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1 | |
An important reason to use social theory as a framework for analysis is that |
| | A) | it shows the differences between abstract ideas and practical reality |
| | B) | it leads to discovery of the truth |
| | C) | it contributes to an interpretive understanding of how or why something occurs |
| | D) | all of the above |
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2 | |
Schooling differs from training, in part, in that schooling includes |
| | A) | planned instruction and programs of study |
| | B) | learning achieved through the hidden curriculum |
| | C) | the state's goals for its citizens |
| | D) | all of the above |
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3 | |
An important goal of education is |
| | A) | sensitivity to ideas or interests one might not otherwise notice |
| | B) | the strengthening of one's ability to do something |
| | C) | development of a wide range of human capacities |
| | D) | a and c |
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4 | |
Social foundations of education courses |
| | A) | help improve teachers' ability to think critically |
| | B) | provide background information about the relationship between school and society |
| | C) | help teachers choose appropriate pedagogy |
| | D) | all of the above |
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5 | |
The best definition for political economy would be |
| | A) | the political system of a society |
| | B) | the economic stratification of a society |
| | C) | a society's institutions and organization |
| | D) | all of the above |
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6 | |
How groups understand the organization of their society and that of other societies is |
| | A) | social context |
| | B) | social theory |
| | C) | ideology |
| | D) | all of the above |
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7 | |
People who can describe the dominant ideology of their society |
| | A) | have overcome its effects on their own analytical ability |
| | B) | can easily identify the people who are blinded by it |
| | C) | are better able to understand and evaluate it |
| | D) | all of the above |
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8 | |
The analytical tools introduced in Chapter 1 are best used to |
| | A) | help students develop their abilities to evaluate their own society |
| | B) | help students recognize that all values are equally valid |
| | C) | help students examine contemporary issues facing public schooling |
| | D) | a and c above |
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9 | |
The feudal belief in the divine right of kings was |
| | A) | a way of justifying the concentration of power in a privileged few |
| | B) | challenged by the clergy, which felt threatened |
| | C) | a component of an ideology |
| | D) | a and c above |
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10 | |
The assumption that manual labor would be performed by slaves and non-citizens in Athens went unquestioned because |
| | A) | a hierarchical division of labor and rights was supported by the prevailing ideology |
| | B) | enemies captured in battle and then enslaved were plentiful |
| | C) | free men were too busy taking part in the governance of Athens |
| | D) | all of the above |
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11 | |
The most distinctive feature of citizenship in Athens was |
| | A) | the chance to serve on the legislative council |
| | B) | mandatory service in the military |
| | C) | the opportunity to be a voting member of the general assembly |
| | D) | a and b above |
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12 | |
Athenian male citizens enjoyed educational arrangements that were different from Athenian females and non-citizens because |
| | A) | it was commonly believed that free male citizens were meant to benefit from extended leisure time by cultivating their minds and characters |
| | B) | it was thought women and slaves were better educated at home |
| | C) | their society stressed the importance of vocational education |
| | D) | all of the above |
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13 | |
The analytic framework presented in this chapter suggests that |
| | A) | schooling, political economy, and ideology always affect one another directly and clearly |
| | B) | educational policies are a product of a society's political-economic and ideological forces |
| | C) | the political economy has a greater effect on schooling than ideology does |
| | D) | all of the above |
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14 | |
By investigating educational issues such as vouchers or national standards we gain insight into which of the following? |
| | A) | ideology |
| | B) | political economy |
| | C) | schooling |
| | D) | all of the above |
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15 | |
Educational theories are characterized as fallible interpretations of social phenomena, because |
| | A) | a particular theory is no more reliable than any other theory |
| | B) | they should be subjected to careful critical investigation to understand their strengths and weaknesses |
| | C) | practical knowledge is generally more useful in understanding social phenomena |
| | D) | a and b above |
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16 | |
Public schooling is provided only in countries |
| | A) | that wish to ensure that all citizens have the same opportunities |
| | B) | that have democratic political institutions |
| | C) | that wish to indoctrinate their populations to a certain way of thinking |
| | D) | none of the above |
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17 | |
This chapter's discussion of European feudal society was |
| | A) | a brief examination of the relations of ideology, political economy, and schooling in a social context |
| | B) | an illustration of how classical Greek thinking influenced the structure of the society |
| | C) | a chance to point out the gap between nobles and serfs in terms of their educational opportunities |
| | D) | all of the above |
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18 | |
The discussion of Athenian society provided an example of |
| | A) | one of the earliest societies to systematically exclude some of its members from meaningful participation |
| | B) | a political system that was not as ideal as originally thought |
| | C) | how relationships among education, ideology, and political economy had an interactive influence on each other |
| | D) | all of the above |
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19 | |
According to the authors, familiarity with the social foundations of education |
| | A) | can help with understanding and responding to student needs more appropriately |
| | B) | helps teachers understand the social underpinnings of teaching and learning processes |
| | C) | contributes a menu of teaching methods useful for teaching at any level |
| | D) | a and b above |
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20 | |
Democracy's importance to educational practice, as suggested by the authors, implies that |
| | A) | students should be allowed to vote on decisions as much as possible in the classroom |
| | B) | people who are preparing to be teachers typically have a good understanding of democracy but need to examine how it relates to teaching |
| | C) | teachers need to reflect on both the fundamental meanings of democracy and the effect of these on classroom practice |
| | D) | a and b above |
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2002 McGraw-Hill Higher Education