Which of the following statements about the forces shaping curriculum is TRUE?
|A)||Colleges and universities dominate curriculum development by writing curriculum guides for use at the district level.|
|B)||The movement toward national standards has all but eliminated the controversy over curriculum.|
|C)||While national tests gain national attention, they have no impact on local curriculum.|
|D)||The curriculum is influenced by many groups with often competing values and goals.|
How does the federal government affect curriculum?
|A)||Not at all—under the 10th Amendment to the Constitution, the states have responsibility for education.|
|B)||The federal government helps shape curriculum through promoting goals, content standards, and testing. The federal government also sponsors legislation that influences curriculum.|
|C)||The federal government is charged with the task of developing curriculum for grades K-12; preschools and colleges and universities are free to develop their own.|
|D)||The federal government formed the National Education Standards and Improvement Council in order to standardize instruction in the states. When the Council completes its task, all 50 states will work from the same K-12 curricula.|
Which of the following statements about No Child Left Behind is TRUE?
|A)||Schools are not required to share personal student information with military recruiters.|
|B)||Schools with over a 75 percent passing rate are named Blue Ribbon schools.|
|C)||Schools must allow Boy Scout meetings in their buildings.|
|D)||Schools labeled under-performing must allow students to transfer to another school, at their own expense.|
Initially, the "standards movement" referred to
|A)||the push to expose inequity by focusing on the so-called opportunity-to-learn standard.|
|B)||the release of content standards for all subjects by the National Board for Professional Teaching Standards.|
|C)||the movement toward developing content standards in each subject at each grade level.|
|D)||the growing support for measuring schools by clearly articulated standards of performance; failing schools will get additional federal funds.|
Which of the following is NOT a significant criticism of the use of standardized tests in today's schools?
|A)||High-stakes tests are putting too much pressure on students and teachers.|
|B)||Too much class time is devoted to preparing for standardized tests, resulting in less time spent on valuable but not tested items and issues.|
|C)||The tests CAN be flawed by errors in keying and scoring and by test bias, penalizing certain groups.|
|D)||High-stakes tests correlate highly with other tests, such as the NAEP.|
Which educator is most closely associated with authentic assessment?
|B)||Harriet Tyson Bernstein|
|C)||E. D. Hirsch Jr.|
Alfie Kohn warns that
|A)||raising standardized test scores is completely different from helping students learn.|
|B)||developing content standards in value-laden fields such as history will be difficult.|
|C)||too many disparate groups are competing to shape the curriculum, to the detriment of students' learning.|
|D)||unless we hold our students to a uniformly high level of performance, their education will be sabotaged by low expectations.|
The "Texas and California effect" recognizes the influence of large states on
|A)||the development of content standards.|
|B)||the detection and removal of bias from curriculum materials.|
|C)||what is covered—or not covered—in textbooks.|
|D)||the development of standardized tests.|
About how many states are so-called "textbook adoption states?"
|A)||all but a handful of states are considered official adoption states|
|C)||fewer than a dozen, but they are the biggest states like Texas and California|
|D)||the criticism of the textbook adoption system has led to the phasing out of this practice by 2020; each year, fewer states participate in this process|
A danger of today's emphasis on more comprehensive textbook packages is
|A)||a decrease in the teacher's professional role as "architect of the curriculum."|
|B)||too much influence by the statewide adoption committee.|
|C)||increased sex and race bias, as these books now must appeal to some of the more conservative communities in the nation.|
|D)||an increased burden on teachers, who must master each element of the package.|
A basal reader features pictures of boys and girls of all racial, ethnic, and socioeconomic backgrounds happily playing together, yet the stories contained in the reader are about only white, middle-class children. This is an example of
What does the phrase "separation of church and state" mean for public schools?
|A)||Public schools can infuse Christian values and teachings throughout the curriculum, but must not proselytize during school hours.|
|B)||Public schools must not promote or disparage religious beliefs, but religious clubs may meet in the school after school hours.|
|C)||Teachers must scrupulously separate discussions of religion from discussions of politics and history; offering courses on the world's religions separate from history courses is the most common strategy.|
|D)||Teachers must not bring up religious issues or history during class time but may do so in one-on-one discussions with students.|
What is "stealth censorship?"
|A)||the American Library Association's efforts to purge libraries of materials that are not inclusive of all races, creeds, and sexual orientations|
|B)||the removal of materials from a library or syllabus to preempt controversy|
|C)||a tactic employed by religious fundamentalists who want to purge libraries of anti-Christian, anti-family, or violent materials|
|D)||the highly organized campaign to rid school libraries of New Age materials, led by people who otherwise support the First Amendment but fear the brain-washing content of New Age books and tapes|
Allan Bloom is noted for
|A)||his criticism of the textbook adoption system.|
|B)||his role in developing the highly controversial history standards rejected by Lynne Cheney.|
|C)||his quote, "What Orwell feared were those who would ban books. What Huxley feared was that there would be no one who wanted to read one."|
|D)||his book, The Closing of the American Mind, calling for a curricular canon.|