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1 | |
Research ethics committees would be very unlikely to approve Jane Elliott's experiment today primarily because |
| | A) | she did not ask parental permission to involve her students in an experiment |
| | B) | there is so much emphasis on testing that there is no time for such side projects |
| | C) | there is a real potential for psychological harm to students |
| | D) | a and c above |
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2 | |
In 1945, Ashley Montague showed that the "mental age" scores of Army soldiers during the First World War varied by |
| | A) | educational attainment |
| | B) | ethnicity |
| | C) | location |
| | D) | previous income |
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3 | |
What was the "necessary lie"? |
| | A) | what Jane Elliott told her students in order to conduct her experiment |
| | B) | the message given to minority students that the white dominant culture was the superior culture |
| | C) | the myth of the metals |
| | D) | none of the above |
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4 | |
Cultural deficit theory |
| | A) | has been proven to be completely unfounded |
| | B) | has some basis in reality |
| | C) | has been used to maintain the status quo |
| | D) | b and c above |
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5 | |
Linguists agree that |
| | A) | there is no superior language for conveying the full range of human thoughts and feelings |
| | B) | the way a child's primary language is valued by teachers and peers strongly affects the child's self-esteem |
| | C) | each language tends to have its own linguistic style |
| | D) | a and b above |
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6 | |
Which of these could reasonably be explained by cultural subordination theory? |
| | A) | the lower level of academic success for students in poor and working class communities |
| | B) | pre-adolescent and adolescent girls who stop responding in class so as not to appear "too smart" |
| | C) | The tracking of BEV speakers into lower reading groups |
| | D) | all of the above |
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7 | |
Basically, the three ways a teacher can approach cultural and social group differences in the classroom are: |
| | A) | ignore the differences and teach to a single standard, try to eliminate differences with a single standard, or teach in a manner sensitive to differences |
| | B) | "treat each child as an individual," ignore the differences entirely, or have the students approach every assignment and exercise pretending to be another race or ethnicity |
| | C) | put students in appropriate groups and teach each group accordingly, try to eliminate differences with a single standard, or teach in a manner sensitive to differences |
| | D) | none of the above |
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8 | |
Teachers who utilize a culturally relevant pedagogy are not doing the following: |
| | A) | using multifaceted assessment to honor multiple forms of assessment |
| | B) | encouraging students to learn collaboratively |
| | C) | understanding that students are limited by their family socioeconomic status |
| | D) | working on fostering fluid student-teacher relationships |
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9 | |
The results of Elliott's experiment are most explainable through which theory? |
| | A) | genetic inferiority theory |
| | B) | resistance theory |
| | C) | cultural subordination theory |
| | D) | b and c above. |
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10 | |
Parents of upper-middle socioeconomic status tend to be more involved with their children's schooling because |
| | A) | they are more comfortable in the schools due to of the similar language, values and customs |
| | B) | lower-SES parents tend to have too many problems to be concerned about their children's schooling |
| | C) | teachers work harder with children because they are afraid of parental clout |
| | D) | all of the above |
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11 | |
Opponents of social reconstructionist education might have included |
| | A) | Thomas Jefferson and James Conant |
| | B) | Horace Mann and John Dewey |
| | C) | Lucrecia Mott and Mary Leal Harkness |
| | D) | none of the above |
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12 | |
Which of the following do successful teachers in high-poverty schools avoid in order to facilitate student success? |
| | A) | teach for meaning |
| | B) | effective classroom management |
| | C) | focus heavily on self-esteem techniques |
| | D) | respond to diverse cultural backgrounds |
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13 | |
The research that tells us that schools with high standards, a clear sense of direction, ongoing curriculum development, and input from teachers, students, parents, and community are the most successful also tells us |
| | A) | success depends on the culture of the school |
| | B) | success depends on the "buy-in" of everyone involved |
| | C) | success depends on the interaction between the student and the school |
| | D) | strong leadership by the principal |
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14 | |
"Teaching for meaning" most closely resembles |
| | A) | another illustration of the faculty psychology school of thinking |
| | B) | John Dewey's notion of progressive education |
| | C) | cultural pluralism as a pedagogy |
| | D) | none of the above |
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15 | |
Thomas Skrtic believes that special education |
| | A) | is best addressed through multicultural education |
| | B) | is addressed adequately with the variety of programs currently in place in U.S. school systems |
| | C) | is another form of tracking |
| | D) | is overdiagnosed by teachers |
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16 | |
The authors believe that many teachers feel that they are responding to diversity in race, gender or ethnicity most appropriately if they approach each of their students "neutrally" or "treat each student as an individual not as a _________." What are the problems with these approaches? |
| | A) | Boys and girls, for example, tend to be stronger academically in different areas. |
| | B) | Special education students are frequently not as capable as other students and should be treated differently. |
| | C) | Without an understanding of how race, ethnicity and gender have helped shape a child, a teacher is less able to understand each child and the child's needs. |
| | D) | all of the above |
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17 | |
Enid Lee sees traditional multicultural education as |
| | A) | a benign attempt to share the customs of different cultures in a school setting |
| | B) | a focus on outer signals of cultural diversity, such as dress, food, language |
| | C) | a type of education that perpetuates the avoidance of the real issues of cultural diversity |
| | D) | b and c above |
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18 | |
The reason (s) why additive bilingualism is not easily accomplished is (are) because |
| | A) | the community's support and resources may be inadequate to do so |
| | B) | some minority language speakers do not want to see languages other than English in public school systems |
| | C) | it can be too complicated to schedule a program in which two languages are taught |
| | D) | all of the above |
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19 | |
Roberts believes that an assimilationist outcome is most likely when the following type of bilingual education is provided: |
| | A) | submersion |
| | B) | ESL pullout |
| | C) | Immersion |
| | D) | a and b above |
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20 | |
Resistance theory is a way of understanding why students from minority populations |
| | A) | may seem to go out of their way to resist whatever help is offered them by teachers |
| | B) | may seem more concerned about fitting in with peers than succeeding academically |
| | C) | may provoke resentment from teachers |
| | D) | a and b above |
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2002 McGraw-Hill Higher Education