 |
1 | |
Vocational training and tracking share the following characteristics: |
| | A) | a belief that students of different skills levels have different capacities for learning |
| | B) | different educational outcomes are desirable |
| | C) | segregation of students |
| | D) | all of the above |
|
|
2 | |
The Smith-Hughes Act of 1917 |
| | A) | restricted the immigration of Eastern Europeans |
| | B) | provided funding for reservation-based schools for Native Americans |
| | C) | endorsed a liberal education for all students |
| | D) | provided federal funding for vocational education |
|
|
3 | |
Career education differed from vocational education, proponent Kenneth B. Hoyt argued, because |
| | A) | it would be part of every student's education |
| | B) | career education focused on the professions rather than blue-collar work |
| | C) | it provided a smoother transition to the work world |
| | D) | it was incorporated into core academic classes |
|
|
4 | |
Grasso and Shea suggest that vocational education has not met its objectives of |
| | A) | retaining students in school |
| | B) | increasing wages for non--college bound students in their post--high school employment |
| | C) | making manual labor more of an attractive option to students |
| | D) | a and b above |
|
|
5 | |
The majority of vocational education students are enrolled in |
| | A) | agricultural education and health education |
| | B) | business/office education and technical trades/industrial education |
| | C) | business/office education and agricultural education |
| | D) | technical trades/industrial education and homemaking education |
|
|
6 | |
Which of the following is not a goal of vocational education? |
| | A) | the matching of jobs with skills |
| | B) | the motivation and retention of students who are not college-bound |
| | C) | alleviation of social problems |
| | D) | providing an alternative to military service |
|
|
7 | |
Vocational education programs are ill suited to meet the needs of the labor market, according to Weisberg and Grasso and Shea, because |
| | A) | high schools cannot keep up with changing workplace technologies |
| | B) | employers want students with liberal arts backgrounds |
| | C) | according to studies, the number of years of schooling is more significant to workplace success than the type of schooling |
| | D) | a and c above |
|
|
8 | |
The greatest irony regarding the purposes of vocational education, according to the authors, is |
| | A) | capable students may never have the chance to discover their intellectual talents |
| | B) | educating students about the workplace may undermine their education for the workplace |
| | C) | it no longer is relevant for today's economy |
| | D) | all of the above |
|
|
9 | |
The Perkins Amendments differ from previous vocational education initiatives by |
| | A) | concentrating funding in low-income school districts |
| | B) | integrating academic and vocational studies |
| | C) | providing very limited funding for these new initiatives |
| | D) | a and b above |
|
|
10 | |
While the fastest-growing segment of the job market is jobs related to high technology, it is important to remember that |
| | A) | this is a very small number of total jobs becoming available |
| | B) | most available jobs today require skills that vocational education programs don't foster |
| | C) | many of the jobs that are experiencing growth will need higher education or will necessitate on-the-job training |
| | D) | all of the above |
|
|
11 | |
One of the most striking things that workers of today and workers of the Progressive Era have in common is |
| | A) | the belief that worker autonomy is the most important determinant of job satisfaction |
| | B) | the desire to earn higher incomes |
| | C) | the desire to become upwardly mobile via occupation |
| | D) | apprenticeships make a big difference in job satisfaction |
|
|
12 | |
According to the authors, the best hope for vocational education is |
| | A) | to scrap the program entirely |
| | B) | to create programs that incorporate Dewey's notion of education through vocations, rather than for vocations. |
| | C) | more funding from the federal government |
| | D) | concentrating its efforts in rural areas to replicate the success of 4-H |
|
|
13 | |
Norton Grubb believes vocational education would benefit from the following innovations: |
| | A) | more sophisticated tracking of students |
| | B) | more connections to outside institutions such as colleges and universities |
| | C) | a more obvious organizational connection to some kind of occupational theme for high school courses |
| | D) | b and c above |
|
|
14 | |
An argument offered by Aristotle in The Politics that might reflect support of current vocational education is for |
| | A) | the cultivation of qualities of mind and character that would allow performance of both "good" and "useful" acts |
| | B) | guidance of the young so that they choose their studies wisely |
| | C) | inclusion of both liberal studies and vocational studies in a curriculum |
| | D) | preservation of such education for the socially elite |
|
|
15 | |
The Yale Report of 1828 reflected a(n) |
| | A) | early endorsement of liberal education |
| | B) | bias toward faculty psychology as a framework for learning |
| | C) | a rejection of anything resembling vocational education |
| | D) | all of the above |
|
|
16 | |
Alfred North Whitehead's comments in "The Study of the Past-Its Uses and Dangers" are a warning about |
| | A) | thinking that every education problem is new |
| | B) | paying attention to the way things have been done in the past |
| | C) | staying with the status quo and not having the courage to adapt and change |
| | D) | all of the above |
|
|
17 | |
Jane Roland Martin and Adrienne Rich identify |
| | A) | the traditional grounding of disciplinary studies in a patriarchal framework |
| | B) | the need for more women university professors to address bias |
| | C) | women's perspectives and values as important and valuable to study |
| | D) | a and c above |
|
|
18 | |
John Duffy believes that the most important goal of de-tracking schools is |
| | A) | giving previously ignored and marginalized students more opportunity |
| | B) | to promote more creative teaching |
| | C) | to create the conditions for true democracy and restructuring of values |
| | D) | to promote a nurturing climate for students |
|
|
19 | |
"High status" knowledge, according to Jeannie Oakes, is knowledge that is |
| | A) | available only to juniors and seniors in high school |
| | B) | based on the classical Western "canon" |
| | C) | generally only available in gifted classes |
| | D) | felt to be important by other students and teachers in a given school |
|
|
20 | |
Duffy's agenda for de-tracking compares to the newer vocational education initiatives in the following way(s) |
| | A) | they both seem more informed by a critical pedagogy |
| | B) | the de-tracking effort originates from the classroom, rather than a federal mandate |
| | C) | both seem to be attempts to lesson distinctions between "vocational" and "academic" students |
| | D) | all of the above |
|
2002 McGraw-Hill Higher Education