students based on an
activity that was not equitable for families. Equity is defined as enlarging,
supplementing, or overriding a narrow, rigid system of law and/or educational practice to
ensure that partnerships are characterized by social justice. Indicators include
becoming familiar with resources that provide social support, sharing information,
overcoming logistics, capitalizing on families’ linguistic strengths, making the least
dangerous assumption(s), and getting to know families.
expressing.
5

advocacy, and commitment.
[Q4]
During a recent parent teacher meeting, a teacher and parent discovered many of the
preceding events to a student’s behavior issues in the class was due to his breakfast
eating. If the student ate a good breakfast, he was much more attentive at the start of
school. However, if he did not eat breakfast, his behavior was non-cooperative. After
this was discovered during the meeting, the teacher and parent designed a quick-check
system so that the teacher would know if he had eaten. If the student did not eat, then
the teacher planned to provide him one of the breakfast protein bars provided by the
parent. Reflecting on the Sunshine Model of Family–Professional Partnerships, which
partnership dimension does this new plan demonstrate?
1. Communication [correct]
2. Advocacy
3. Equity
4. Commitment
The plan for the teacher and parent to regularly communicate regarding the student’s
breakfast demonstrates the communication partnership dimension. Communication
encompasses culturally responsive and empathetic interactions that are reciprocal,
frequent, and regular. Indicators include listening, connecting, and expressing.
Advocacy refers to pleading one’s own or another’s case or cause. Active indicators of
advocacy include: (a) developing viewpoints on key issues, (b) pinpointing and
documenting concerns, (c) identifying stakeholders to find a middle ground, and (d)
determining solutions.
Equity is defined as enlarging, supplementing, or overriding a narrow, rigid system of
law and/or educational practice to ensure that partnerships are characterized by social
justice. Indicators include becoming familiar with resources that provide social support,
sharing information, overcoming logistics, capitalizing on families’ linguistic strengths,
making the least dangerous assumption(s), and getting to know families.
Commitment refers to a deliberate choice that educators make to identify with and value
partnership as a core element of their teaching and work, and to remain dedicated to
and responsible for building and sustaining trusting partnerships with families.
6

Author Name.
Learning Outcome 1.3: Explain two sources of social justice values and three values
that constitute social justice.
[Q1]
Mr. Rufer, a high school English teacher, strongly believes in advocating for his
students who live in a diverse community. It is well known throughout the school that
Mr. Rufer is the advisor for a social justice club that is planning to run a conference for
the students. They decided the two words to center in the conference flyer should reflect
their club’s mission. Based on the principles of social justice, what terms would best
describe the club’s mission?
1. commitment and communication
2. cooperative and fair
3. trusting and impartial
4. impartial and fair [correct]
Commitment and communication refer to dimensions of the family–professional
partnership.
Fair is only one of the terms that best describe elements of justice.
Impartial is only one of the terms that best describe elements of justice.
The term justice refers to the state of being impartial or fair; it refers to the principle or
ideal of just dealings and ethical action.
[Q2]
This February, a new member of the school board proposed a school policy that
challenged the Constitution of the United States. In response to this proposal, another
more experienced member of the school board quickly denied the proposal. What
situation best explains the reason for the quick proposal denial?
1. The Constitution of the United States is our fundamental law. [correct]
2. The school board member did not follow the appropriate protocol.
3. School board policies must be written in September.
4. School board members are not able to propose any board policies.
The Constitution of the United States is our fundamental law. The Constitution is
superior to all federal, state, and local laws. All laws, whether federal or state, must
derive their authority from and conform to the Constitution; they may not conflict with it.
7

[Q3]
Mr. Raymond, Del Sol School Interventionist, was asked to provide professional
development for all new teachers at the start of the year. One topic he felt was
important was social justice. What major values do you think Mr. Raymond should
include in his professional development?
1. Advocacy, communication, and commitment
2. Fairness, equality of opportunity, and dignity [correct]
3. Testing, accommodations, and modifications
4. Communication and trust
The sources of social justice: The Constitution of the United States, civil rights activism,
and federal education laws express the three values of fairness, equality of opportunity,
and dignity.
and dignity.
and dignity.
[Q4]
8
Brown v. Board of Education (1954), was a pivotal court case that paved the way for
families and students to advocate for equity. Describe the major principle of social
justice that allowed this case to be brought before the Supreme Court.
1. Equality Protection Act
2. Commitment Protection Act
3. Due process [correct]
4. Due Protection
The Equality Protection Act does not exist.
The Commitment Protection Act does not exist.
The law’s effort to be fair as it seeks to protect people against actions that may impair
their liberty, property, and safety is referred to as due process—the process (treatment)
that is due by government to treat all of its citizens fairly.
Due process is not a protection, but rather a process (treatment), that is due by
government to treat all of its citizens fairly.
9
Chapter 1 Application Exercises

Application Exercise 1.1: Understanding Trusting Family–Professional Partnerships

Learning Outcome 1.1: Define trusting family–professional partnerships and
summarize the basic concepts of the ecology of education and of trust as the core of
partnerships.
[Q1]
Describe how your own ecology of learning within your home, school, and community
environment helped to shape your life today.
[Q1 Model Response]
Your response should include some of the following:
• A reference to the ways in which your personal learning ecology included the totality
of the relationships between organisms experienced (i.e., plants, animals, and
humans) and your environment. Examples might include retelling experiences you
have had with learning in your environment amongst other humans, animals, and
plants (e.g., peers, educators, family pet, experiences in the wilderness).
• Application of Bronfenbrenner‘s ecological theory to your own learning, including
how any relationships may have affected your child and youth development.
Examples might include relaying specifics about relationships you have had with
other adults in your life (e.g., teachers, parents, mentors, related service
professionals, coaches, music teacher).
• A reference to the ways in which learning contexts may have influenced and shaped
your academic, behavioral, and social development. Examples might include
activities completed during learning, and other interactive experiences that shaped
your learning (e.g., learning in the home, school, and community).
[Q2]
Reflect on a time in your life when you experienced trust, or a lack of trust, with an
educator in your life, and discuss how you were impacted cognitively, affectively, and
behaviorally.
[Q2 Model Response]
• A detailed description of how you were impacted cognitively. This is defined as
thinking with your head, referring to thoughts in general, and about you as a person,
and how those thoughts complemented or collided with your own values, beliefs,
and experiences during the incident of trust, or a lack of trust, with an educator in
your life.
• A detailed description of how you were impacted affectively. This is defined as
thinking with your heart, referring to positive (e.g., confidence, acceptance,
10
admiration) and negative (e.g., fear, rejection, disfavor) emotions that you may have
experienced in regard to interactions with or thoughts of you during the incident of
trust, or a lack of trust, with an educator in your life.
• A detailed description of how you were impacted behaviorally. This is defined as
interpreting your actions and interactions, which enables partners to merge their
heads and hearts in noting how you interacted with them during the incident of trust,
or a lack of trust, with an educator in your life.
[Q3]
Scenario: The school principal at Mead Elementary School, Ms. Ramirez, just received
funding from a district-wide grant that focused specifically on partnerships with families.
Ms. Ramirez wrote the grant with the intent to create more partnerships with her
students’ families, including a greater school community. Currently, there is a large
disconnect with families, often resulting in minimal participation from families for school-
wide events. For example, last year less than 25% of the families from the school
attended Back to School Night and only 10% of the parents attended parent–teacher
conferences. Now that Ms. Ramirez has received funding, she is excited, and a little
overwhelmed, about what activities she should plan so that they can begin the partner
and build trust with families.
Question: Describe the different types of partnerships Ms. Ramirez can create within
her school, using her grant money. In your response, be sure to specify Epstein and
Associates (2019) types of partnerships for promoting student success, as described in
Chapter 1.
[Q3 Model Response]
• Examples that fall within the partnership type are referred to as parenting. This
partnership should be described as including specific examples that demonstrate
supporting parents to meet basic parenting needs. Examples might include daily
routines, social emotional development activities at home, and preparing life
transitions.
• Examples that fall within the partnership type are referred to as communicating. This
partnership should be described as exchanging information about school processes
and student progress. Examples might include sending home a parent newsletter,
communication notebook, and back and forth notebooks.
• Examples that fall within the partnership type are referred to as volunteering. This
partnership should be described as setting up opportunities for parents to contribute
to school processes. Examples might include volunteering for classroom help,
supervising field trips, and arranging fundraisers.
• Examples that fall within the partnership type are referred to as extending learning in
home. This partnership should be described as including families in supporting their
child’s schoolwork. Examples might include guidance for homework assistance,
preparing for exams, and completing school projects.
11

Author Name.
• Examples that fall within the partnership type are referred to as decision making.
This partnership should be described as involving families in making judgments
about their child’s education, school governance, and educational advocacy.
Examples might include attending and interacting at parent-teacher conferences,
advocacy to improve student motivation and learning, programs to improve peer
support, and reviewing assessment results.
• Examples that fall within the partnership type are referred to as collaborating with the
community. This partnership should be described as working jointly with community
organizations and finding supportive resources. Examples might include involvement
in PTA activities, partnerships with local businesses, assistances in integrating
technology for learning and communicating, and assistance in designing practices
that support diversity.
Application Exercise 1.2: Understanding the Sunshine Model of Family–Professional

Partnerships
Learning Outcome 1.2: Identify partnership dimensions and opportunities within the
Sunshine Model of Family–Professional Partnerships and characterize the benefits of
partnerships for students, families, and professionals.
[Q1]
Scenario: Halfway through her second year of teaching kindergarten, Tamara Gallot
was asked to complete a self-evaluation about the partnerships she developed with her
student’s families. Upon reflection, Tamara talked about the “Welcome to my
classroom” letter that she sends home one month before school starts. The letter
includes an introduction and description of her professional expertise, as well as her
background, information about her family and her own upbringing, and finally, a detailed
description of her classroom teaching approach and philosophy, including her approach
to student learning. At the end of the letter, Tamara also requests to schedule either a
home visit (preferable) or a video/phone call home prior to the start of the year so that
she can get to know her students and families. Specifically, she wants to learn from the
families about their dreams and hopes for their child, as well as specific targeted skills
they would like to see the child achieve within the school year. She makes a point to
offer both options (home visit or video call) so that her families can choose the
communication mode they feel most comfortable using. Tamara engages in other
partnership practices through the year; however, she strongly believes this letter and
follow-up meeting are essential to creating a trusting partnership with her students’
families.
Question: Describe how Tamara’s approach at the start of the new school year helps
her generate trusting partnerships with her students’ families. In your response, specify
how her approach falls within the dimensions of high-quality family–professional
partnerships. Be sure to discuss both the welcome letter and the introductory meeting.
[Q1 Model Response]
12
• Tamara’s letter demonstrates respect to her students’ families by way of providing

information about herself and requesting a follow-up meeting whereby she can learn
more about her student and their families in their home context.
• Reaching out to families prior to the start of the school year conveys a sense of
commitment to support the student and their family.
• Tamara initiated meaningful communication with families by opening up
communication opportunities at the start of the school year and providing information
about her family and her own upbringing.
• Asking the families about their hopes and dreams, as well as specific targeted skills
they would like to see the child achieve within the school year promotes a sense of
advocacy for both Tamara and her students’ families.
• Discussion about the dimensions of high-quality family–professional partnerships,
including providing specific examples described in Tamar’s letter as examples of
how the dimensions are applied when communicating with families. Examples might
include specific information related to the demonstration of respect, commitment,
advocacy, and communication.
[Q2]
Reflecting on your own education. In what ways did your family partner with the
educators who worked with you over the years? In your response, be sure to specifically
discuss examples of partnership dimensions and opportunities you experienced noted
on the Sunshine Model of Family–Professional Partnerships.
[Q2 Model Response]
• A reference to the ways in which your family and educators supported one another
in the areas of academic learning, social-emotional learning, behavior, student
assessment, special meetings, student transitions, and school capacity
enhancement.
• A reference to the ways in which your teachers may have interacted with your family
to create or enlarge a trusting partnership with them.
• Specification of partnership opportunities that took place between home and school.
Application Exercise 1.3: Understanding and Applying Social Justice

Learning Outcome 1.3: Explain two sources of social justice values and three values
that constitute social justice.
[Q1]
Describe how the Constitution of the United States is important to and impacts our
schools.
[Q1 Model Responses]:
Your response should include some of the following information:
13

Author Name.
• The Constitution of the United States is our fundamental law.

• The application of the Constitution depends on how the Supreme Court interprets it,
as the Court has the last word on the meaning of any law.
• The Constitution is superior to all federal, state, and local laws.
• All laws, whether federal or state, must derive their authority from and conform to the
Constitution; they may not conflict with it.
[Q2]
Scenario: Dr. Tam is the administrator for a large school district that was recently
involved in a major controversy involving the high school cheerleading coach who was
accused of deliberately choosing new members of the cheer squad based on how much
money the parents could donate to the school team. Immediately upon hearing about
the scandal, Dr. Tam decided to hold a mandatory staff meeting whereby he discussed
social justice, ethics, and the responsibilities of his staff members to uphold to a high
ethical standard.
Question: Describe the major components of social justice and ethics that are needed
for presentation and discussion during Dr. Tam’s mandatory staff training program.
[Q2 Model Response]
Your response should include some of the following information:
• Social justice is the concept that leads to action undertaken to counteract bias; it
seeks a society in which prejudice is unacceptable.
• Social justice refers to the state of being impartial or fair; it refers to the principle of
ideal or just dealings and ethical action.
• Ethical action entails conforming with accepted standards, including professional
standards in education, and with central values.
• Social justice values are those fundamental ways in which professionals, families,
and students should act in relationship with each other.
• The three sources of social justice—the Constitution, civil rights activism, and federal
laws—express the three social justice values of fairness, equality of opportunity, and
dignity.
• A social justice ecology refers to how professionals, families and students “act in
relationship”’ to one another and should have trusting partnerships.
14
Chapter 1 Test Items

Multiple-Choice Questions
1. The ecology of education does not consist of which of the following?

A. Social justice sources
B. Industries
C. Environments
D. People
2. The term “partnership” refers to which of the following?

A. A close relationship between two or more people that specifies their respective
rights and duties
B. A collaboration between people that specifies their respective rights and duties
C. A close relationship between three or more people
D. An agreement between two or more people that specifies their respective rights
and duties
3. The Constitution is an example of which of the following?

A. Environmental agreement
B. Industry
C. Social justice
D. Community needs
4. The three ways a person assesses whether another is trustworthy include which of
the following?
A. Cognitive, affective, and behavioral
B. Personality, actions, and behaviors
C. Cognitive, behavioral, and empathy
D. Affective, cooperative, and behavioral
5. What is in the center of the Sunshine model?

A. Empathy
B. Equity
C. Trust
D. Respect
6. Exchanging information about school processes and student progress is an example

of which type of partnerships for promoting student success?
A. Parenting
B. Communicating
15
C. Volunteering
D. Extending learning in the home
7. Werner Elementary School decided to adopt a schoolwide goal to include families in

supporting their child’s schoolwork. This is an example of which type of partnership
for promoting student success?
A. Decision making
B. Communicating
C. Volunteering
8. The school social worker presented to the faculty at Green Middle School about
supporting parents to meet basic parenting needs. This is an example of which type
of partnership for promoting student success?
A. Extending learning in the home
B. Volunteering
C. Parenting
D. Collaborating with the community
9. The recent middle school family–professional partnership initiative included setting

up opportunities for parents to contribute to school processes. This is an example of
which type of partnership for promoting student success?
A. Parenting
B. Communicating
C. Volunteering
10. At a recent board meeting, the board members discussed strategies that focused on
working jointly with community organizations and resources. This is an example of
which type of partnership for promoting student success?
A. Volunteering
B. Collaborating with the community
C. Extending learning in the home
D. Parenting
11. Mrs. Jones firmly believes in involving families in making judgments about their
child’s education, school governance, and educational advocacy. This is an example
of which type of partnership for promoting student success?
A. Parenting
B. Communication
C. Decision making
16
D. Collaborating with the community
12. The act of giving attention or regard to something or someone is defined in the
Sunshine model as:
A. Equity
B. Respect
C. Communication
D. Trust
13. All of the following are examples of communication except:

A. Develop viewpoints on key issues
B. Listen
C. Connect
D. Express
14. All of the following are examples of equitable partnership opportunity adjustments
except:
A. Meetings held through the phone, rather than in person
B. Letters provided in primary language
C. Audio newsletter
D. Videos provided in primary language
15. An Individualized Education Program (I EP) represents which opportunity within the
Sunshine model for families and professionals to partner with each other?
A. Academic learning
B. Social-emotional learning
C. Behavior
D. Special meetings
Essay Questions
1. Describe how the Supreme Court’s decision in Brown v. Board of Education (1954)
set the precedent on which the Supreme Court and Congress relied in creating
rights and opportunities for students with disabilities in today’s schools.
2. Pretend you are a new classroom teacher. Write an essay that details how you plan
to partner with families using Epstein and associates’ (2019) six types of
partnerships for promoting student success. Be sure to provide detailed activities
that align with the partnership.
3. Among all the literature about trust in the field of education and related disciplines,
the large majority of the definitions of trust describe vulnerability as a major
component. Please describe a time in your life when you had to be vulnerable and
trust someone.
17
4. When parents or professionals do not consider the other party to be trustworthy, it is

common and likely for conflict to develop. Describe a real or pseudo story about a
breakdown in trust between a teacher and parent that led to the development of
conflict. Provide details about what the conflict was about and how trust was
perceived to be broken. Be sure to provide details about the process of trusting
someone.
5. Describe how the Sunshine Model of Trusting Family–Professional Partnerships is
designed to foster meaningful partnerships between families and professionals. Be
sure to include details about the dimensions and activities.
18
Chapter 1 Test Answer Key
ANSWER KEY: Chapter 1 Test (Multiple Choice)
1. B
2. A
3. C
4. A
5. C
6. B
7. D
8. C
9. C
10. B
11. C
12. B
13. A
14. C
15. D
19

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Chapter 1 Test Item File

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Content Analyst: Rebecca Fox-Gieg

PEARSON and ALWAYS LEARNING are exclusive trademarks owned by Pearson

Chapter 1: Trust, Partnerships, and Social Justice

4. Cognitive, affective, and behavioral [correct]

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The five dimensions of partnerships include equity, respect, communication, advocacy,

[Feedback for Answer Choice 4]

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[Feedback for Answer Choice 2]

Chapter 1 Application Exercises

Application Exercise 1.1: Understanding Trusting Family–Professional Partnerships

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Application Exercise 1.2: Understanding the Sunshine Model of Family–Professional

• Tamara’s letter demonstrates respect to her students’ families by way of providing

Application Exercise 1.3: Understanding and Applying Social Justice

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• The Constitution of the United States is our fundamental law.

Chapter 1 Test Items

1. The ecology of education does not consist of which of the following?

2. The term “partnership” refers to which of the following?

3. The Constitution is an example of which of the following?

5. What is in the center of the Sunshine model?

6. Exchanging information about school processes and student progress is an example

7. Werner Elementary School decided to adopt a schoolwide goal to include families in

9. The recent middle school family–professional partnership initiative included setting

D. Collaborating with the community

13. All of the following are examples of communication except:

4. When parents or professionals do not consider the other party to be trustworthy, it is

Chapter 1 Test Answer Key

ANSWER KEY: Chapter 1 Test (Multiple Choice)

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