1. As discussed in class, certain Articles from the Universal .docx

1. As discussed in class, certain Articles from the Universal
Declaration of Human Rights are
pertinent to which of the following:
a. use of service-learning pedagogy in teaching the “whole”
student
b. shelter for the homeless
c. regular reflection exercises
d. both a and b
2. Which of the following pertains to interventions that attempt
to keep an existing problem
from becoming worse?
a. primary prevention
b. secondary prevention
c. tertiary prevention
d. both a and b
3. Which of the following is not accurate regarding the
relationship between the Universal
Declaration of Human Rights and the Sustainable Development
Goals?
a. Both are affiliated with the United Nations

b. Both focus on issues that are relevant to homelessness
c. Both are recent developments
d. Both are “international” in nature
4. Which statement is accurate?
a. Concerns about the environment (and climate change) and
concerns about homelessness
are not related to one another in any practical way.
b. Concerns about the environment (and climate change) are
only important because of the
problem of homelessness.
c. The Sustainable Development Goals focus on issues that are
related to both homelessness
and climate change.
d. Problems regarding the environment (and climate change) are
likely to exacerbate
problems related to poverty and homelessness in the future.
5. __________ refers to recognizing signs of a developing
problem experienced by community
members and providing an intervention to keep the problem
from fully developing.

a. Coping interventions
b. Primary prevention
c. Secondary prevention
d. None of the above
6. The sessions or interventions provide by the Behavioral
Activation Project at the homeless
shelters seem most pertinent to ____________
d. both b and c
7. The types of prevention differ from one another with regard
to ____________.
a. when the intervention is implemented in the “phase of
development” of a problem in
community members.
b. how much funding and resources are dedicated to the
intervention.

c. how many social science disciplines are involved in
providing the intervention.
d. the demonstrated effectiveness of the intervention.
8. Community policing could be relevant to which of the
following:
d. all of the above
9. The ____________ provided a good model of community
policing as it pertains to
homelessness.
a. Dayton Police Department
b. New York Police Department
c. Houston Police Department
d. Chicago Police Department
10. ____________ programs often involve advocacy, focus on
issues of inequality, and and

encourage students to see themselves as agents of change, and
use the experience of service
to address and respond to injustice in communities.
a. Direct service-learning
b. Indirect service-learning
c. Research service-learing
d. Critical service-learning
11. The following is a Chinese proverb: “Give a man a fish and
you feed him for a day. Teach
him how to fish and you feed him for a lifetime.” As noted in
past class periods (and at the
Stander Symposium), this proverb is pertinent to one criterion
of ____________.
a. the principle of reciprocal determinism
b. psychopolitical validity
c. the psycho-ecological systems model
d. the transactional model of coping
12. One criterion of ____________ requires that a community
intervention pursue structural,
systemic, or policy-related changes.

a. the principle of reciprocal determinism
b. psychopolitical validity
c. the psycho-ecological systems model
d. the transactional model of coping
13. Prior to the Sustainable Development Goals (SDG), there
were the Millennium
Development Goals (MDG). Which of the following statements
is inaccurate?
a. The SDG is more comprehensive than the MDG
b. In both SDG and MDG, it is recognized that, while each goal
is important in its own
right, the goals are interrelated and progress on one goal is
likely to facilitate progress on
other goals.
c. The MDG came to be considered irrelevant and this is why
we developed SDG.
d. SDG and MDG are one in the same.

14. The full effect of the Vietnam War on homelessness in this
country was not evident until
about _______ following the war.
a. 2 years
b. 7 years
c. 10 years
d. 15 years
15. The ____________, which was mentioned in class,
organizes numerous recommendations
around the following key principles: (a) Earlier intervention
and prevention of homelessness
are key. (b) Access to affordable and supportive housing
options is the best tool. (c) A
multi-system response will result in better outcomes. (d) A
multi-system response will result
in better outcomes.
a. International Covenant on Civil and Political Rights
b. Universal Declaration of Human Rights
c. Executive Summary of the Homeless
Solution

s Board (Montgomery County, Ohio)
d. Code of Conduct of St. Vincent de Paul
16. The Behavioral Activation Research Project at Homeless
Shelters provides three categories
of behavioral activation sessions. Which of the following is not
one of the three main
categories?
a. Enhance environmental sustainability
b. Enhance coping
c. Enhance empowerment or self-sufficiency
d. Enhance shelter social environment
17. ____________ is to ____________ as ____________ is to

____________, and all of this is
pertinent to ____________
a. The work of Albert Bandura, principle of reciprocal
determinism, the work of Eleanor
Roosevelt, Sustainable Development Goals, human rights
violations related to
homelessness.
b. The work of Richard Lazarus, mass incarceration, the work of
Douglas Blackmon, convict
leasing, the lack of shelters (and other resources) for the
homeless.
c. The work of Michelle Alexander, mass incarceration, the
work of Douglas Blackmon,
convict leasing, claims about the oppression of certain minority
groups (especially African
Americans).

d. The work of Douglass Blackmon, mass incarceration, the
work of Michelle Alexander,
convict leasing, claims about the oppression of certain minority
groups (especially African
Americans).
18. ____________ was featured in the book about
____________, and this relates to the
problem of ____________.
a. Michael Lambert, mass incarceration, the war on poverty
b. Green Cottenham, convict leasing, oppressing certain
minority groups (especially African
Americans)
c. Green Cottenham, the Universal Declaration of Human
Rights, the Fair Housing Act

d. Michelle Alexander, convict leasing, our failure to achieve
the Sustainable Development
Goals
19. ____________ compared contemporary indifference about
____________ to
____________. As explained in class, this issue is related to
homelessness in a variety of
ways.
a. Douglass Blackmon, Jim Crow laws, the problem of lack of
housing

b. Michelle Alexander, the problem of mass incarceration, Rip
Van Winkle sleeping
through the American Revolutionary War
c. Lynch and Cole, homelessness being a human rights
violation, ignoring how Jim Crow
Laws oppressed African Americans
d. Douglass Blackmon, the problem of mass incarceration,
ignoring the problem of Yellow
Vest Protests in France
20. ____________ has approximately ____________,
but____________ has approximately
____________.
a. Only one of the Sustainable Development Goals, 70%
approval among people living in
the U.S., this same Sustainable Development Goal, 80%

approval among world
governments belonging to the United Nations.
b. The United States, 5% of the world’s population, the United
States, 25% of the world’s
incarcerated people.
c. Only one of the Sustainable Development Goals, 30%
approval among people living in
the U.S., this same Sustainable Development Goal, 90%
approval among world
governments belonging to the United Nations.
d. The United States, 8% of the world’s population, the United
States, 12% of the world’s
incarcerated people.
21. Relative to individuals released from prison to most forms

of housing, individuals released
from prisons to homeless shelters are ____________. We
discussed this matter in class.
a. less likely to show recidivism within the first month
following release.
b. about 5 to 7 times more likely show recidivism within the
first month following release.
c. about equally likely to show recidivism within the first month
following release.
d. Somewhat more likely to show recidivism within the first
month following release.

22. The Behavioral Activation Research Project in Homeless
Shelters primarily uses what type of
research strategy or design?
a. Experimental design
b. Participatory community action research
c. Ethnographic research
d. Quisi-experimental design
23. Suppose that a researcher is examining international
documents related to human rights
(e.g., Universal Declaration of Human Rights) to determine
how such documents have been
codified into laws and public policy related to homelessness.
Most likely, this researcher is a

__________.
a. Sociologist
b. Social worker
c. Political scientist
d. Psychologist
24. Negative stereotypes about a social group are more likely to
lead to discriminatory behavior
when there is ____________.
a. a process of labeling taking place
b. evidence of predudice
c. evidence of self-stigma
d. a power different

25. Which of the following is accurate regarding the
relationship between criminality and
homelessness?
a. Relative to the general population, homeless persons are
substantially more likely to be
arresting and incarcerated.
b. Relative to the general population, homeless persons are
substantially less likely to be
arresting and incarcerated.
c. With regard to the criminal activities of homeless people, it
seems to be the case that their
illegal behavior often represent misdemeanors (relatively minor
offences) and attempts to
meet subsistence needs.

d. both a and c
26. Which of the following was a frequent criticism of the
previous federal definition of
homelessness.
a. It was overly inclusive, making the concept of homelessness
indistinguishable from the
concept of poverty.
b. It focused on literal homelessness, was too narrow in scope
(i.e., did not include
individuals with unstable housing or at imminent risk of
becoming homeless), and did not
help identify those in need of services to prevent homelessness.

c. It focused on chronic homelessness and ignored episodes of
homelessness.
d. None of the above
27. Although African Americans represent approximately 12%
of the U.S. population, they
represent __________ of the U.S. homeless population, and in
some U.S. cities, African
Americans make up an even larger proportion of the homeless
population.
a. 40% - 50%
b. 20% - 30%
c. 70% - 80%
d. Over 80%

28. Select the best (most specific) answer here: In the classic
writings by ____________, he
coined the term ____________and described it in ways that
emphasized the utilization of
University resources for the betterment of the community.
a. Robert Bringle, service-learning
b. Ernest Boyer, service-learning
c. Robert Bringle, engaged scholarhip
d. Ernest Boyer, engaged scholarship
29. Suppose that a particular police department planned to
implement a community policing
program aimed at coping with the problem of homelessness.
When it comes to training

officers how to understand and counsel homeless people and
connect them to resources,
which of the following social scientists would be most likely to
be consulted?
a. Human Rights specialists
b. Social Workers
c. Psychologists
d. Both b and c
30. Most of the existing research done on the homeless
population has focused on __________.

a. homeless families
b. homeless adolescents
c. homeless children
d. homeless single adults
31. In an earlier guest lecture by a graduate student named Ms.
Katey Gibbins, she described the
urban farm that was established on the grounds of the Men’s
Shelter. In the first season, how
many pounds of produce was harvested to enhance the nutrition
of shelter residents?
a. 700 pounds
b. 1,200 pounds
c. 1.800 pounds
d. 2,500 pounds

32. In the Stander Symposium, it was noted that over
_________ undergraduate students have
assisted in implementing the Behavioral Activation Research
Project in Homeless Shelters
over the years.
a. 100
b. 300
c. 50
d. 150
33. In the Stander Symposium, it was noted that about
_________ shelter residents have
participated in our Behavioral Activation Research Project in
Homeless Shelters over the

years.
a. 100
b. 1,500
c. 500
d. 900
34. In the contemporary political dialog, which issue is a
common focus of discussion that has
major implications for homelessness in this country?
a. Increasing the number of homeless shelters
b. Expanding and improving the services provided within
homeless shelters
c. Raising the minimum wage

d. Decriminalizing homelessness
35. In the contemporary political dialog, which issue is a
common focus of discussion that has
major implications for homelessness in this country?
a. Health care reform
b. Expanding and improving the services provided within
homeless shelters
c. Raising the minimum wage
d. Both a and c

36. Which statement(s) seem(s) accurate?
a. Reducing poverty and thereby reducing homelessness is to
primary prevention, as
interventions for chronic homelessness is to tertiary prevention.
b. The implementation of interventions upon first signs of risk
of homelessness (or mental
illness) is to secondary prevention, as interventions for chronic
homelessness is to tertiary
prevention.
c. Neither a or b seem accurate
d. Both a and b seem accurate
37. As discussed in class, some research suggests that
__________ represents the fastest growing

segment of the national homeless population.
a. mentally ill individuals
b. substance abusers
c. families with children
d. single men
38. Which type of professional would be most likely to be
vastly familiar with community
resources for homeless people, people with substance problems,
and people with mental
health problems? This type of professional would also be the
most likely one to be
responsible for connecting vulnerable people to these needed
resources.
a. Psychologist

b. Sociologist
c. Social Worker
d. Political Scientists
39. The book by ____________, which focuses on
____________, is pertinent to the
____________. As explained in class, this is pertinent to
understanding homelessness in our
country.
a. Douglas Blackmon, discrimination in housing practices, War
on Poverty

b. Richard Lazarus, social stigma, Fair Housing Act
c. Michelle Alexander, mass incarceration, War on Drugs
d. Both a and b
40. If asked about the cause of homelessness, a professional
may respond differently depending
on his/her discipline. A ____________ may be most likely to
start talking about generational
poverty. A ____________ may primarily emphasize substance
abuse, mental illness, or
maladaptive personality traits. A ____________ may be most
likely to discuss international
documents. A ____________ may be most likely to start
talking about resources lacking in
the community. Notice that each of these perspectives make a
unique contribution to our
understanding of homelessness.

a. psychologist, sociologist, human rights expert, social worker
b. sociologist, psychologist, human rights expert, social worker
c. social worker, human rights expert, psychologist, sociologist
d. human rights expert, psychologist, social worker, sociologist
Running head: BLENDED LEARNING 1
Blended Learning

EDU372: Educational Psychology
Blended Learning
Blended learning is a newer concept in schools throughout the
nation, where the
traditional classroom, pen and paper learning, meets the latest
and greatest technological
advances in online learning. To say students in classrooms
today are getting the best of both
worlds would definitely be an understatement, as the old ways
of lecture-learning are becoming
more and more extinct, while small group, engaged instruction,
and online learning are

becoming more relevant and more successful than ever thought
possible.
As explained in The Fundamentals of Blended Learning video
(2012), “Blended learning
is about leveraging digital content to provide students with
skills and practice. Meanwhile, the
teacher focuses on depth and application of concepts to teach
higher order of thinking skills”
(Education Elements, 1:29). In order to accomplish all the
goals that blended learning seeks out,
there are four different parts within the instruction that make it
possible. The first is a lab
rotation, in which students go to the familiar computer lab and
learn content from internet
programs in the particular area of study that they are working
on, to gain a more interesting and
fun way of learning. The second is in a class rotation where the

students are split into several
different small groups and rotate to different centers/stations,
such as small group with the
teacher as the instructor, small group with computers as the
instructor, and guided practice
(Education Elements, 2012). The third part of blended learning
is the flex model in which the
students work in what may look like cubicles in an office, doing
individual instruction, while the
teacher may pull one student out at a time to work on direct,
one on one instruction at any given
time. The fourth and final type of blended learning is the Pod
concept, where there are numerous
grade levels within any given classroom and the teacher is often
looked at in a new light, wearing

different hats such as advisor or behavior specialist to sustain
each pod (Education Elements,
2012). These four important areas make up what is known as
blended learning.
The theories that inform blended learning the most include
Piaget’s Theory of Cognitive
Development and Bruner’s Theory of Discovery Learning.
Piaget’s Theory informs blended
learning in that it points out how vital and important active
experiences are, rather than just
listening to lecture and writing with pen and paper. Piaget
points out that in order to gain a full
perspective and understanding of the world around them,
children should gain experience
through doing and experiencing, and social interaction should
take place as well, in order to gain

that total understanding (LeFrancois, 2011). Within the blended
learning classroom, we can see
Piaget’s theory shining through as the students are doing hands-
on activities and learning
through many different outlets.
Perhaps an even closer theory that informs blended learning is
Bruner’s Theory of
Discovery Learning, a constructivist concept that calls on the
students to be detectives in their
learning, as they must figure out each lesson in a way that
involves less of the teacher and more
self-guidance in order to discover, “… the formation of
categories or, more often, the formation
of coding systems, which are defined in terms of relationships
(similarities and differences) that
exist among objects and events” (LeFrancois, 2011, sec.6, p.3).

Discovery learning basically
happens when students are to figure out concepts and key
information with only the small
amount of materials provided to them, thus constructing their
own way of doing and
understanding any one thing (Alfieri, et.al., 2011). In blended
learning classrooms, the students
are often left to their own devices, whether at the computer lab
or in small groups, discovering
their own unique ways to understand things and problem-solve,
which is a huge part of both of
these aforementioned theories.
A huge advantage to the blended learning classroom is the
engagement that students tend

to have verses a normal, lecture-style classroom. Because these
classrooms call on different
areas of each student’s domain and learning style rather than
just the one-dimensional way of
learning, the student is able to become and stay engaged in any
lesson at hand, as each lesson is
unique and interesting, oftentimes within varying environments
(Education Elements, 2012).
A second advantage to blended learning is the ability for
individual paces to be set; those
struggling with current material would not feel bad about
themselves and would not be pressured
to go faster to catch up to those at a higher level within the
room, and vice versa – brighter
students would be able to go at a faster rate should the material
become too easy for them.

Further blended learning classroom advantages include smaller
group instruction, more focused
teacher attention in both class rotation and flex model, and
easier classroom management for
teachers who normally may struggle in dealing with an entire
group of 25 or more students at
once (Staker & Horn, 2012).
A disadvantage of the blended classroom is the fact that many
students simply do not
have as strong of IT knowledge as their peers, making it
difficult to accomplish much of the
blended classroom tasks, considering how much technology is
utilized in this type of setting.
Even if a student is strong in any given subject, if he or she
cannot understand how to do simple
things on a computer that the others understand, it can make it
that much more difficult to

complete individual computer assignments and could then fall
behind. A second disadvantage is
the fact that teachers will need to restructure their entire way of
teaching and curriculum, as they
go from teacher to facilitator, often guiding the students in their
discoveries online and in small
group activity. Having to teach their students how to organize
their time and trouble-shoot new
concepts and new courses by themselves is a challenge in and of
itself, as the old ways of
lecture-based curriculum goes out the window and the new
classroom is an entirely different
dynamic.

As an educator, blended learning is changing my role from
teacher/lecturer, to
organizer/mentor/facilitator. Rather than standing in front of a
room full of students and talking
all day, writing on the chalkboard, and calling on hands, I will
be implementing a number of fun
and often computer/technologically-based learning activities for
the students to discover their
own learning from. Students will be in small group activity,
learning around the room in the
room’s stations, creating their own understanding of the world
around them and lessons that are
student-led and facilitated through me. I will introduce key
tools on the internet for the students,
such as Storybird, which will help them with reading and
storytelling, and Google Docs, which
will open up their worlds to real-time cloud usage and document

sharing.
Storybird is truly a remarkable and fantastic website that I
foresee using with my future
students to help in the creation of fun and interesting stories.
As a teacher, I will definitely
utilize this site in reading and writing lessons as a new way to
put pen to paper, so to speak, in
order for my students to get more out of being creative and
having fun with school, rather than
the “boring” old routine of sitting at a desk and zoning out,
thinking about what the next
paragraph will talk about. I especially like this as a teaching
tool for young writers as it allows
them to write from a different angle. Instead of making up a
story off the top of their heads, they
get to choose the path of the story through pictures on the site,
allowing them to get new ideas

coming in from all different angles. I think the later elementary
school grades – third through
sixth – would definitely benefit from using this tool as they are
old enough to type up a logical
story and understand how to use the site with little help.
Google Docs, on a different scale, is also incredibly remarkable
in that it allows students
to create and share documents in real-time. Google Docs
provides a common place for others to
edit your work, which can be extremely helpful with group
projects. For instance, when students
are working in small groups, and they are all working on a
project together, they can utilize

Google Docs from their homes and each continue their part of
the small group project, uploading
their part to the cloud in real-time. Each person can also edit
the paper to their own liking, while
still keeping the original intact within the document itself.
Under the “file” tab, you can see
revision history and among the revisions, you can go to the
original one submitted and can
restore the document. Furthermore, students can chat, which is
needed when doing a project
with several people; students can begin a group chat with
everyone about the project. Google
Docs eliminates the need for everyone to physically be in the
same room together, yet still being
able to be together, sharing ideas and creating a project.
While blended learning may seem a little foreign and
uncomfortable to many, it is truly a

big step up in terms of fostering strong leadership and
independent skills among students at
young, pivotal ages. By incorporating the ever-evolving world
wide web into the daily routine
of each student’s life, and in a huge way, we are not only
providing them with tools they will use
in the future, but we are paving the way for their dreams to
come true and for them to be
prepared and ready to work in order for those dreams to come
true. By implementing blended
learning into everyday life, every child is truly getting the best
of both worlds and gaining more
than just an education; they are gaining life skills that will
follow them down each of their paths.

References
Alfieri, L., Brooks, P. J., Aldrich, N. J., & Tenenbaum, H. R.
(2011). Does discovery-based
instruction enhance learning?. Journal Of Educational
Psychology, 103(1), 1-18.
doi:10.1037/a0021017 Retrieved from
http://eds.a.ebscohost.com.proxy-
library.ashford.edu/
Education Elements. (2012). The Fundamentals of Blended
Learning [Video file] Retrieved
from http://vimeopro.com/edelements/education-
elements/video/29536658
LeFrançois, G. (2011). Psychology for teaching (11th ed.). San
Diego, CA: Bridgepoint

Education, Inc. Retrieved from
https://content.ashford.edu/books/
Staker, H. & Horn, M. (2012). Classifying K-12 Blended
Learning. [pdf file]. Retrieved
From http://www.innosightinstitute.org/innosight/wp-
content/uploads/2012/05/Classifying-K-12-blended-
learning2.pdf

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