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| 1 | Frances R. Spielhagen, who believes that single-gender classes are necessary to create equal opportunities for boys and girls, found in her study of middle-schoolers that: |
 | A) | the older students were more likely to prefer single-sex classes than were the younger students. |
| B) | only a minority of the students chose to enroll in single-sex classes. |
| C) | the students enrolled in single-sex classes felt that there were few, if any, academic benefits for them. |
| D) | the girls were less intimidated about speaking up in the girls-only classroom than they had been in coeducational classes. |
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| 2 | Kelley King and Michael Gurian, who do not believe that single-gender classes are necessary to create equal opportunities for boys and girls, conclude it is essential for educators to realize that many behaviors typical of either boys or girls are: |
| A) | mutually exclusive. |
| B) | timeless mysteries that can be neither predicted nor explained. |
| C) | without any gender implication whatsoever. |
| D) | neurologically based. |
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| 3 | Jon Lorence and Anthony Dworkin, who argue that there can be persistent positive effects of retention on academic performance over time, contend that one major explanation for the positive effects of grade retention they observe in their research is: |
| A) | the amount of parental involvement during the repeated grade. |
| B) | the nature of instructional practices during the repeated grade. |
| C) | the student gains another year chronologically during the repeated grade. |
| D) | the exposure to the same or similar curricular material during the repeated grade. |
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| 4 | Nancy Frey, who argues against retention, concludes that 30 years of research evidence show that retention is |
| A) | academically ineffective. |
| B) | socially and emotionally detrimental. |
| C) | associated with adverse postsecondary opportunities. |
| D) | all of the above. |
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| 5 | A student with a disability is given more time to complete the same math test than his peers without disabilities. According to Michael Giangreco, this is an example of what type of inclusive practice? |
| A) | program |
| B) | support |
| C) | multilevel curriculum |
| D) | curriculum overlapping |
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| 6 | According to James Kauffman and his colleagues, the disability rights movement has |
| A) | Reduced the role of parents in educational decisions. |
| B) | Led to a renewed appreciation for the great value of special education services. |
| C) | Decreased efforts to “normalize” people with disabilities. |
| D) | Decreased the use of accommodations for students with disabilities enrolled in regular education classrooms. |
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| 7 | Carol Corbett Burris and Kevin G. Welner, who believe that schools are closing the achievement gap between students from different ethnic and racial backgrounds, based their study in a diverse suburban school district on Long Island, which in the late 1990s, embarked on a multi-year detracking reform that: |
| A) | created division among school board members. |
| B) | increased learning expectations for all students. |
| C) | has become the model for the entire state of New York. |
| D) | had mixed and controversial results. |
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| 8 | William H. Schmidt, Leland S. Cogan, and Curtis C. McKnight, who do not believe that schools are closing the achievement gap between students from different ethnic and racial backgrounds, have observed that tracking: |
| A) | is typically not as rigid as it used to be. |
| B) | has a relatively small impact on students’ opportunity to learn. |
| C) | facilitates teaching and learning, as it matches students’ knowledge and ability to the most suitable curriculum. |
| D) | is least pervasive at the high-school level. |
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| 9 | Marc Prensky, who believes that the current generation of students requires digital tools for learning, coined the term “digital natives” to refer to today’s students, but to refer to those who are older—that is, not born into the digital world—Prensky uses the term “digital: |
| A) | outlanders.” |
| B) | immigrants.” |
| C) | strangers.” |
| D) | aliens.” |
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| 10 | Sue Bennett, Karl Maton, and Lisa Kervin, who do not believe that the current generation of students requires digital tools for learning, claim that critical and rational debate on the subject has been restricted by what amounts to the academic equivalent of: |
| A) | social stratification. |
| B) | corporate nepotism. |
| C) | moral panic. |
| D) | cultural brainwashing. |
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| 11 | Kaya Yilmaz, who believes that a constructivist approach to teaching is effective, points out that the genesis of constructivist pedagogy can be traced as far back as: |
| A) | sixteenth-century theologians Travers and Addison. |
| B) | seventeenth-century educators Comenius and Harvard. |
| C) | eighteenth-century philosophers Vico and Kant. |
| D) | nineteenth-century reformers Dix and Mann. |
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| 12 | Richard E. Clark, Paul A. Kirschner, and John Sweller, who do not believe that a constructivist approach to teaching is effective, claim that after a half century of advocacy associated with instruction using minimal guidance, it appears that there is no body of sound research that supports using the technique with anyone other than: |
| A) | learning-disabled students. |
| B) | novice learners. |
| C) | intermediate learners. |
| D) | the most expert students. |
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| 13 | Seana Moran, Mindy Kornhaber, and Howard Gardner, who believe that Gardner’s theory of multiple intelligences can transform educational practice, note that multiple-intelligences theory was originally developed as an: |
| A) | education panacea. |
| B) | exploration into mental illness. |
| C) | explanation of how the mind works. |
| D) | education policy. |
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| 14 | Lynn Waterhouse, who does not believe that Howard Gardner’s theory of multiple intelligences can transform educational practice, sets forth the observation that “the track records” of validating experiments are the normative basis for evaluating theories, and the track record for the multiple-intelligences theory is: |
| A) | weak. |
| B) | nonexistent. |
| C) | overdone. |
| D) | too varied. |
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| 15 | Daniel T. Willingham, who believes that schools should teach students self-control, mentions a landmark study conducted by Walter Mischel in which preschoolers were observed in an assessment of: |
| A) | delayed gratification. |
| B) | positive peer leadership. |
| C) | intimidating behavior. |
| D) | independent decision making. |
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| 16 | Alfie Kohn, who does not believe that schools should teach students self-control, points out that we already know not only that grades suffer from low levels of validity and reliability, but that students who are led to focus on grades tend to be: |
| A) | drawn to independent study. |
| B) | less interested in what they are learning. |
| C) | socially backward. |
| D) | obsessed with popularity. |
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| 17 | Judy Willis, who believes that recent discoveries about the brain have implications for classroom practice, explains that the first step in building a bridge from neuroscience to classroom is to: |
| A) | become historians of brain research. |
| B) | think of teaching as a “clean slate” proposition. |
| C) | deepen the science requirements for teacher certification. |
| D) | debunk the neuromyths. |
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| 18 | Dan Willingham, who does not believe that recent discoveries about the brain have implications for classroom practice, points out that memory is more enduring when we: |
| A) | “overlearn” material. |
| B) | are relaxed at the memory-making moment. |
| C) | are stressed at the memory-making moment. |
| D) | share the memory with others. |
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| 19 | Brad Bushman, Hannah Rothstein, and Craig Anderson, who believe that violent video games promote violent behavior in students, report that the effects they obtained for violent video games are similar in size to the effects of risk factors for: |
| A) | eating disorders. |
| B) | mental illness. |
| C) | poor physical health. |
| D) | substance abuse. |
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| 20 | Christopher Ferguson and John Kilburn, who do not believe that violent video games promote violent behavior in students, say that certain statements made by Anderson et al. render their results: |
| A) | fraudulent. |
| B) | meaningless. |
| C) | incomplete. |
| D) | difficult to interpret. |
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| 21 | E. D. Hirsch, Jr., who believes that schools should adopt a common core curriculum, says most current programs assume that language arts are predominantly about: |
| A) | a systematic arrangement of letters and words. |
| B) | creative writing. |
| C) | literature. |
| D) | ephemeral fiction. |
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| 22 | Tom Loveless, who does not believe that schools should adopt a common core curriculum, identifies Core Knowledge as the brainchild of: |
| A) | Pearl S. Buck. |
| B) | Robert Pondiscio. |
| C) | E. D. Hirsch. |
| D) | Maya Angelou. |
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| 23 | Merle J. Schwartz and colleagues, who see character education as the foundation of moral education, suggest that character education |
| A) | has positive effects on school discipline, but no effect on academic achievement. |
| B) | is needed only at the elementary and middle school levels, but is a “frill” at the high school level. |
| C) | has no effect on the standardized achievement test scores of students. |
| D) | is necessary and effective at all grade levels from elementary to high school. |
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| 24 | Schwartz and colleagues argue that character education should |
| A) | focus on increasing students’ awareness of moral questions. |
| B) | avoid targeting specific student behaviors or actions. |
| C) | try to influence student attitudes and stances toward moral questions. |
| D) | recognize that there is no “correct” set of moral values to teach. |
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| 25 | Douglas Fisher and Nancy Frey, who believe that homework leads to improved student achievement, describe a class session in which they modeled their comprehension of a newspaper article written about the Chicago stockyards around the time: |
| A) | of the Black Sox scandal. |
| B) | that Upton Sinclair was working on The Jungle. |
| C) | that Teddy Roosevelt was forming the Bull Moose Party. |
| D) | of the second Chicago World’s Fair. |
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| 26 | Dorothy Suskind, who does not believe that homework leads to improved student achievement, puts it forth that questioning the validity of homework: |
| A) | has been an issue since the first school was in session in ancient Greece. |
| B) | is now overcoming the stigma of tradition. |
| C) | has never been easier. |
| D) | calls us to be brave. |
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| 27 | Kyle Spencer, who believes that grading helps students learn, explains that, with standards-based grading, what matters is: |
| A) | the entire academic and nonacademic picture. |
| B) | the creative core of each student. |
| C) | both continuity and flexibility. |
| D) | only mastery. |
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| 28 | Alfie Kohn, who does not believe that grading helps students learn, sets forth the premise that grades create a preference for: |
| A) | earning extra credit. |
| B) | lenient teachers. |
| C) | the easiest possible task. |
| D) | taking on independent studies. |
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| 29 | Biddle and Berliner, who argue for smaller class sizes, would agree with which of the following statements: |
| A) | When planned thoughtfully and funded adequately, small classes in the early grades generate substantial gains for students. |
| B) | The extra gains associated with small classes in the early grades seems to apply disproportionately to girls than to boys. |
| C) | The evidence for the possible advantages of small class sizes in the upper grades and high schools is conclusive. |
| D) | All of the above. |
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| 30 | Johnson, who argues against a policy of smaller class sizes, would most likely agree with which of the following conclusions: |
| A) | Reducing class size works but it is too expensive. |
| B) | Policy decisions should be based equally on political factors and evidence from research. |
| C) | Teacher quality is a more important factor than class size on determining student outcomes. |
| D) | None of the above. |
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| 31 | Elena Rocha, who argues for increasing school time, suggests that as a school-wide improvement strategy, expanding learning time can |
| A) | boost student academic performance. |
| B) | close achievement gaps. |
| C) | expand enrichment opportunities. |
| D) | all of the above. |
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| 32 | Larry Cuban, who argues against an increase in school time, concludes that the three primary reason school time fixes have failed are |
| A) | teacher unions, parental efforts, and conservative social goals. |
| B) | lackluster research, cost, and parental efforts. |
| C) | cost, lackluster research, and conservative social goals. |
| D) | lackluster research, teacher unions, and cost. |