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1 | |
Those unplanned but highly meaningful learning experiences that occur as by-products of school participation are called the |
| | A) | academic curriculum. |
| | B) | extracurriculum. |
| | C) | hidden curriculum. |
| | D) | humanistic curriculum. |
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2 | |
In the 1990s, about what proportion of high school seniors participated in extracurricular activities? |
| | A) | almost 100 percent participated in at least one, and often several, of these activities |
| | B) | just over 80 percent |
| | C) | fewer than half |
| | D) | extracurricular activities were dominated by the "innies," the most popular students, the group called the "top tenth" |
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3 | |
Which type of U.S. school initiated vocational education? |
| | A) | Latin grammar school |
| | B) | English grammar school |
| | C) | academy |
| | D) | junior high school |
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4 | |
The National Defense Education Act provided |
| | A) | funds for science, mathematics, foreign languages, and guidance. |
| | B) | federal funds to develop Reserve Officers Training Corps (ROTC) programs. |
| | C) | for the establishment of common schools. |
| | D) | none of the above. |
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5 | |
Jerome Bruner |
| | A) | is most noted for his work to establish junior high schools in the U.S. |
| | B) | wrote The Process of Education and advocated the discovery method. |
| | C) | was one of the most famous of the "Romantic critics." |
| | D) | championed the "core curriculum" and argued against most electives. |
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6 | |
"Open classrooms" and interest centers were innovations of the |
| | A) | 1920s and 1930s. |
| | B) | 1940s and 1950s. |
| | C) | 1960s and 1970s. |
| | D) | 1980s and 1990s. |
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7 | |
The person who brought cultural literacy to the nation's attention was |
| | A) | E. D. Hirsch Jr. |
| | B) | Ernest Boyer. |
| | C) | Hilda Taba. |
| | D) | Theodore Sizer. |
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8 | |
In her work teaching children of color in inner-city Philadelphia, Lisa Delpit |
| | A) | rejected the traditional methodology (diagramming sentences, studying grammar) and taught her students to care more about authentic learning than performance on standardized tests. |
| | B) | succeeded where others had failed by using the whole-language teaching approach to make her students proficient in traditional language skills. |
| | C) | accumulated experiences she later drew on in writing Other People's Children, a clarion call for a back-to-basics curriculum. |
| | D) | saw that children fluent only in their own language—Ebonics, or street talk—could be rendered powerless in the language of the mainstream. |
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9 | |
In the past century, the canon has become |
| | A) | increasingly Eurocentric. |
| | B) | increasingly American. |
| | C) | largely irrelevant as teachers elect to teach more contemporary, unknown works by authors of all cultures. |
| | D) | controlled by the National Council of Teachers of English, revised every 10 years. |
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10 | |
Which disciplines have recently released standards that best demonstrate Bruner's idea of a "spiral curriculum?" |
| | A) | science and mathematics |
| | B) | foreign languages and language arts |
| | C) | history and economics |
| | D) | health and physical education |
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11 | |
At the high school level, the social studies curriculum |
| | A) | concentrates largely on world history and politics. |
| | B) | employs an expanding curriculum moving from self and family to community. |
| | C) | focuses on European history to the detriment of students' knowledge of U.S. history and government. |
| | D) | focuses on U.S. history and government, but also offers a wide array of electives. |
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12 | |
In 2000, the National Council of Teachers of Mathematics called for |
| | A) | reinstating tracking of students into high, medium, and low ability groups. |
| | B) | toughening requirements for advancing from one math class to the next. |
| | C) | revamping the math curriculum to eliminate overlap from one grade level to the next. |
| | D) | eliminating tracking and ability grouping. |
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13 | |
What did the Perkins Act accomplish? |
| | A) | targeted federal funds for school districts with the highest proportion of students going on to 4-year colleges or universities |
| | B) | promoted multiethnic and nonviolent curricula in response to an upsurge in hate crimes |
| | C) | helped shift vocational education away from the traditional job-skills orientation to a broader program better integrated with academic instruction |
| | D) | offered financial incentives in the form of high-tech equipment to inner-city districts demonstrating improvement on high-stakes tests |
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14 | |
Given the tremendous knowledge explosion, some educators are pushing for |
| | A) | more offerings in the vocational track. |
| | B) | greater focus on life-adjustment courses. |
| | C) | a service requirement needed for graduation. |
| | D) | increased attention to teaching thinking skills. |
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15 | |
Metacognition is the |
| | A) | awareness and monitoring of one's attitudes and attention while learning. |
| | B) | application of analytic tools to society at large. |
| | C) | umbrella term for such skills as comparing, observing, and summarizing. |
| | D) | curricular pendulum when it swings toward a "back-to-basics" approach. |
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