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1 | |
Since most educators can agree on a common core of knowledge that should be taught in school, creating national standards promises to ensure equal educational opportunities. |
| | A) | True |
| | B) | False |
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2 | |
Competency-based instruction |
| | A) | Uses high-stakes testing to determine whether children advance to the next grade level. |
| | B) | Uses social promotion as a way to foster the competence of students. |
| | C) | Uses specific instructional objectives developed by teachers, along with teacher-developed methods of instruction, and measures the achievement of those objectives. |
| | D) | Uses student-centered, rather than teacher-centered, instruction. |
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3 | |
Textbook publishers try to |
| | A) | Avoid any controversy that might hurt sales. |
| | B) | Develop textbooks that are especially designed for use in the target state. |
| | C) | Address the concerns of People for the American way, a conservative, right-wing organization. |
| | D) | Make sure that the cultural frames of reference of African Americans, Hispanics, and Asian Americans are included in textbooks. |
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4 | |
In the 1930s, essentialists reacted against the too-specialized curriculum of the social-efficiency advocates and declared the need for a common core curriculum. |
| | A) | True |
| | B) | False |
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5 | |
Which of the following is a stage in Friere's dialogue about a codification? |
| | A) | The teacher poses problems regarding the codified presentation. |
| | B) | The teacher describes what he or she sees in the theme. |
| | C) | The teacher questions the participants about their silence and wonders why they never questioned the problem. |
| | D) | The teacher instructs the students to accept the controlling influence of the dominant culture, so that they can operate in the culture of power. |
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6 | |
In the 21st century, preparation for the global economy has become a combination of |
| | A) | Humanist and developmentalist curriculum goals. |
| | B) | Social meliorist and humanist curriculum goals. |
| | C) | Developmentalism and social efficiency curriculum goals. |
| | D) | Social efficiency and humanist curriculum goals. |
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7 | |
New York exerts tremendous influence over the content of textbooks to schools throughout the United States because textbook sales in New York represent 8% of the national market. |
| | A) | True |
| | B) | False |
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8 | |
Teacher-centered instruction |
| | A) | Is an important part of Dewey's philosophy of learning, because it is the teacher who has the specialized training and daily contact with the child; therefore, he or she, not the state department of education, should decide what classroom instruction looks like. |
| | B) | Is part of Friere's educational philosophy of learning, because it is important for classroom instruction to focus on the needs and interests of the teacher as a co-learner in the classroom. |
| | C) | Occurs when "teacher talk" dominates the classroom, whole class instruction is used more than small group or individual instruction, the teacher determines how classroom time will be used, and the classroom is arranged in rows that face the front of the room. |
| | D) | All of the above. |
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9 | |
Dewey's educational philosophy was based upon: |
| | A) | The belief that education should be child-centered. |
| | B) | The belief that the curriculum should be organized so that the child learns that knowledge has a social origin and is socially useful. |
| | C) | The belief that the school needs to change and become the center for teaching cooperation. |
| | D) | All of the above. |
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10 | |
The following are cited by People for the American Way as causing demands for censorship of textbooks: |
| | A) | Sexual content |
| | B) | Offensive language |
| | C) | Anti-Christian content or endorsement of another religion |
| | D) | All of the above. |
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11 | |
Social efficiency curriculum |
| | A) | Is designed to cause social improvement and change. |
| | B) | Is designed to prepare students for the workforce. |
| | C) | Focuses upon the needs of the individual child. |
| | D) | Introduces children to the cultural traditions of a society. |
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12 | |
Social Reconstructionists believed that schools could change individuals and make them more active in the economic transformation of society by emphasizing the importance of hard work for advancement in a capitalist society. |
| | A) | True |
| | B) | False |
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13 | |
Cuban identifies three major reasons for the lack of significant changes in instructional methods in American public school classrooms in the 20th century: |
| | A) | Public schools exist to serve larger social purposes, the organizational structure of schools, and the culture of teaching. |
| | B) | Public schools exist to serve larger social purposes, the organizational structure of schools, and student resistance to other methods of instruction. |
| | C) | Public schools exist to serve larger social purposes, opposition from teacher unions, and the culture of teaching. |
| | D) | Public schools exist to serve larger social purposes, the organizational structure of schools, and opposition from parents who believe that other methods of instruction are ineffectual. |
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14 | |
State curriculum standards |
| | A) | Have very little impact on the actions of teachers in the classroom, because teachers have academic freedom and the classroom is their domain. |
| | B) | Determine the content of state high-stakes tests, which in turn often impacts the actions of teachers in the classroom. |
| | C) | Emphasize the basics of education; so, they include only knowledge that is politically neutral. |
| | D) | Are only guidelines used by local school districts and teachers to shape the curriculum used in school classrooms. |
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15 | |
E-learning refers to school activities that are designed both to teach the use of computer technology and provide a new mode of learning other subjects. |
| | A) | True |
| | B) | False |
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2002 McGraw-Hill Higher Education