Q&A Hero

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: When the Establishment Cause is put against the First Amendment, the First Amendment usually wins. a. True b. False

Q: Federal court rulings have made expectations and distinctions involving religion in schools very clear. a. True b. False

Q: According to Reyes and Rodriguez, equailization policies are only implemented in a few states. a. True b. False

Q: Warren and Grodsky argue that exit exams are likely to be eliminated because politicians find them to be too expensive. a. True b. False

Q: The Broader, Bolder Approach (BBA) reform plan is a comprehensive school reform strategy to reduce racism from schools and the classroom. a. True b. False

Q: According to Noguera, its teachers, not poverty that are the real obstacles to improving academic outcomes for poor children. a. True b. False

Q: Meyer and Rowan argued that corporate schooling is based upon loose control and lack of evaluation and inspection. a. True b. False

Q: Because of separation of church and state, religion is not part of the social context within which schools operate. a. True b. False

Q: Families are part of the social context in which schools operate. a. True b. False

Q: In Johnson v. Poway, courts ruled that: a. Principles could ban school supplies with religious sayings b. Schools had to accept religious service as service credits c. Teachers are not allowed to display religious sayings in the classroom d. None of the above

Q: According to the Darden article, a principle was found to be within his rights to disallow students to distribute schools supplies with religious sayings in which court case? a. Johnson v. Poway b. Busch v. Maple Newton School District c. Morgan v. Swanson d. Lemon v. Kurtzman

Q: According to the Darden article, schools have always: a. Had clear direction when it comes to religious involvement in school b. Been the party that was ruled in favor of in religious court cases c. Been protected as part of First Amendment rights d. None of the above

Q: The part of the constitution that prohibits schools from embracing religion is known as the: a. Free Exercise Clause b. Establishment Clause c. Separation Clause d. Church v. State Clause

Q: According to Reyes and Rodrigues, attempts at equity in funding across districts include a. District revenues b. Categorical programs c. District power equalization d. All of the above e. None of the above

Q: According to Reyes and Rodrigues, school revenues come from: a. Local taxes b. State governments c. Federal funding d. All of the above e. None of the above

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: Among the arguments for or against the use of exit exams discussed by Warren and Grodsky are that they: a. Increase dropout rates b. Cheap and easy to administer c. Motivate high achievers to do well on the exams d. All of the above e. None of the above

Q: In the Noguera article, its stated that in cities and towns where poverty is concentrated: a. Rates of interpersonal violence tends to be higher b. Health indicators tend to be more negative c. Stress tends to be worse d. All of the above e. None of the above

Q: The Broader, Bolder Approach (BBA) reform plan works by: a. Offering extended day academic activities b. Delivering literacy development in all content areas c. Building academic partnerships in the community d. All of the above e. None of the above

Q: According to Noguera, _________ is a top factor that reduces a student's academic performance in the classroom. a. genetic predisposition b. race c. gender d. All of the above e. None of the above

Q: Meyer and Rowan argue that schools use standardized or uniform classifications because they provide:: a. Credentialism b. Legitimacy c. Order d. All of the above e. None of the above

Q: According to Meyer and Rowan, corporate schooling is: a. Focused on learning and instruction b. Is responsive to the needs of children and families c. Produce education for society d. Connected to the government e. None of the above

Q: Among the factors that are included in the context of schooling is: a. families b. government c. the general public d. religion e. All of the above f. 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: Does poverty play a role in a student's academic performance? Why or why not?

Q: Explain why the issue of religion in schools is not clear cut and discuss the nuances surrounding Establishment v. free exercise.

Q: Using information from Reyes and Rodriguez's article, explain how schools are financed and why they may or may not be equitable across districts?

Q: Using information from Warren and Grodsky's article, do you think exit exams are important in increasing academic achievement?

Q: What do Meyer and Rowan mean by "corporate schooling" and how does this affect student learning?

Q: According to Bracey, the most dangerous statistic is known as a mutant statistic. a. True b. False

Q: According to Bracey, only one statistic is needed to understand a simple phenomenon. a. True b. False

Q: According to Allan and Madden, students in chilly classrooms are subjected to scare tactics and harsh punishments from their instructors. a. True b. False

Q: The study by Allan and Madden on chilly classroom climates is an example of a qualitative research design. a. True b. False

Q: Quantitative data summarizes the research using numbers whereas qualitative data does not. a. True b. False

Q: Causal statements are those that attempt to explain what caused something such as student achievement. a. True b. False

Q: Participants in a quantitative study can also be used as participants in in qualitative research. a. True b. False

Q: Qualitative data are typically more valid than quantitative data because researchers are not imposing their own meaning on the data as it is collected. a. True b. False

Q: Many large data sets relating to schools and education are collected by the U. S. government. a. True b. False

Q: If you can generalize your findings beyond those you collect data from, your research is valid. 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

Q: Inductive analysis is used when: a. A research study is based on what is known about a subject b. The method of analyzing data is chosen after observation c. A mix of research methods will be employed d. All of the above

Q: In their study, Allan and Madden explained quantitative methods employed to study behaviors may fail to produce valid results because: a. Errors in survey design can cause skewed results b. Certain behaviors studied go unnoticed because they are normally socially accepted c. Researchers often code their quantitative data differently d. They have increased reliability e. None of the above

Q: According to Bracey, which of the following statistics are most effective in understanding how well children are performing in schools: a. Rates b. Scores c. Mutant statistics d. Longitudinal statistics e. None of the above

Q: Which of the following is true? a. Validity is more of a problem in qualitative methods than quantitative methods. b. Statistics are commonly used in qualitative methods. c. Reliability is never an issue in quantitative methods. d. Large-scale longitudinal studies are likely to use quantitative methodology.

Q: According to Biddle and Berliner, a major difference between previous research on class size and more reliable research was the use of: a. Larger studies with more schools, classrooms, and children b. Comparisons of children in different class size settings c. Studying children over time, not just for one year d. None of above e. All of the above

Q: If a researcher collects observational data in natural settings this research is: a. Qualitative b. Quantitative c. Hierarchical d. Equitable e. None of the above

Q: According to the Tennessee STAR Project, standard classes are those with: a. One certificated teacher and less than 20 students b. One certificated teacher and more than 20 students c. One certificated teacher and 1 full-time aide d. One full-time aide with 20 or more students e. None of the above

Q: Research on class size finds: a. Class size has no effect on children's achievement at the elementary school level. b. Class size impacts children's achievement at the high school level. c. Research on class size consistently finds no effect of class size on children's achievement at all levels of education. d. None of the above

Q: One advantage of field experiments according to Biddle and Berliner is that researchers can: a. Conduct research in less time than is typical of most research b. Easily interpret the results c. Assign their subjects randomly to different conditions d. Provide a definitive answer to the dilemma of class size e. None of the above

Q: Following children for four years, from entering high school until graduation is an example of: a. Quantitative research b. Qualitative methods c. Longitudinal Analysis d. Generalizability e. None of the above

Q: A study examining why African American children succeed in school by interviewing children and their teachers is an example of ___________ research a. Statistical b. Quantitative c. Qualitative d. Theoretical

Q: Something that quantitative research designs must consider that qualitative researcher designs do not typically address is issues surrounding a. Validity b. Reliability c. Generalizability d. Theory e. All of above

Q: Researchers who use quantitative methods must be particularly careful to assure a. The validity of their questions b. The reliability of their questions c. That their questions establish causality d. A and B above e. All of above

Q: Being able to generalize your findings to a larger group of schools or individuals is an advantage of: a. Quantitative methods only b. Qualitative methods only c. Both quantitative and qualitative methods d. Neither quantitative nor qualitative methods

Q: It is often said that you can prove anything with statistics. Do you agree? If so, why? If not, why not?

Q: Can a study conducted with both quantitative and qualitative methods draw different conclusions when each method is employed? Why or why not? Explain.

Q: Does reducing class size increase student achievement? Support your answer giving the 3 three features of research design which legitimate your conclusion

Q: You have been asked to study the relationship between parents and the school district in your community. Would you select a quantitative or qualitative research design to conduct this study? Explain why you chose this particular design giving 2 specific advantages.

Q: What are the advantages and limitations to using quantitative methodologies to study educational processes?

Q: What are the advantages and limitations to using qualitative methodologies to study educational processes?

Q: The study of sociology of education is only important to teachers and other education professionals. a. True b. False

Q: Feminist theorists are concerned about the number of girls who are denied educational opportunities. a. True b. False

Q: Taking on or accepting a deviant status is an important part of labeling theory. a. True b. False

Q: An example of a latent function of education is the training of individuals for jobs a. True b. False

Q: Labeling theory is often used in Functional Theory. a. True b. False

Q: The term "status group" as used by Collins, was originally defined by Marx. a. True b. False

Q: An example of a symbol in symbolic interaction theory could be a word, such as 'good.' a. True b. False

Q: Durkheim considers school discipline to be the morality of the classroom. a. True b. False

Q: The primary goal of social theory is to explain how social processes work. a. True b. False

Q: Feminist theories are often considered a type of functional theory. a. True b. False

Q: Conflict theorists challenge the postmodern assumptions that schools are ideologically and politically neutral, and operate based on meritocracy. a. True b. False

Q: Someone who is trying to explain why Johnny can't read by describing Johnny's family's social class situation is likely using a. Feminist theory b. Functional theory c. Conflict theory d. Rational choice theory

Q: According to Rist's description of labeling theory, secondary deviation occurs when a. An individual commits a deviant act the second time b. An observer observes the deviant act a second time c. Stigma from a previous deviant act(s) triggers a deviant act d. All of the above

Q: The article by Rist on the process of schooling is an example of a. Functional theory b. Conflict theory c. Symbolic Interactionist theory d. Rational choice theory

Q: Collins' argument about schools as providing status culture comes from a. Functional theory b. Conflict theory c. Symbolic Interactionist theory d. Rational choice theory

Q: According to Collins, status groups are "associational groups sharing common cultures" including similar a. Manners b. Moral evaluations c. Tastes d. All of above e. None of the above

Q: Parsons describes the following as key to the formal organization of elementary school classrooms a. Groups of students working together b. Indirect teaching, through projects c. One teacher to a group of students d. All of the above

Q: Social capital differs from cultural capital because it involves a. The language one uses b. Who one knows c. Experiences one has had d. All of above

Q: The study of sociology of education is primarily concerned with: a. Interactions between people b. Structures that provide recurring organizations c. Processes that bring the structures such as schools alive through teaching, learning, and communicating d. None of the above e. All of the above