 |
| 1 | |
For John Dewey, who believes that schooling should be based on social experiences, the best type of intellectual organization in based on: |
| | A) | rationalization. |
| | B) | empirical sciences. |
| | C) | metaphysics. |
| | D) | speculation. |
|
|
|
| 2 | |
When he was a student in Great Britain, teaching in the schools that Roger Scruton attended was done by: |
| | A) | educators with advanced degrees. |
| | B) | scholars with subject-specific knowledge. |
| | C) | members of the clergy. |
| | D) | women with some university education. |
|
|
|
| 3 | |
In the view of Mortimer J. Adler, who believes that the curriculum should be standardized for all, the worst cultural disease in modern society is: |
| | A) | specialization. |
| | B) | technology. |
| | C) | bureaucratization. |
| | D) | affluence. |
|
|
|
| 4 | |
According to John Holt, who does not believe that the curriculum should be standardized for all: |
| | A) | parents, rather than government, should make all educational decisions. |
| | B) | parents may only exert their natural authority to influence their children's educational choices. |
| | C) | children should deal directly with school authorities on all educational matters. |
| | D) | public schools should be eliminated. |
|
|
|
| 5 | |
Historically, the atmosphere of schooling has often been characterized as encompassing all of the following except: |
| | A) | harsh discipline. |
| | B) | strong peer-to-peer bonds. |
| | C) | regimentation. |
| | D) | restriction. |
|
|
|
| 6 | |
Carl R. Rogers, who does not believe that behaviorism should shape educational practices, contends that inner, subjective freedom exists in a dimension beyond: |
| | A) | human dignity. |
| | B) | the mind-body relationship. |
| | C) | material existence. |
| | D) | cause-effect determinism. |
|
|
|
| 7 | |
David Elkind, who believes that constructivism is the best philosophy of education, states that teaching will become a true profession only when we have a genuine: |
| | A) | acceptance of group difference in learning styles. |
| | B) | science of education. |
| | C) | understanding of children. |
| | D) | commitment to research. |
|
|
|
| 8 | |
Jamin Carson, who does not believe that constructivism is the best philosophy of education, criticizes Elkind's advocacy of education as a science because in Carson's opinion, for a constructivist, advocating a science of education is: |
| | A) | objectionist. |
| | B) | unscientific. |
| | C) | contradictory. |
| | D) | controversial. |
|
|
|
| 9 | |
With regard to efforts to more precisely understand "public schooling," Frederick M. Hess, who believes that "public schooling" should be redefined, would agree with all of the following statements except |
| | A) | public schools are obligated to teach tolerance and diversity. |
| | B) | public schools are obligated to teach respect for the constitutional order. |
| | C) | schooling entails both public and private purposes. |
| | D) | academic learning serves the individual and the needs of the state. |
|
|
|
| 10 | |
According to Linda Nathan et al., who do not believe that "public schooling" should be redefined, when it comes to opening minds to a critical look at new ideas in public education, which one of the following would be the easiest to approach? |
| | A) | social goals and civic priorities |
| | B) | matters of ethics and values |
| | C) | educational philosophies and educators' professional skills |
| | D) | teaching skills and developing social cohesion in each generation |
|
|
|
| 11 | |
Kristan A. Morrison, who believes that truly democratic classrooms are possible, refers to the work of such critical educational theorists as Paulo Freire and Maxine Greene, who argue that, in schools, certain moral, political, and intellectual ideals: |
| | A) | should take precedence over other ideals. |
| | B) | have become confused with traditional educational ideals. |
| | C) | have no place whatsoever. |
| | D) | should not take precedence over traditional educational ideals. |
|
|
|
| 12 | |
Gary K. Clabaugh, who does not believe that truly democratic classrooms are possible, contends that work-world values are: |
| | A) | unrelated to competition and personal worth. |
| | B) | not applicable to the values of school-age children. |
| | C) | virtually identical to conventional school values. |
| | D) | as democratic as anything in life gets. |
|
|
|
| 13 | |
Charles L. Glenn, who believes that the Supreme Court has reconfigured American education, contends that Rousseau's underlying intention is to: |
| | A) | liberate the child. |
| | B) | deconstruct the standards of right and wrong. |
| | C) | destroy all intellectual authority. |
| | D) | make the search for information easier. |
|
|
|
| 14 | |
Paul E. Peterson, who does not believe that the Supreme Court has reconfigured American education, contends that for Justice Clarence Thomas and President George W. Bush, vouchers are purely: |
| | A) | a civil rights issue. |
| | B) | a legal issue. |
| | C) | a fairness issue. |
| | D) | an education issue. |
|
|
|
| 15 | |
Most school districts are not able to consider whether or not following federal stipulations under NCLB is in the best interest of their students or communities because they: |
| | A) | often do not fully understand the federal restrictions. |
| | B) | are too dependent on receiving federal aid. |
| | C) | cannot even agree among themselves on education policy. |
| | D) | have larger civic governance concerns to address. |
|
|
|
| 16 | |
According to Frederick M. Hess and Chester E. Finn, Jr., NCLB's passage was primarily about: |
| | A) | decreasing federal funding for public education. |
| | B) | increasing national standards to meet international levels. |
| | C) | increasing the accountability of local school districts. |
| | D) | swearing loyalty to a utopian ideal of public education. |
|
|
|
| 17 | |
Many advocates of restructuring for failing schools can agree on all of the following strategies for resuscitating failing schools except: |
| | A) | staff self-assessment. |
| | B) | greater teacher collaboration. |
| | C) | serious in-service training. |
| | D) | packaged curricular modules. |
|
|
|
| 18 | |
A growing number of educators are concerned that the trend towards closing failing schools is ultimately: |
| | A) | discouraging for potential new teachers. |
| | B) | damagingly destructive for students. |
| | C) | encouraging tax critics who would like to further reduce school funding. |
| | D) | going to further stigmatize students in struggling districts. |
|
|
|
| 19 | |
In the twentieth century, federal aid to the nation's public schools grew, culminating in the 1965 Elementary and Secondary Education Act, which earmarked poverty-area schools and: |
| | A) | enhanced services for disabled children. |
| | B) | modernization projects for urban schools. |
| | C) | improvement of math and science education. |
| | D) | teacher-education measures. |
|
|
|
| 20 | |
According to Marc Tucker, teachers should be hired and employed by: |
| | A) | states. |
| | B) | the federal government. |
| | C) | local districts. |
| | D) | individual schools. |
|
|
|
| 21 | |
More than half of all undocumented immigrants have been living in the United States for at least five years and identify themselves as: |
| | A) | citizens. |
| | B) | Americans. |
| | C) | temporary visitors. |
| | D) | necessary workers. |
|
|
|
| 22 | |
A recent report concerning illegal immigration maintains that ending the contribution of illegal immigrants to the U.S. economy would have an impact comparable to a: |
| | A) | severe natural disaster. |
| | B) | large-scale public works program to put unskilled U.S. workers in jobs. |
| | C) | major tax increase. |
| | D) | cutting of numerous social welfare programs. |
|
|
|
| 23 | |
David L. Kirp, who believes that the time has arrived for universal preschool, points out that preschool for three-year-olds and especially four-year-olds: |
| | A) | has lately become popular. |
| | B) | has been popular for almost a hundred years. |
| | C) | should follow strict government regulations. |
| | D) | is a requirement in nearly all countries except the United States. |
|
|
|
| 24 | |
Douglas J. Besharov and Douglas M. Call, who do not believe that the time has arrived for universal preschool, claim that the "web of federally administered, community-based programs" sounds, for good reason, like an echo of: |
| | A) | No Child Left Behind. |
| | B) | the War on Poverty. |
| | C) | the New Deal. |
| | D) | Reaganomics. |
|
|
|
| 25 | |
Education research-and-development at the federal level, as presented by Chris Whittle, is 1/100th of what is spent on: |
| | A) | health care. |
| | B) | teacher compensation. |
| | C) | national defense. |
| | D) | federal employee benefits. |
|
|
|
| 26 | |
Henry Levin estimates that the annual loss of state and federal revenues from the millions of high school dropouts could be as high as: |
| | A) | $1.7 billion. |
| | B) | $50 billion. |
| | C) | $600 million. |
| | D) | $750 billion. |
|
|
|
| 27 | |
Mara Sapon-Shevin, who believes that the inclusive classroom model is working, says that it is time we understand that inclusive, diverse classrooms are: |
| | A) | conspicuously absent from many school districts. |
| | B) | here to stay. |
| | C) | an endangered species. |
| | D) | based on a 250-year-old model. |
|
|
|
| 28 | |
Wade A. Carpenter, who does not believe that the inclusive classroom model is working, says that our society has not yet provided enough support or alternatives for exceptional students, nor has it learned how to: |
| | A) | discriminate well. |
| | B) | be comfortable with them. |
| | C) | make exceptional teaching an imperative. |
| | D) | nurture the average student. |
|
|
|
| 29 | |
The initial onslaught against teacher-union power in the twentieth century was begun during the: |
| | A) | Hoover Administration. |
| | B) | Eisenhower Administration. |
| | C) | Reagan Administration. |
| | D) | Clinton Administration. |
|
|
|
| 30 | |
A recent survey indicates that the public wants to find and retain high-quality teachers who are compensated on the basis of all of the following except: |
| | A) | parental satisfaction and involvement. |
| | B) | experience. |
| | C) | academic degrees. |
| | D) | principal evaluations. |
|
|
|
| 31 | |
The Tennessee Value-Added assessment System, says Steven Malanga, who believes that merit pay can accelerate school improvement, proved that: |
| | A) | good teaching can be accurately quantified. |
| | B) | not only does teaching matter, but some teachers are lots better than others. |
| | C) | student performance is more closely tied to school-system quality rather than teacher quality. |
| | D) | teachers perform better with the incentive of merit pay. |
|
|
|
| 32 | |
Teacher pay was converted to uniform pay scales rather than a merit-based system during the: |
| | A) | Civil War. |
| | B) | Great Depression. |
| | C) | Civil Rights Movement. |
| | D) | Women's Movement. |
|
|
|
| 33 | |
In the words of Peter Meyer, who believes that single-sex schools and classes are effective, serious educators realize that single-sex schools and classrooms are not a threat, but another: |
| | A) | thumbs up for students' rights. |
| | B) | footprint in the march against scholastic inequity. |
| | C) | arrow in the quiver of quality education. |
| | D) | voice in the chorus for equal opportunity. |
|
|
|
| 34 | |
Vincent A. Anfara, Jr., and Steven B. Mertens, who do not believe that single-sex schools and classes are effective, provide some background by citing Tyack and Hansot and also Hawtrey, who found that, since the late nineteenth century, the factors of major impetus for the rising "tide of coeducation" were: |
| | A) | academic. |
| | B) | economic. |
| | C) | political. |
| | D) | cultural. |
|
|
|
| 35 | |
David Souter, who believes that a zero-tolerance policy can violate students' rights, reports that Savana Redding was taken to the school nurse's office to search her clothes and person for: |
| | A) | pills. |
| | B) | weapons. |
| | C) | cigarettes. |
| | D) | threatening notes. |
|
|
|
| 36 | |
Clarence Thomas, who does not believe that zero tolerance can violate students' rights, notes that delineating the proper scope of a search of students in a way that is identical to that permitted for searches outside the school is referenced in the Court's T. L. O. decision as the: |
| | A) | justification for the action. |
| | B) | nature of the infraction. |
| | C) | character of the circumstance. |
| | D) | context of the incident. |
|
|
|
| 37 | |
Chris Gabrieli, who believes that American students need more time in school, points out that President Obama and Secretary of Education Duncan are challenging educators to move beyond a school schedule and calendar that were developed for: |
| | A) | the Thirteen Colonies. |
| | B) | suburban white families. |
| | C) | a farm and factory era. |
| | D) | the convenience of school boards. |
|
|
|
| 38 | |
Larry Cuban, who does not believe that American students need more time in school, concludes that the three primary reasons school time fixes have failed are: |
| | A) | teacher unions, parental efforts, and conservative social goals. |
| | B) | lackluster research, cost, and parental efforts. |
| | C) | cost, lackluster research, and conservative social goals. |
| | D) | lackluster research, teacher unions, and cost. |
|
|
|
| 39 | |
In the opinion of Frederick M. Hess, who believes that computers negatively affect student growth, the use of technology in education is different from its use in business and government because in business and government, technology is used as: |
| | A) | an end in itself. |
| | B) | cost-cutting tool. |
| | C) | a tool for self-improvement. |
| | D) | a diagnostic tool. |
|
|
|
| 40 | |
Lowell Monke, who does not believe that computers negatively affect student growth, contends that the general computer skills that a youth needs to enter the workplace or college can be learned in: |
| | A) | a few weeks. |
| | B) | one year of instruction during high school. |
| | C) | the years between kindergarten and fourth grade. |
| | D) | none of the above |
|
|
|
| 41 | |
Andrew J. Rotherham and Daniel T. Willingham, who believe that the "21st century skills" movement is viable, contend that sometimes we fail to recognize that we have a particular thinking skill unless: |
| | A) | we are told so. |
| | B) | we have been taught "thinking-recognition" skills. |
| | C) | it comes in the form of known content. |
| | D) | it is apparent that someone else does not have that particular skill. |
|
|
|
| 42 | |
Diana Senechal, who does not believe that the "21st century skills" movement is viable, claims that by taking certain ideas to extremes, the movement's reformers are: |
| | A) | forsaking intellectual study in the name of "real life." |
| | B) | convincing no one. |
| | C) | rolling the dice on the future of American technology. |
| | D) | regressing to a more backward approach to education. |
|
|
.