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| 1 | |
Which of the following is NOT associated with the view of schools as tools to reconstruct society? |
| | A) | social action curriculum |
| | B) | service credit |
| | C) | Paulo Freire's The Pedagogy of the Oppressed |
| | D) | acculturation |
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| 2 | |
John Goodlad surveyed parents, teachers, and students about the goals of schools. He found that |
| | A) | parents, teachers, and students hold sharply differing views on school goals. |
| | B) | most parents feel social and civic goals should have top priority, whereas teachers overwhelmingly favor academic goals. |
| | C) | parents, teachers, and students rank four main goals (academic, social/civic, vocational, and personal) "very important." |
| | D) | parents and teachers rate all but personal goals "very important." |
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| 3 | |
The second wave of school reform, as advanced by Theodore Sizer and others |
| | A) | called for stronger administrators to guide school reform. |
| | B) | had "higher standards" as its rallying cry. |
| | C) | advocated "full service schools." |
| | D) | called for reforming basic school decision-making practices. |
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| 4 | |
A Nation at Risk charged that the United States |
| | A) | had been committing "unilateral educational disarmament." |
| | B) | had failed to develop a social action curriculum to fit the times. |
| | C) | needed to have a more child-centered educational policy. |
| | D) | should direct more educational resources to the underprivileged. |
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| 5 | |
"Children's policy" is a term most closely associated with |
| | A) | charter schools. |
| | B) | the first wave of school reform. |
| | C) | the second wave of school reform. |
| | D) | the third wave of school reform. |
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| 6 | |
Most educational reformers of the 1980s set as one of their main priorities |
| | A) | educational equity concerning the needs of women. |
| | B) | instituting a core curriculum. |
| | C) | more emphasis on vocational education. |
| | D) | "whole person" development. |
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| 7 | |
Which of the following is most closely associated with the goal of desegregating schools? |
| | A) | open enrollment |
| | B) | vouchers |
| | C) | magnet schools |
| | D) | for-profit schools |
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| 8 | |
In the 1950s, Milton Friedman began advocating freedom of choice in education. He believed |
| | A) | students should have ultimate flexibility in determining class schedules |
| | B) | teachers should choose their curricula from within broad district guidelines |
| | C) | parents should be able to choose where to send their children to school |
| | D) | students should be able to choose between an academic and vocational track |
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| 9 | |
Vouchers can now be used for private religious education because of |
| | A) | open enrollment policies. |
| | B) | A Nation at Risk |
| | C) | Zelman v. Simmons-Harris |
| | D) | Lemon v. Kurtzman |
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| 10 | |
What do we call the three criteria determining the legality of government funds used in religious schools? |
| | A) | the Lemon test |
| | B) | the Friedman test |
| | C) | the voucher standard |
| | D) | the anti-establishment rule |
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| 11 | |
The neighborhood public school is |
| | A) | losing considerable ground to home schooling |
| | B) | experiencing enrollment increases as charters and magnet schools flounder |
| | C) | no longer accepting money from commercial donors because of the Zelman v. Simmons-Harris ruling |
| | D) | still supported by most Americans who prefer reforming rather than eliminating public education |
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| 12 | |
In Jonathan Kozol's writings and in his stand against vouchers, he rails against |
| | A) | lax educational standards that threaten our nation's economic future. |
| | B) | inequalities in our educational system. |
| | C) | social action curriculum. |
| | D) | slavish devotion to "democracy" in education. |
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| 13 | |
The largest for-profit venture in public schools is |
| | A) | Edison Schools. |
| | B) | Tesseract (formerly Educational Alternative Incorporated). |
| | C) | Disney's "Celebration." |
| | D) | Microsoft's "Schools of Tomorrow." |
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| 14 | |
Researcher Van Galen divides home schoolers into two groups: |
| | A) | disaffected teachers and recent immigrants. |
| | B) | ideologues and pedagogues. |
| | C) | "Romantic critics" and scofflaws. |
| | D) | overachievers and fundamentalists. |
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