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| 1 | |
Philip Jackson found that school classrooms typically featured |
| | A) | passive teachers and active students. |
| | B) | passive teachers and students. |
| | C) | active teachers and passive students. |
| | D) | active teachers and students. |
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| 2 | |
According to John Goodlad's findings, different schools were |
| | A) | consistent in how time is spent on different activities, but differed in how efficiently they used this time. |
| | B) | consistent in how efficient they were with time, but spent very different amounts of time on instruction vs. extracurricular activities or physical activities. |
| | C) | all united in their support of the teacher's role as gatekeeper, a traditional method of instruction. |
| | D) | consistent in their commitment to tracking programs. |
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| 3 | |
After instruction, what activity consumes the most school time? |
| | A) | social activities |
| | B) | behavior management |
| | C) | routines |
| | D) | library and computer lab visits |
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| 4 | |
As "gatekeepers," what do teachers do? |
| | A) | control who enters and leaves the classroom |
| | B) | determine who will talk, when, and for how long |
| | C) | control who is assigned to which track or ability group |
| | D) | keep accurate records of student progress |
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| 5 | |
What might a tracking advocate suggest about heterogeneous classrooms? |
| | A) | Heterogeneous classrooms fail to celebrate the diversity of culture among a student body, which restricts academic growth. |
| | B) | Bright students get bored, while slower students have trouble keeping up. |
| | C) | Heterogeneous classrooms are desirable because of the level playing field they offer to all students. |
| | D) | Heterogeneous classrooms are undesirable because of their inability to offer a level playing field in quality of instruction. |
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| 6 | |
Which of the following best defines tracking? |
| | A) | monitoring student locations in schools using checkpoints and sophisticated ID technology |
| | B) | monitoring student progress on tests, homework, and classroom participation |
| | C) | grouping students in class by academic and personal interests (foreign language groups, science groups, etc) |
| | D) | assigning students to different programs of study based on ability |
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| 7 | |
As a cause of death among adolescents, suicide |
| | A) | has been dropping due to better methods of prevention on the part of teachers and parents. |
| | B) | is generally a very well reported type of incident. |
| | C) | is the third most common cause of death for this age group. |
| | D) | is a relative unknown in terms of the degree of the problem. |
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| 8 | |
Jeannie Oakes's work, Keeping Track, |
| | A) | argued in favor of tracking policies in urban school districts. |
| | B) | found that over the last three decades, tracking policies have become more common. |
| | C) | determined that homogeneous classes are superior to heterogeneous classes in instructional quality. |
| | D) | found that tracking creates segregation within schools. |
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| 9 | |
Raphaela Best studied elementary schoolchildren and found |
| | A) | in the first grade, children look to teachers and the principal for security. |
| | B) | by third grade, girls abandon their role as "teacher's helper" and openly challenge teacher authority. |
| | C) | teachers consistently separated boys and girls despite their interest in working together. |
| | D) | there is more cross-sex than cross-race communication in elementary school. |
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| 10 | |
In his study of life in high school, James Coleman found that |
| | A) | students were preoccupied with academic and vocational goals. |
| | B) | because students have little material reward to dispense, they focus on status. |
| | C) | students ranked "sports" as their favorite aspect of school. |
| | D) | most adolescents are remarkably skilled at social at interpersonal interactions and remarkably comfortable with social norms. |
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| 11 | |
A teacher exhibiting "soft bias" might be |
| | A) | lowering academic expectations for poor children. |
| | B) | separating non-native English speakers from native English speakers in class activities. |
| | C) | spending too much time on bringing students that are performing poorly up to the speed, to the detriment of other students' education. |
| | D) | singling out students from alternative families for special or overly sensitive treatment. |
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| 12 | |
Which of the following family patterns is NOT accurate? |
| | A) | The number of single fathers raising children is now greater than the number of single mothers. |
| | B) | Nearly one in four children live only with their mothers. |
| | C) | More than half of American families are remarried or recoupled. |
| | D) | Two-thirds of today's families have parents working outside the home. |
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| 13 | |
"Latch-key kids" are most likely to come from |
| | A) | black families. |
| | B) | Hispanic families. |
| | C) | middle-class families. |
| | D) | working-class families. |
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| 14 | |
During the elementary years, the gender wall |
| | A) | is stronger at blocking student interaction than barriers to racial integration. |
| | B) | does not block interaction between boys and girls as much as during middle and high school years. |
| | C) | causes girls to make their allegiance to their peer group instead of the teacher. |
| | D) | actually increases the racial barriers to communication between students. |
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| 15 | |
Bullying has been an accepted school tradition for a long time, often because |
| | A) | most teachers are unaware that bullying is occurring in their classroom. |
| | B) | most teachers are uninterested in creating a safe class environment. |
| | C) | most teachers are too close personally to the bullies to see their behavior as bullying. |
| | D) | so many teachers accept the myths surrounding bullying. |
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