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Question
Describe the ways in which the various levels of the school organization might be connected to form one coherent production process for the school?Answer
Varies
Related questions
Q:
According to Illich, most learning is the result of teaching.
a. True
b. False
Q:
Anyon argues that the "Right to Life" movement is not a social movement.
a. True
b. False
Q:
According to Hill and Johnston, using more technology would likely:
a. Offer students more individualization in curriculum
b. Give faster feedback on assignments
c. Let fewer teachers supervise more students
d. All of the above
e. None of the above
Q:
Current educational reforms in the U.S. are focused on:
a. Language skills
b. Mathematics and science skills
c. Standards and testing
d. Teacher skills
e. All of the above
Q:
Given all that you have learned about education from this text, do Illich's assertions about schooling hold any merit? What alternatives to deschooling would you propose?
Q:
Compare educational form coming from social movements vs. administrative policy changes. List advantages and disadvantages for both
Q:
Education is a basic human right.
a. True
b. False
Q:
Despite gains, unfortunately Cohen, Bloom, Malin, and Curry find that:
a. School enrollment rates remain low in Sub-Sharan Africa
b. Education of girls is behind that of boys
c. Income is a significant predictor of who is educated in developing countries
d. Developing countries finance education very unevenly
e. All of the above
Q:
According to Ferrare, a typical contemporary high school in the United States will unequally distribute students into curricular positions that are associated with gender.
a. True
b. False
Q:
Which is NOT an explanation used by Mickelson for the gender gap in education?
a. Labor discrimination no longer exists
b. Women are not as educated as men
c. Women expect returns on schooling from spouse's occupational success
d. Women are socialized to respond to external validation
e. All of the above
Q:
Explain what is meant by the "duality" between students and courses.
Q:
The curriculum taught in public schools is objective knowledge.
a. True
b. False
Q:
Ideologies are used to get students to think creatively.
a. True
b. False
Q:
The argument that knowledge is created by those with power and authority is closest to which theoretical perspective studied in chapter 1?
a. Functionalist
b. Symbolic Interactionist
c. Feminist
d. Conflict
Q:
In __________ at both 4th and 8th grade levels, practices that emphasize critical thinking are associated with higher achievement.
a. Civics
b. Writing
c. Mathematics
d. Physical education
e. None of the above
Q:
Which of the following is true about textbooks in the past?
a. They have been used to teach the importance of what it is to be an American
b. They have omitted or distorted the contributions of minority groups
c. They have always been nonpartisan and nonsectarian
d. A and B only
e. All of the above
Q:
Dworkin and Tobe find that as efforts to improve school discipline increase, teacher burnout drops.
a. True
b. False
Q:
According to Demanet and Van Houtte, the schools-as-communities perspective states that:
a. Emotional attachment to peers, teachers, and school decreases school misconduct
b. Students who live at their school do better academically than their peers
c. Peer relationships are the most important aspect of the perspective
d. All of the above
e. None of the above
Q:
According to Diehl and McFarland , it's unclear why some classes are more orderly than others and why classes can even vary within the same class period.a. Trueb. False
Q:
What really happens in classrooms is part of the formal organization of schools.a. Trueb. False
Q:
Gracey describes the instances of teachers reinforcing school routines as providing ________________a. Training for lifeb. A sense of discipline and controlc. An understanding of one's position it the worldd. All of the abovee. None of the above
Q:
According to Resnick and Bryant, the chronically weak performance of several high-profile urban districts has led to:a. Shutdown of local schoolsb. Mass turnover of school administratorsc. Mayoral takeover of educational leadershipd. All of the abovee. None of the above
Q:
For schools to improve, Bryk describes the dynamics of improvement as:a. integratedb. meaningfulc. school centered, rather than student centeredd. All of the abovee. None of the above
Q:
In his article on "Organizing Schools for Improvement," Bryk argues that schools cannot succeed in educating children if they lack adequate:a. Moneyb. Books and other resourcesc. Leadershipd. All of abovee. None of the above
Q:
Federal courts have always ruled that reading bible passages aloud in school is a clear violation of the Establishment clause
a. True
b. False
Q:
According to Warren and Grodsky, implementation of exit exams have not been successful because:
a. They are challenged in court
b. They raise standards too high for most students to pass
c. They are not supported by politicians
d. All of the above
e. None of the above
Q:
Explain the concept of social capital. What influence does positive or negative social capital have? How can these affects carry over to academic achievement?
Q:
Explain why the issue of religion in schools is not clear cut and discuss the nuances surrounding Establishment v. free exercise.
Q:
Quantitative data summarizes the research using numbers whereas qualitative data does not.
a. True
b. False
Q:
Which of the following does Bracey suggest is a basic principle of data interpretation using statistics:
a. Beware of selectivity
b. Ensure groups are comparable
c. Know differences between rates and scores
d. B and C above
e. All of the above