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| 1 | |
Philip Jackson found that school classrooms typically featured |
| | A) | passive teachers and active students. |
| | B) | passive teachers and students. |
| | C) | active teachers and passive students. |
| | D) | active teachers and students. |
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| 2 | |
According to John Goodlad's study of schools, about how much time in schools is devoted to instruction? |
| | A) | 75 percent |
| | B) | 80 percent |
| | C) | 90 percent |
| | D) | 95 percent |
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| 3 | |
After instruction, what activity consumes the most school time? |
| | A) | social activities |
| | B) | behavior management |
| | C) | routines |
| | D) | library and computer lab visits |
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| 4 | |
As "gatekeepers," what do teachers do? |
| | A) | control who enters and leaves the classroom |
| | B) | determine who will talk, when, and for how long |
| | C) | control who is assigned to which track or ability group |
| | D) | keep accurate records of student progress |
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| 5 | |
When low-ability students are grouped together, research finds that |
| | A) | there are fewer classroom management problems. |
| | B) | students talk more about social rather than academic matters. |
| | C) | teachers hold lower expectations but offer more constructive comments. |
| | D) | all of the above. |
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| 6 | |
Which of the following best defines tracking? |
| | A) | monitoring student location in schools using checkpoints and sophisticated ID technology |
| | B) | monitoring student progress on tests, homework, and classroom participation |
| | C) | grouping students in class by ability, for instance in "honors" or remedial groups |
| | D) | assigning students to different programs of study based on ability |
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| 7 | |
What is the "unremarked revolution" discussed in the text? |
| | A) | the resurgence of interest in teaching values to our elementary schoolchildren |
| | B) | the rapid transition from traditional ability grouping to tracking |
| | C) | the fall in the number of schools with formal tracking policies |
| | D) | the swift adoption of effective school reform nationwide |
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| 8 | |
Jeannie Oakes's work, Keeping Track |
| | A) | argued in favor of tracking policies in urban school districts. |
| | B) | found that over the last three decades, tracking policies have become more common. |
| | C) | determined that homogenous classes are superior to heterogeneous classes in instructional quality. |
| | D) | found that race, more than ability, determined student placement in tracks. |
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| 9 | |
Raphaela Best studied elementary schoolchildren and found |
| | A) | in the first grade, children look to teachers and the principal for security. |
| | B) | by third grade, girls abandon their role as "teacher's helper" and openly challenge teacher authority. |
| | C) | teachers consistently separated boys and girls despite their interest in working together. |
| | D) | there is more cross-sex than cross-race communication in elementary school. |
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| 10 | |
In his study of life in high school, James Coleman found that |
| | A) | students were preoccupied with academic and vocational goals. |
| | B) | because students have little material reward to dispense, they focus on status. |
| | C) | students ranked "sports" as their favorite aspect of school. |
| | D) | most adolescents are remarkably ill at ease socially and terrified of appearing awkward. |
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| 11 | |
Which of the following terms is NOT associated with students' affective needs? |
| | A) | norm-referenced tests |
| | B) | Turning Points: Preparing American Youth for the Twenty-First Century |
| | C) | Frances Ianni's youth charter network |
| | D) | creating "learning communities" |
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| 12 | |
What was the message of the Carnegie Council on Adolescent Development's report, Turning Points: Preparing American Youth for the Twenty-First Century? |
| | A) | Tracking was both socially and academically harmful to our youth. |
| | B) | Declining academic standards were putting youth at risk. |
| | C) | Our schools were spending too much time building students' "self-esteem." |
| | D) | Millions of young adolescents were in serious jeopardy. |
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| 13 | |
Pygmalion in the Classroom was the title of |
| | A) | Philip Jackson's review of teacher/student interaction. |
| | B) | John Goodlad's study of how time is spent in schools. |
| | C) | Rosenthal and Jacobson's study of teacher expectations. |
| | D) | Fordham and Ogbu's study of the anti-achievement climate. |
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| 14 | |
Researchers studying schools initially identified five relevant factors linked to school effectiveness. Which of the following is NOT part of the five-factor theory of effective schools? |
| | A) | School leaders articulate a clear school mission. |
| | B) | Student progress is carefully monitored. |
| | C) | School personnel hold high expectations for students. |
| | D) | Principals delegate instructional improvement to teachers. |
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| 15 | |
Recent research on factors shaping effective schools reveals that |
| | A) | for every $1 invested in technology, schools save $6 on remedial instruction. |
| | B) | students in small schools learn more and are less prone to resort to violence. |
| | C) | surprisingly, investments in teacher training show little effect on student achievement. |
| | D) | students in large classes perform as well as students in smaller classes, at least when a teacher's aide is present. |
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