Teaching Prof

Instructor’s Resource Manual and Test Bank to accompany

McNergney and McNergney

Education The Practice and Profession of Teaching

prepared by

Robert F. McNergney University of Virginia

Upper Saddle River, New Jersey Columbus, Ohio

______________________________________________________________________________ Copyright © 2009 by Pearson Education, Inc., Upper Saddle River, New Jersey 07458. Pearson. All rights reserved. Printed in the United States of America. This publication is protected by Copyright and permission should be obtained from the publisher prior to any prohibited reproduction, storage in a retrieval system, or transmission in any form or by any means, electronic, mechanical, photocopying, recording, or likewise. For information regarding permission(s), write to: Rights and Permissions Department, 501 Boylston Street, Suite 900, Boston, MA 02116, or fax your request to 617-671-2290. Pearson® is a registered trademark of Pearson plc Merrill® is a registered trademark of Pearson Education, Inc. Instructors of classes using McNergney and McNergney, Education: The Practice and Profession of Teaching may reproduce material from the Instructor’s Resource Manual and Test Bank for classroom use.

ISBN-10: 0-13-136251-8 www.pearsonhighered.com ISBN-13: 978-0-13-136251-2

Table of Contents

Preface PART I INSTRUCTOR’S MANUAL Chapter 1 A Teacher’s Role 1

Chapter 2 Challenges Teachers and Schools Face 9

Chapter 3 The Richness of Classroom Cultures 15

Chapter 4 Education in America: The Early Years 22

Chapter 5 Education in America: Then and Now 29

Chapter 6 Why Teachers Behave As They Do 37

Chapter 7 Where Teachers Work: Schools 43

Chapter 8 Leading, Governing, and Funding Schools 50

Chapter 9 The Influence of Law 57

Chapter 10 Curriculum and Instruction 63

Chapter 11 Recognizing Educational Success: Standards and Assessment 70

Chapter 12 A Global Educational Context 74

Chapter 13 What Lies Ahead 79

PART II TEST BANK Chapter 1 A Teacher’s Role 1

Chapter 2 Challenges Teachers and Schools Face 10

Chapter 3 The Richness of Classroom Cultures 18

Chapter 4 Education in America: The Early Years 26

Chapter 5 Education in America: Then and Now 35

Chapter 6 Why Teachers Behave As They Do 43

Chapter 7 Where Teachers Work: Schools 52

Chapter 8 Leading, Governing, and Funding Schools 61

Chapter 9 The Influence of Law 70

Chapter 10 Curriculum and Instruction 79

Chapter 11 Recognizing Educational Success: Standards and Assessment 88

Chapter 12 A Global Educational Context 96

Chapter 13 What Lies Ahead 104

PART III HANDOUT MASTERS

Preface Education: The Practice and Profession of Teaching, by Robert F. McNergney and Joanne M. McNergney, is written for preservice teachers with a variety of academic majors at or near the beginning of their professional studies and students just starting to explore careers in education. This exciting edition of the text melds comprehensive coverage of foundations topics with practical guidance on learning and instruction, and a wealth of insights into how authentic schools, classrooms, and educational systems function.

Organization of the Text Each chapter of Education: The Practice and Profession of Teaching contains a set of features to help students recall, understand, and use the materials in the book. These include • Every chapter opens with a Case Study that shows real teachers confronting important issues. Every chapter

ends with Case Perspectives—comments from educators and other experts—that offer context for your own analysis of each case in Questions for Reflection. These case study methods help students to more readily apply foundational educational knowledge to the practice of teaching.

• Read the stories from real teachers about what they have encountered and what they have learned in the

Cultural Awareness: Lessons Learned. • Voices Pro and Con highlights the hot topics and the most controversial issues confronting education today.

Read the opposing arguments and decide for yourself. • Learn about how the law affects the daily life of a teacher in Teachers and the Law, a feature that digs deeper

into the legal rights and responsibilities of educators. • Technology in Practice offers examples of how technologies can be used in new and innovative ways to

enhance learning. • Major trends effecting education today, such as school consolidation and name-calling among students, are

analyzed and interpreted in Issues in School Reform. • Terms and Concepts that serve as pegs for knowledge are boldfaced in the narrative and listed alphabetically at

the end of each chapter. • Figures and Tables illustrating current theory, research, and additional background information that elaborate

points made in the text. • INTASC Correlations relate the chapter-end Reflective Practice features to INTASC standards, exposing

readers to the professional standards they will follow. • Preparing for the PRAXIS section at the front of the book provides students with a brief tutorial of FAQs, test-

taking tips, and sample test questions intended to remove some of the intimidation of this important professional step.

• A chapter-end Summary that reiterates the main points made in each chapter. • A Glossary with definitions of terms and concepts.

Organization of the Instructor’s Resource Manual and Test Bank This Instructor’s Resource Manual and Test Bank contains information, suggested activities, materials, and resources that support the text. The manual includes a variety of resources the instructor can use to facilitate planning and support student understanding of the foundations of education and how professional teachers think and act. These include • A Chapter Overview that provides an overview of key concepts and issues presented in the chapter. • Chapter-At-A-Glance, a table that includes a chapter outline, objectives, and information about supplements for

each major section of the chapter.

• An Annotated Lecture Outline that includes key terms, teaching/lecture suggestions, discussion suggestions, and student activity suggestions that encourage student questioning, reflection, and application of concepts in each chapter.

• Handout Masters that can be used for instruction or as part of suggested student activities. Each handout master

is referenced in the Annotated Lecture Outline.

• Test Bank Items for each chapter.

Chapter 1 A Teacher’s Role

Chapter Overview In Chapter 1, the authors explore the concept of professionalism and the various aspects of a teaching career. They discuss what people must do to become teachers, factors that influence their prospects for employment, how teachers succeed once they are on the job, how their earnings compare with those of other professionals, opportunities teachers have to collaborate with others, and how teachers advance in the profession. Teaching is a profession because its members possess specialized knowledge, and can apply that knowledge to increase the chances of solving educational problems. Some describe teaching as a semiprofession. They argue that the numbers of people hired to work in classrooms, the ease of entry into the labor force, salary schedules, control by the state, and educators’ difficulty articulating an explicit knowledge base mitigates the conception of teacher as professional. Two organizations, however, have provided sets of standards that help define professional competence. The Interstate New Teacher Assessment and Support Consortium Standards (INTASC) describe standard requirements for a beginning professional teacher, while the National Board for Professional Teaching Standards (NBPTS) identifies the characteristics that make an expert teacher. Teachers at the beginning of their careers face several issues, including becoming certified to teach, getting their first job, successfully performing their responsibilities, and planning for advancement in the profession. Evaluation of teachers is used mainly to help teachers grow professionally and determine whether they meet minimum levels of competence. Evaluation can be formative (to shape, form, and improve teachers’ knowledge and behavior) or summative (to evaluate teachers’ competence and teaching outcome for purposes of hiring, compensation, status, tenure, and termination). Teachers are supported and rewarded through a variety of mechanisms, including mentor programs, career ladders, merit pay, national certification, and advanced college degrees. Teachers demonstrate professional leadership through their work in professional associations, and by displaying professional behavior on the job. Chapter 1 addresses the following questions:

Is teaching a profession?

How are views of teaching changing?

What career issues do beginning teachers face?

How are teachers evaluated?

How are teachers supported and rewarded?

How do teachers demonstrate professional leadership? Chapter-at-a-Glance Chapter Outline Topics Supplements Is Teaching a Profession?

• Teaching is a Profession • Teaching is a Semiprofession

• Handout Master 1.1

How Are Views of Teaching Changing?

• A View of Teaching as Basic Professional Competence: INTASC

• Online: www.casenex.com/ casenet/frontpages/ whycasenex/overview.html

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http://www.casenex.com/

What Career Issues Do Beginning Teachers Face?

• Teacher Licensure • Availability of Jobs • Teacher Salaries • Successfully Performing Responsibilities

How Are Teachers Evaluated?

• Competency Testing • Performance Evaluation of Teachers • Portfolios • National Teacher Examinations: The Praxis Series

How Are Teachers Supported and Rewarded?

• Mentoring Programs • Career Ladders and Merit Pay • National Certification or NBPTS certification

How Do Teachers Demonstrate Professional Leadership?

• Advanced College Degrees • Working with Professional Organizations • Teachers and the Law • Meeting the Challenges of Professional Practice

• Handout Masters 1.2, 1.3

Is Teaching a Profession? Objectives • Consider personal reasons for teaching. • List characteristics of a professional teacher. • Analyze factors that make teaching less than a profession. Key Terms • licensure • alternative licensure • American Federation of Teachers (AFT) • National Education Association (NEA) • professional • teacher unions Teaching Suggestions Opening Exercise: Getting Acquainted Ask students to think back to a teacher they admired during elementary or secondary school, and remember that teacher’s classroom in detail. Have them write for five minutes about that teacher, considering the following questions: What was the classroom like? What was the teacher like? What took place during that year? After the individual writing exercise, ask students to discuss their reflections in small groups (two to four people). In a large group

Education: The Practice and Profession of Teaching

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discussion, consider similarities and differences. What age or grade level did students write about? What subject area? What common characteristics of teachers and classrooms emerge? What do the students think being a teacher meant to the teachers they described? Reflecting on the Decision to Teach Teachers have many reasons for entering teaching. In this exercise, students can examine their own reasons for wanting to teach. Ask students to respond to the questions in Figure 1.1, and then compare their responses with those of their classmates. What is the most common reason for wanting to teach? What is least important to members of the class? Characteristics of Professionals McNergney and McNergney describe six characteristics of professionals. They exhibit collegiality; they are salaried; they are achievement-oriented; they add value to an organization; they feel “called” to the work; and they abide by technical and ethical standards. McNergney and McNergney also describe three characteristics that suggest teaching is a semiprofession rather than a profession, including lack of control of entry and exit, lack of control over schedule and workload, and low salaries. Using Handout Master 1.1, discuss these characteristics. Discussion Suggestions Professions and Semiprofessions • Consider a variety of types of work that people do, including those typically considered professions and those not considered professions. How do the six characteristics apply to each line of work? • Based on the six characteristics, do you think teaching is a full profession? • Which of these characteristics do you think is most important for teaching? Why? How Are Views of Teaching Changing? Objectives • Consider traditional and emerging definitions of career. • Analyze the INTASC standards for basic professional competence. Key Terms • Interstate New Teacher Assessment and Support Consortium Standards (INTASC) • Council of Chief State School Officers Teaching Suggestions INTASC Standards Using Figure 1.3, review the INTASC standards for beginning teachers with students. Ask students to consider what they would need to know and what they would need to do to meet each standard. The complete INTASC document includes the INTASC standards accompanied by specific statements about the necessary knowledge, dispositions, and performances all teachers should exhibit to meet them. Visit the Council of Chief State School Officers’ web site at http://www.ccsso.org, and find INTASC listed under projects by name. Then click on Standards Development to view the Core Standards. Ask students to look at one or more of the accompanying statements in detail.

Instructor's Resource Manual

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http://www.ccsso.org

Student Activities Using the World Wide Web for More Information Ask students to visit the Council of Chief State School Officers’ website at http://www.ccsso.org to learn more about the INTASC standards. Encourage them to explore the specific statements about knowledge, dispositions, and performances that the website lists for each standard. Beginning to Build a Portfolio Encourage students to build a portfolio based on the INTASC standards. Students should organize the portfolio around the ten INTASC standards and the statements about knowledge, dispositions and performances related to each standard. Students should add to this portfolio several times during this semester and in subsequent semesters, documenting their own increased knowledge and experiences related to each standard. What Career Issues Do Beginning Teachers Face? Objectives • Understand the concepts of teacher licensure, certification, and accreditation. • Analyze the NBPTS standards for expert professional behavior. • Compare and contrast the INTASC and the NBPTS standards. • Analyze factors that affect the availability of jobs and the level of salaries. • Analyze the arguments supporting and opposing tenure. Key Terms • certification • licensure • National Board for Professional Teaching Standards (NBPTS) • accreditation • reciprocity agreements • alternative licensure • emergency licensure • tenure Teaching Suggestions NBPTS Standards Using Figure 1.4, review the NBPTS standards for accomplished teachers with students. Ask students to consider what they would need to know and be able to do to meet each standard. Becoming a Teacher in Your State Each state has its own requirements for certification and licensure. Provide students with the licensing requirements for the state(s) your program serves. What are some important features of certification and licensure in your state(s) that students must be aware of? Discussion Suggestions INTASC and NBPTS • Review the INTASC and NBPTS standards. How are they similar and how are they different?


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http://www.ccsso.org

Thinking Ahead • Why are certification and licensure important? • What will be the most important factor in your job search? Student Activities Using the World Wide Web for More Information Ask students to visit the site for the National Board for Professional Teaching Standards site at http://www.nbpts.org to learn more about the NBPTS standards. Students can also learn more about teaching conditions, job opportunities, and other aspects of teaching by visiting one of the following sites: -http://www.bls.gov/oco/home.htm is the Department of Labor’s site for its Occupational Outlook Handbook, which contains extensive information about teaching and many other professions. -http://www.rnt.org is the website address for Recruiting New Teachers, a nonprofit organization that is an excellent resource for finding job information. -http://www.aft.org is the website address for the American Federation of Teachers and http://www.nea.org is the website address for the National Teachers Association. Both websites provide extensive information for teachers, including information about salaries, teaching conditions, and other issues affecting teachers’ careers. How Are Teachers Evaluated? Objectives • Distinguish between formative and summative evaluation. • Compare and contrast several forms of teacher evaluations. Key Terms • formative assessment • summative assessment • student teaching • authentic assessments • teacher portfolio • Praxis Series Teaching Suggestions Formative and Summative Assessment McNergney and McNergney describe differences between formative and summative assessment. Formative assessment is a helping process aimed at improving teaching techniques, while summative assessment is used to make decisions about teachers on matters such as hiring, compensation, status, tenure, and termination. How do the assessment options described in the text, such as competency testing, performance evaluations, portfolios, and national teacher examinations, fit into the two types of assessment?


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http://www.nbpts.org

http://www.bls.gov/oco/home.htm

http://www.rnt.org

http://www.aft.org

http://www.nea.org

Discussion Suggestions Assessment Alternatives • Preservice teachers are often assessed on their performance in classroom settings. How much work with children will you have done by graduation? • What are the pros and cons of portfolios as evaluation tools? Student Activities Using the World Wide Web for More Information Ask students to visit the ERIC clearinghouse for assessment, evaluation, and research information. The ERIC/AE website (http://ericae.net) provides an assessment library that includes more than 550 of the best books and articles on assessment. How Are Teachers Supported and Rewarded? Objectives • Explain mentoring and identify specific ways beginning teachers might be helped. • Analyze various types of reward systems for teacher. Key Terms • induction programs • career ladder • merit pay • national certification Teaching Suggestions Mentoring Programs McNergney and McNergney state that most states require mentoring or an induction program for new teachers. Provide students with information about the status of mentoring programs in the state(s) your program serves. Discussion Suggestions Merit Pay • Merit pay is a hotly debated issue among teachers. What are the advantages and disadvantages of merit pay? What is your opinion of it? Student Activities Mentoring New Teachers Invite one or more new teachers to class or ask students to contact first-year or second-year teachers in local schools. Ask students to interview the teachers about their first-year experiences, including any mentoring experiences they might have had. Did the beginning teachers have mentors, and were they helpful? How Do Teachers Demonstrate Professional Leadership Objectives • Apply the five-step process for decision-making. • Discuss the role of professional organizations in teacher development. Key Term • collective bargaining


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http://ericae.net

Teaching Suggestions The Process of Reflective Thinking In Figure 1.6, McNergney and McNergney describe teachers as problem solvers, and present a five-step process of reflective teaching. The purpose of this exercise is to get students to think about how the five-step model of reflective teaching is used in one teacher’s planning activity. In this exercise, ask students to read the scenario in Handout Master 1.2 about Lori Anderson, a middle-school teacher reflecting on a unit in progress. After reading the scenario, students should analyze her planning and reflections in light of McNergney and McNergney’s model for reflective teaching. Then have the students list Lori’s actions and decisions according to the five- step process, using Handout Master 1.3 as a recording sheet. After completing the chart, ask them to discuss the list with one to two other students, then discuss as a large group. What items did they identify? What events will require other actions on Lori’s part? Discussion Suggestions Using the Reflective Thinking Model • How can you use the five-step model in your own life as a student, and later as a teacher? • How will you continue your professional development after you graduate? Student Activities Learn More about Professional Associations Besides the NEA and AFT, teachers often belong to professional associations closely allied with their disciplines. Ask students to find out about associations and organizations related to their future teaching field. If they find web sites for these groups, they should examine them and be prepared to share information with others in the class. Case Studies, Case Perspectives, and Reflective Activities Case Studies and Each chapter begins with a case study and concludes with a case perspective. Case Perspectives Use the case study and case perspective as an opening and concluding activity for the chapter. At the beginning of the chapter, ask students to discuss or write about the case. At the end of the chapter, ask students to return to the case and expand upon their earlier written comments or add to the previous discussion. Reflective Activity Each chapter concludes with a reflective activity that uses the reflective teaching process introduced in this chapter. Each reflective activity also reflects an INTASC Principle and Disposition. Use these reflective activities, either as a student journaling assignment or an in-class discussion topic, as a culminating activity for this chapter. Alternative Assessments Multiple-choice, short-answer, and essay items for this chapter can be found in the final section of this instructor’s manual. The following alternative assessment activities relate to the major questions of this chapter.


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Is teaching a profession? Interview teachers about their profession. Ask them to describe the characteristics that make someone a professional teacher. How are views of teaching changing? Interview teachers about the amount of control they believe they have in making decisions about their profession. Ask them to describe the changes that they would make in education. What are the challenges of professional practice? Survey teachers or classmates about the difficulty of teaching. For example, ask them to rank in order of least challenging to most challenging the following list of teaching hardships: violence in schools, lack of technology, unequal financial support of schools, low test scores, and teacher salaries. Add other challenges to the list. How are teachers evaluated? Review the ways in which a teacher can be evaluated. Support or challenge each practice based on fairness of procedure. Recommend one of the practices over the others or create one that you think is superior. How are teachers supported and rewarded? Review ways in which teachers can be supported and rewarded. Support or challenge each practice based on fairness of procedure. Recommend one of the practices over the others or create one that you think is superior. How do teachers demonstrate professional leadership? Obtain information about the professional organizations to which teachers may belong. Write a description of a professional leader.


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Chapter 2 Challenges Teachers and Schools Face

Chapter Overview Chapter 2 focuses on the increasing challenges facing teachers and schools. Of growing concern to educators is the number of students at risk for failure, both academically and socially. For example, conditions of poverty or lower socioeconomic status strongly and consistently relate to school failure. Low-income communities often translate to under-funded school districts and poorer schools. Children from low-income homes often begin school less prepared than their peers and have difficulty keeping up with their grade level. Early intervention programs can help disadvantaged students enter school better prepared to learn. Some programs, such as Head Start, provide comprehensive child development and family support services. Compensatory programs provide children from low-income homes supplementary educational opportunities. Before- and after-school programs can benefit children nutritionally, socially, and academically. Dropout prevention programs help to increase schools’ ability to keep students in school. Schools also attempt to improve students’ opportunities by establishing incentive programs, providing mentors, and building links between the home, school and workplace. Research indicates that parental involvement in children’s education from birth until they leave home has several positive results, including higher test scores, better grades, more consistent attendance, more positive attitudes and behaviors, and greater participation in effective academic programs. Parent-teacher organizations, such as the PTA and PTO, provide opportunities for parent participation in school activities. The more successful parent involvement programs are those in which parents participate in the education process. Schools play a critical role in reducing risks to children by identifying and reporting suspected abuse and neglect, and providing programs to educate students on a variety of risks, such as teen pregnancy, sexually transmitted diseases, suicide, and accidental injury or death. Increasingly, schools are taking measures to prevent violence at school. Chapter 2 addresses the following questions: What are society’s expectations for schools?

How does poverty place students at risk of school failure?

How can schools intervene to help students at risk?

How can schools get parents involved in their children’s education?

How can schools reduce risks that threaten student’s health and safety? Chapter-at-a-Glance Chapter Outline Topics Supplements What Are Society’s Expectations for Schools?

• Society’s Multiple Expectations • At-Risk Students

How Does Poverty Place Students At Risk of School Failure?

• Links Between Poverty and Learning • Effects of School Size

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How Can Schools Intervene to Help Students At Risk?

• Providing Early Intervention Programs • Keeping Students in School • Providing Compensatory Education • Offering Incentives and Disincentives • Providing Mentors and Tutors

How Can Schools Get Parents Involved in Their Children’s Education?

• Implementing Parental Involvement Programs • Providing Family Services Through Full-Service Schools


How Can Schools Reduce Risks that Threaten Children’s Health and Safety?

• Preventing Child Abuse and Neglect • Preventing and Responding to Teen Pregnancy • Preventing the Spread of AIDS and Other Communicable Diseases • Preventing Suicide and Accidental Injury or Death • Preventing School Violence

What Are Society’s Expectations for Schools? Objectives • Describe the range of societal expectations for schools. Key Terms • at-risk students Teaching Suggestions Exploring Social Issues That Affect Schools: A Small Group Activity In Figure 2.1, McNergney and McNergney identify some social issues that affect schools and encourage students to consider the effects those issues might have on teaching and learning. Break the class into five groups and assign each group one of the five categories in Figure 2.1 to consider in more depth. Ask them to answer the following questions: -What other examples could be added to your category? -How does each of these examples affect schools? -What should be the role of teachers in relation to these issues? -What effects might these issues have on teaching and learning? -What do you need to know as a teacher to deal with these issues effectively?


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Discussion Suggestions Public Expectations of Schools • Are public expectations of schools realistic and appropriate? Why or why not? How Does Poverty Place Students at Risk of School Failure? Objectives • Describe the effects of poverty on students’ academic, social, and emotional outcomes. Teaching Suggestions Thinking About Students at Risk Students who are at risk of failure can be found in all schools, whether urban or rural, wealthy or impoverished. Most students have known other students who dropped out of or did poorly in school. Ask students to think about someone they knew who dropped out or who did poorly. Why do they think that occurred? What might have been done to help that person succeed? The definition of what it means to be “at risk” continues to broaden. Was there ever a time in the students’ own academic careers when they were considered to be “at risk” in some way, either by others or by themselves? What occurred, and what kind of help, if any, did they receive? How did they feel?

Discussion Suggestions Society’s Responsibilities • What is society’s responsibility to students at risk? • How might children living in low-income neighborhoods have access to better schools? • Why might poverty have less negative effects in small schools than in large schools? How Can Schools Intervene to Help Students at Risk? Objectives • Analyze the characteristics of effective early intervention programs. • Discuss the relative merits of alternative approaches to help students at risk. • Consider effective ways to link home, school, and work. Key Terms • early intervention • holding power • compensatory education programs • Title I • pull-out programs • latchkey children • incentive programs • mentoring programs Teaching Suggestions Learn More about High/Scope McNergney and McNergney summarize research findings about the effectiveness of the Perry Preschool Program, perhaps the best-researched early childhood program to date. Learn more about the twenty-two-year follow-up study of this comprehensive developmental preschool program by visiting the


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High/Scope Education Research Foundation’s web site at http://www.highscope.org/Research/homepage.htm. You can review many of the studies documenting the Perry Preschool Program research results, and use hem in class to discuss the potential long-term effects of quality early childhood experiences. Discussion Suggestions Helping Students at Risk • How might you decide if a Title I program were successful? • How might we meet the needs of latchkey children? • What are some tactics schools use to encourage academic achievement? Student Activities Learn More About Mentoring: Big Brothers and Big Sisters Big Brothers Big Sisters of America is the oldest and largest youth mentoring organization in America. Ask students to learn more about Big Brothers Big Sisters by visiting their website (www.bbbs.org). On the site, students can view a movie that describes the organization’s history and programs, and learn more about the programs in the “Volunteering” and “Our Program” sections of the website. What are the characteristics of this program that appear to contribute to its success? How can Big Brothers Big Sisters contribute to academic success? How Can Schools Get Parents Involved in Their Children’s Education? Objectives • Describe effective strategies to involve parents in their children’s education. • Discuss the characteristics of full-service schools. Key Term • full-service schools Teaching Suggestions Involving Parents: One Teacher’s Approach Many teachers work hard to involve parents in their children’s education in a variety of ways. Use Handout Master 2.1 to learn about how Jeanette Johnston, a kindergarten teacher, involves parents in her classroom. Ask students to read the description of Jeanette’s parent involvement program, and then discuss the questions that follow. Discussion Suggestions Working with Families • How can teachers and schools encourage more parental involvement? • How can teachers and schools accommodate the needs and circumstances of single-parent families, families with nontraditional working hours, foster families, and other family circumstances that make traditional parental involvement more difficult? Student Activities Using the World Wide Web for More Information Ask students to explore the website for the Eric Clearinghouse on Urban Education (http://ericae.net) to learn more about a variety of programs and research supporting urban families and communities.


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http://www.highscope.org/Research/homepage.htm

http://www.bbbs.org

http://ericae.net

How Can Schools Reduce Risks That Threaten Children’s Health and Safety? Objectives • Describe identifying characteristics of the risks described in the text, and determine strategies to prevent risks that threaten children’s health and safety. • Review the teacher’s responsibility to report cases of suspected child abuse and neglect. Key Terms • Child Abuse Prevention and Treatment Act • Adoption and Safe Families Act of 1997 Teaching Suggestions Violence Prevention Programs Learn more about violence prevention programs by visiting the Safety Zone website at http://www.safetyzone.org/, which has links to programs that have proven successful in reducing youth violence. Several of the sites provide detailed evaluation information. Discussion Suggestions Addressing Safety Issues • How can teachers reduce incidences of bullying? • What does current research tell educators about effective programs to deter substance abuse? Student Activities Learning More About Promoting Student Health and Safety Invite a school counselor to class to talk with students about health and safety issues. Prior to the counselor’s visit, ask students to prepare questions, based on issues raised in the text. Case Studies, Case Perspectives, and Reflective Activities Case Studies and Each chapter begins with a case study and concludes with a case perspective. Case Perspectives Use the case study and case perspective as an opening and concluding activity for the chapter. At the beginning of the chapter, ask students to discuss or write about the case. At the end of the chapter, ask students to return to the case and expand upon their earlier written comments or add to the previous discussion. Reflective Activity Each chapter concludes with a reflective activity that uses the reflective teaching process introduced in Chapter 1. Each reflective activity also reflects an INTASC Principle and Disposition. Use these reflective activities, either as a student journaling assignment or an in-class discussion topic, as a culminating activity for this chapter. Alternative Assessments Multiple-choice, short-answer, and essay items for this chapter can be found in the final section of this instructor’s manual. The following alternative assessment activities relate to the major questions of this chapter.


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http://www.safetyzone.org/

What are society’s expectations for schools? Interview school personnel and community members, asking them to what extent schools should be involved in curing the nation’s ills. How does poverty place students at risk of school failure? Some people argue that you cannot fix schools by throwing money at them, and that giving schools money will not end problems associated with poverty. Write a response to this contention. How can schools intervene to help students at risk? Design a one-hour per week program that you believe will help students at risk (select a type of risk). Include a list of resources and support services you would use, if any. How can schools get parents involved in their children’s education? Write a case study about a parent who is reluctant to become involved with their child’s school. Explain why the parent is resistant and describe how school personnel eventually manage to get the parent involved. How can schools reduce risks that threaten children’s health and safety? Create a video for students that address a particular health or safety issue.


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Chapter 3 The Richness of Classroom Cultures

Chapter Overview Diversity is defined in many ways in United States society. The language of diversity is characterized by terms relating to culture, race, ethnicity, and minority status. Culture can be used in an inclusive way to refer to the sum of the learned characteristics of a people, or an exclusive way to describe smaller, more conceptually discrete groups of people. Race is usually defined by physical characteristics, but sometimes also by ethnicity. Ethnicity refers to membership in a group with a common cultural tradition or a common national origin. As teachers plan for instruction, they may think about teaching and learning from the viewpoints of immigrants, language minority or bilingual students, and males or females. Teachers also consider exceptionalities (special abilities or disabilities) and sexual orientation of students. There is much confusion about the meaning of multicultural education, yet there is an emerging consensus among specialists that multicultural education is a reform movement designed to bring about educational equity for all students from different races, ethnic groups, social classes, abilities, and genders. There are five general approaches to multicultural education. Teaching the culturally different seeks to assimilate students into the cultural mainstream; Human relation strives for social harmony; Single-group studies encourage cultural pluralism through appreciation; Multicultural promotes cultural pluralism through educational reform; and Education that is multicultural and social reconstructionist challenges social inequalities. James Banks identified four levels of integrating ethnic content into school curricula that can be used to evaluate multicultural education. The four levels are contributions, additive, transformation, and action approaches. People judge the efficacy of multicultural education in terms of resources expended, processes of education, and outcomes (e.g. standardized test scores, student satisfaction, school attendance, dropout rates, and participation in extracurricular activities). Like all facets of school curriculum, both the content and processes of multicultural education will continue to be subject to scrutiny. The law assures individuals with disabilities a right to a free, appropriate education in the least restrictive environment, or in regular classrooms whenever possible. Students selected for special education services must have an individualized education program (IEP). Students with disabilities may have all their needs met by a general education teacher. They may get help from a special education teacher, either in a general education classroom or be pulled out for services. Some may spend all their time in a self-contained special education classroom or residential setting. Inclusive education is designed to include all people regardless of their physical, cultural, emotional, or intellectual characteristics. Some view inclusion not only as an educational issue but also as a logical extension of the civil rights movement. On the other hand, students who are gifted or talented may also be pulled out of the general education classroom for special instruction. They may skip a grade in school. Some take Advanced Placement courses and college courses. Studies suggest that economically disadvantaged students and limited English proficient students are significantly underrepresented in gifted and talented programs. Teachers who are the most successful in working with diverse groups of students develop “culturally relevant” classrooms—places where curriculum and instruction are “friendly” to difference. Teachers use a variety of instructional approaches that they adapt to their perceptions of students’ needs. Teaching in a culturally responsive way means fitting instruction to learners, not fitting learners to instruction. Teachers accomplish such adaptations by selecting curricula, delivering instruction, and evaluating student progress. Chapter 3 addresses the following questions: What is diversity?

What other concepts define diversity?

What is multicultural education?

What types of multicultural education exist, and how are they evaluated?

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How are educational services adapted for students with exceptionalities?

How can teachers create culturally relevant classrooms?

Chapter-at-a-Glance Chapter Outline Topics Supplements What is Diversity?

• Culture • Race and Ethnicity


What Other Concepts Define Diversity?

• From the Perspective of Immigrants • From the Perspective of Being a Language Minority or Bilingual Person • From the Perspective of Gender • From the Perspective of Exceptionality • From the Perspective of Sexual Orientation

What is Multicultural Education?

• Teaching the Culturally Different • Human Relations Approaches • Single-Group Studies • Multicultural Approaches • Education That Is Multicultural and Social Reconstructionist

What Types of Multicultural Education Exist, and How Are They Evaluated?

• Accountability Issues


How Are Educational Services Adapted for Students with Exceptionalities?

• Delivering Services to Students with Disabilities • Delivering Services to Gifted and Talented Students

How Can Teachers Create Culturally Relevant Classrooms?

• Cultural Mismatches • Responsive Instruction


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What Is Diversity? Objectives • Compare and contrast the concepts of culture, race, and ethnicity. Key Words • culture • race • ethnicity Teaching Suggestions Exploring Our Own Diversity All groups are diverse. Sometimes the diversity is obvious, such as individuals in a group that are clearly of different races, nationalities, or ethnic origins. Sometimes, the diversity is less apparent. In this exercise, students explore the diversity in the class by thinking about their own lives, family backgrounds, and personal experiences. Ask students to write about themselves, using questions on Handout Master 3.1 as a prompt for their thoughts. Break the class into groups of four to five, and ask them to discuss their writing. In the large group, discuss the diversity among class members. Compare the racial and ethnic diversity of this class to the data provided in Table 3.1. Discuss the variations in cultural, regional, and socioeconomic diversity in light of the diversity of the students’ personal experiences. Discussion Suggestions Thinking About Race and Culture • Is “salad bowl” a more apt metaphor than “melting pot” for cultural diversity in the United States? What differences do the metaphors suggest? • Should racial designation matter for purposes of education? Why or why not? • Do you believe that school integration is important? • What groups might be defined as minorities? Might the definitions change in different locales or at different times? What Other Concepts Define Diversity? Objectives • Analyze ways in which national origin, language, gender, exceptionality, and sexual orientation as forms of diversity affect teaching and learning. Key Terms • assimilation • pluralism • Limited English Proficient (LEP) • English as a Second Language (ESL) • bilingual education • gender bias • Title IX • exceptional learners • giftedness Teaching Suggestions Diversity—Using Resources on the Web Visit Donnell Butler’s website, Diversity in the Classroom (http://www.princeton.edu/~djbutler/ditclink.htm) or Mary Ann Coe’s website (http://www.mwsu.edu/~educ/div/div.htm) for a variety of resources related to


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http://www.princeton.edu/%7Edjbutler/ditclink.htm

http://www.mwsu.edu/%7Eeduc/div/div.htm

thinking and teaching about diversity. Ask students to investigate one aspect of diversity in detail, using these websites as a starting point. Discussion Suggestions Thinking About Implications of Diversity • How might the experiences of immigrants differ from those of other students? • Why might some people oppose bilingual education? • Are single-sex schools the answer to gender bias in the classroom? • How should exceptionality be defined? • Should there be separate programs for gay and lesbian students? What Is Multicultural Education? Objectives • Compare and contrast the five general educational approaches to multicultural education described by Sleeter and Grant. • Analyze the implications for teaching and learning implicit in each of the approaches to multicultural education. Key Term • conflict mediation Teaching Suggestions Reflecting on Multicultural Education—A Personal Writing Exercise McNergney and McNergney describe five approaches to multicultural education as proposed by Sleeter and Grant in Figure 3.2. Before beginning a discussion of the five approaches, ask students to spend a few minutes writing about what they perceive multicultural education to be. What is the goal of multicultural education? What are schools trying to accomplish with it? After they have finished writing, ask them to compare what they wrote with the five approaches in Figure 3.2. Which approach most closely aligns with what they wrote? Follow that discussion with an examination of each of the five approaches, and brainstorm a variety of instructional activities that might take place when using each approach. Discussion Suggestions Multicultural Education • What is multicultural education? • Did any of the schools you attended use human relations approaches? • Did they use any of the other approaches? • Does alternative culture-based curricula encourage separatism? What Types of Multicultural Education Exist, and How Are They Evaluated? Objectives • Consider ways in which the effectiveness of multicultural education might be assessed. • Identify instructional strategies and curricular approaches that can support a multicultural approach. Key Terms • e pluribus unum • equal educational opportunity


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Teaching Suggestions Banks’ Model of Approaches to Multicultural Curricular Reform— Applying it to the Classroom Banks’ model of multicultural education can be used as a practical guide for teachers to judge multicultural approaches. Ask students to use Banks’ multilevel taxonomy in Handout Master 3.2 to propose alternative classroom activities in a middle school social studies class. What activities might a teacher devise using each approach? Issues of Diversity and the Curriculum—The Case of Leslie Turner Using Handout Master 3.3, students can explore the relationship between curriculum, learning, and diversity issues in the case of Leslie Turner. Leslie is a first-year social studies teacher who is trying to address controversial issues in her social studies classroom. She finds herself at the center of controversy when some of the parents object to the content and focus of her unit. Several activities might be used with this case: • Ask students to read the case, and then discuss it in small groups, using the questions at the end of the case as a guide. Provide newsprint and markers for groups to post their conclusions. After each group has summarized their conclusions, lead the class in more detailed case analysis. • Use the Reflective Teaching Process that McNergney and McNergney describe in Chapter 1 of their text. Ask student to think about Leslie’s decision making, considering each step of the model. Did Leslie fail to consider important issues? Did she take into account both her values and those of the community? What knowledge did she draw upon? What further knowledge should she consider now? What actions did she take? What actions should she take now? What might the positive and negative consequences of those actions be? Discussion Suggestions Thinking about Multicultural Education Issues • What standards should be applied to multicultural curricular reform? • How would you decide whether multicultural education is effective? • What are some ways teachers can benefit from student diversity? • Has multiculturalism become just another form of political correctness? How Are Educational Services Adapted for Students with Exceptionalities? Objectives • Describe legal requirements for providing education to students with disabilities. • Evaluate the strategies that effective teachers use when working with students with disabilities. • Analyze the issues inherent in providing programs for gifted and talented students. Key Terms • Education for All Handicapped Children Act • Individuals with Disabilities Education Act (IDEA) • inclusive education • individualized education program (IEP)


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Teaching Suggestions Teaching Students with Disabilities Effectively Table 3.3 provides many suggestions for effective teachers’ actions with students with disabilities. Discuss those suggested actions with students, paying particular attention to the intended outcome of each action (e.g. increasing student involvement) and the proposed strategy to accomplish that outcome. Discussion Suggestions Accommodating Individual Student Needs • What does it take to make inclusion work? • Is there an ideal method of educating students who are gifted and talented? Student Activities Interviewing a Teacher Invite a teacher to the classroom or ask students to interview a teacher in the local schools who has a student with special needs in his or her classroom. How did the teacher adapt instruction to meet the student’s needs? What kind of support did the teacher receive from the district? What were the advantages and disadvantages of the inclusion experience? How Can Teachers Create Culturally Relevant Classrooms? Objectives • Generate a list of strategies that effective teachers have used to create culturally relevant classrooms. Teaching Suggestions Creating a Culturally Relevant Classroom McNergney and McNergney state that three factors influence positive attitudes in schools. They are the quality of teachers’ relationships with students, the quality of education, and the social skills teachers impart to students. Ask students to consider how a beginning teacher might address each of these factors. What steps can a teacher take to develop positive relationships in a culturally diverse classroom? Discussion Suggestions Learning about the Community • How can beginning teachers get to know their students and their communities when students come from cultures and language backgrounds different from their own? Case Studies, Case Perspectives, and Reflective Activities Case Studies and Each chapter begins with a case study and concludes with a case perspective. Case Perspectives Use the case study and case perspective as an opening and concluding activity for the chapter. At the beginning of the chapter, ask students to discuss or write about the case. At the end of the chapter, ask students to return to the case and expand upon their earlier written comments or add to the previous discussion.


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Reflective Activity Each chapter concludes with a reflective activity that uses the reflective teaching process introduced in Chapter 1. Each reflective activity also reflects an INTASC Principle and Disposition. Use these reflective activities, either as a student journaling assignment or an in-class discussion topic, as a culminating activity for this chapter. Alternative Assessments Multiple-choice, short-answer, and essay items for this chapter can be found in the final section of this instructor’s manual. The following alternative assessment activities relate to the major questions of this chapter. What is diversity? Create a racial, ethnic, and cultural profile of yourself. Discuss situations in your life in which you feel you were discriminated against. What other concepts define diversity? Research one type of exceptionality and debate the issue of full inclusion. Should all students be in a regular classroom setting, regardless of their abilities (e.g. giftedness) or disabilities (e.g. emotional or behavioral disorders)? What is multicultural education? Write a definition for multicultural education. Which of the multicultural education approaches (i.e. teaching the culturally different, human relations, single-group studies, multicultural educational or social reconstructionist) best fits your definition? What types of multicultural education curricula exist, and how are they evaluated? Using Banks’ taxonomy of multicultural education approaches, give an example of how a teacher would implement a unit of study at each level. How can teachers create culturally relevant classrooms? Create a unit of study for your discipline that addresses multicultural issues.


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Chapter 4 Education in America: The Early Years

Chapter Overview America’s formal education system was heavily influenced by European intellectuals. Their beliefs in education, human potential, and learning still shape American education today. Some of the European thinkers who influenced early American education included Comenius, Locke, Rousseau, Pestalozzi, and Froebel. Education in colonial America reflected the colonists’ beliefs, values, and concerns. Most colonists believed education should help save souls so schools emphasized the scriptures. New England colonies established town schools with a strong Calvinist tradition. Different groups in the middle colonies established parochial schools that preserved their various languages and beliefs. In contrast, informal education in early America typically meant learning from the family, working through apprenticeships, and gaining knowledge from the increasing number of published books and newspapers. The Northwest Ordinance of 1785 established a precedent for public financing of education. Early nineteenth century reformers called for more humanistic views of education. In addition, rapid industrialization in the early nineteenth century led to increased emphasis on practical rather than theoretical learning. White, protestant males had the most opportunity for education, while slaves had the least opportunity. In fact, it was illegal to educate slaves in the South, but European missionaries, freed African Americans, religious groups, and slave owners were often a covert source of education for them. Native and Hispanic Americans were educated at home and in mission schools. Until the 1800s, females were primarily educated at home or in dame schools where they learned a variety of rudimentary skills. Clergymen and physicians developed educational programs for persons with disabilities. During colonial times, academic qualifications of teachers ranged from possessing the ability to read to a college education. Teaching meant memorizing facts and teachers used large-group instruction, choral responses, and harsh corporal punishment. Joseph Lancaster introduced the monitorial method of teaching in the 1820s. The spread of lyceums, common schools, land-grant colleges, Latin grammar schools, English academies, and high schools expanded formal education at the primary and secondary levels. By the late 1700s, several colleges had been established for young men. The Morrill Act of 1862 provided federal assistance for the establishment of public colleges of agriculture and the mechanical or industrial arts. The common school movement promoted reforms such as public schools for all children, taxation for public education, longer school terms, kindergartens, and teacher preparation programs. Early curriculum materials were based on the Old and New Testaments. The hornbook was the first reader for many students. Later, primers—textbooks designed to impart rudimentary reading skills—were developed. Early geographies, dictionaries, and spellers emphasized patriotic and moral themes. In 1836, McGuffey Readers, which emphasized virtues and patriotic nationalism, were first produced. Early schools were judged successful if they provided rudimentary education in the basic skills of reading, writing, and arithmetic at a low cost. The success or failure of schools varied for students depending on their race, gender, or social class. Compared to other societies of the time, however, education in early America was remarkably successful. Chapter 4 addresses the following questions: Which Europeans influenced education?

How did informal education develop before the Civil War?

What were the aims of education?

How did formal education develop before the Civil War

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Chapter-at-a-Glance Chapter Outline Topics Supplements Which Europeans Influenced Early Education?

• Comenius: Value of Structure • Locke and Rousseau: Enlightened Views • Pestalozzi: Encouraging Development • Froebel: Start Early


How Did Informal Education Develop before the Civil War?

• Education in the Southern Colonies • Education in the Middle Atlantic Colonies • Education in the New England Colonies • A National View of Education

What Were the Aims of Education?

• The Role of Religion • Industry Affects Education • Education for Slaves • Education for Native Americans • Education in Spain’s American Colonies • Education for Women • Education for People with Disabilities

How Did Formal Education Develop before the Civil War?

• Life in Colonial Schools • Curricula • The Monitorial Method and the American Lyceum • Latin School and the English Academy • Early Ideas of Public Education • Leaders in the Movement for Universal Education • The Development of Parochial Schools • The Growth of Institutions of Higher Education


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Which Europeans Influenced Education? Objectives • Describe the influence of selected European thinkers on American education. • Compare and contrast their contributions. Teaching Suggestions Thinking About the Past—The Influence of European Thinkers Several European philosophers influenced American education. In this activity, students compare and contrast their ideas and consider how they affect American education today. Handout Master 4.1 can be used in one of two ways: Students can use it to take notes as the instructor lectures, or students can use the handout in small groups as they seek the information from the text themselves. After students have completed the activity, lead a discussion on the following questions: What ideas did the philosophers have in common? How did they differ? How do their ideas affect American education today? Discussion Suggestions Comparing Ideas • How was Rouseau’s education of Emile similar to or different from educational ideas today? • How is Pestalozzi’s “object lesson” in mathematics similar to or different from math lessons taught in today’s elementary schools? How Did Informal Education Develop Before the Civil War? Objectives • Discuss the impact of the various types of informal education in different regions of the country before the Civil War. Key Terms • apprenticeships • land grant schools • parochial schools Teaching Suggestions Early Curriculum Materials McNergney and McNergney describe many of the early sources of curriculum. More information about these materials and samples of the curricula are available on several websites. Use the websites for more detailed information, or direct students to the sites for their own review. Below are website addresses for the following topics: • the hornbook (http://www.cedu.niu.edu/blackwell/books.html) and (http://www.cedu.niu.edu/blackwell/diffhbks.htm • the New England Primer (http://www.nd.edu/~rbarger/www7/colonial.html) and (http://www3.gettysburg.edu/~tshannon/his341/nep1805contents.html) • Benjamin Franklin’s Poor Richard’s Almanack (http://www.gettysburg.edu/~tshannon/his341/pra1753contents.html) • McGuffey Readers (http://www.lib.muohio.edu/mcguffey/bibliography.php)


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http://www.cedu.niu.edu/blackwell/books.html

http://www.cedu.niu.edu/blackwell/diffhbks.htm

http://www.nd.edu/%7Erbarger/www7/colonial.html

http://www3.gettysburg.edu/%7Etshannon/his341/nep1805contents.html

http://www.gettysburg.edu/%7Etshannon/his341/pra1753contents.html

http://www.lib.muohio.edu/mcguffey/bibliography.php

Discussion Suggestions Considering Informal Education • In which area of the country would you have preferred to be educated during colonial times? Why? • Why were educational practices so diverse in the American colonies? • Newspapers were very influential forms of informal education in the eighteenth and nineteenth centuries. What forms of communication serve as sources of informal education today? How do they influence democracy and daily life? Student Activities Considering Factors Affecting Education In small groups, examine Figure 4.1, which describes factors that affected American education before the Civil War. What factors would the group members list for American education today? What Were the Aims of Education? Objectives • Compare and contrast the role of religion in education during the colonial period through the Civil War with the role of religion in schools today. • Analyze the educational experiences of different groups of people during the colonial times through the Civil War. Key Terms • dame schools • hidden passage • assimilation • mission schools Teaching Suggestions Thinking About Continuing Debates—The Role of Religion McNergney and McNergney discuss the evolving role of religion in America from the colonial period through the mid-nineteenth century. The role of religion, values, and ethics in schools continues to be a controversial subject in education today. To begin a discussion of this topic, ask students to write brief responses to the following questions: -Based on your reading in the text, what was the role of religion and values in early American schools? -What is your understanding of the role of religion and values in American education today? After students have written responses to these two questions, engage them in a large-group discussion. Why is religion in the schools in American education today? Discussion Suggestions Then and Now • What historical events have shaped religion’s influence on public education? • Why might regional differences in students’ academic achievement exist today?


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• How are people’s attitudes toward individuals with special needs similar to or different from those of our ancestors? Student Activities Educating Different Groups —A Reflective Writing Activity McNergney and McNergney point out that educational opportunity in the nineteenth century varied. African American slaves, Native Americans, Spanish- speaking people in Spain’s American colonies, women, and people with disabilities all experienced different forms of education, different societal expectations and constraints, and different struggles toward equal educational opportunity. Both of the following two activities are designed to encourage students to think about the implications of the educational opportunities and constraints each group faced. (1) Ask students to take the perspective of one group described in the text and write a first-person narrative about what the educational experience must have been like. Discuss the issues that students raise in their writing. (2) Assign students to five small groups, each focusing on one of the groups described in the text. Ask each group to present the challenges and opportunities of their group to the rest of the class. Encourage students to compare and contrast the educational experiences of these groups of people. How has education for each of these groups of Americans changed? Are any vestiges from the past still issues today? How Did Formal Education Develop Before the Civil War? Objectives • Compare earlier forms of instruction with educational practices today. • Identify leaders in the movement for universal education and describe their contributions. Key Terms • primers • monitorial method • lyceum • Latin grammar school • English academy • common schools • universal schooling • normal schools • seminaries Teaching Suggestions Early Textbooks Find a sample of McGuffey Readers on the World Wide Web (http://www.lib.muohio.edu/mcguffey/bibliography.php). Compare the McGuffey Readers to the New England Primer and current reading textbooks. Current Textbooks Assign students to review textbooks for the grade level or subject level they plan to teach. What themes do they find in those materials?


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http://www.lib.muohio.edu/mcguffey/bibliography.php

Recognizing Educational Success and Failure Review the aims of education between 1600 and 1865, as discussed earlier in the chapter. Given what the chapter describes, were schools successful? Ask students to consider the aims of education today, listing them as students suggest them. Discussion Suggestions Then and Now • How have the image, status, and roles of teachers changed since colonial times? • Is corporal punishment still used in schools today? • How do textbooks and other educational materials promote values today? What kinds of values do they promote? • What elements of the lyceum, the Latin grammar school, and the English academies exist in public schools today? • Lead a discussion that compares the aims of education between 1600 and 1865 with the realities of education in that time period. Why were schools considered successful? Case Studies, Case Perspectives, and Reflective Activities Case Studies and Each chapter begins with a case study and concludes with a case perspective. Case Perspectives Use the case study and case perspective as an opening and concluding activity for the chapter. At the beginning of the chapter, ask students to discuss or write about the case. At the end of the chapter, ask students to return to the case and expand upon their earlier written comments or add to the previous discussion. Reflective Activity Each chapter concludes with a reflective activity that uses the reflective teaching process introduced in Chapter 1. Each reflective activity also reflects an INTASC Principle and Disposition. Use these reflective activities, either as a student journaling assignment or an in-class discussion topic, as a culminating activity for this chapter. Alternative Assessments Multiple-choice, short-answer, and essay items for this chapter can be found in the final section of this instructor’s manual. The following alternative assessment activities relate to the major questions of this chapter. What European thinkers influenced early education? Trace a common educational practice used today (e.g. cooperative learning, drill and practice) to its roots or trace the ideas of an early educational philosopher to a common practice used today. Research other educational philosophers and describe their impact on today’s educational ideas.


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What was the influence of informal education before the Civil War? Write a short story about how a family might have lived in the southern colonies, the middle colonies, or the New England colonies. Include in your story a description of how the family lived, the religious beliefs they might have held, and their educational experiences. What were the aims of education? In colonial America, religion played a role in education. Survey students, teachers, and community members about their beliefs on the connection, if any, between education and religion. Write a summary of your findings. How did formal education develop before the Civil War? Create a timeline showing the development of education in each of the colonies. Include an explanation of how formal education developed differently for individuals of different races, genders, religious beliefs, or physical abilities


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Chapter 5 Education in America: Then and Now

Chapter Overview Passion for intellectual freedom and civil liberties widened and deepened after the Civil War. The Thirteenth, Fourteenth and Fifteenth amendments of the constitution ended slavery and guaranteed civil rights to former slaves, but customs of segregation and discrimination remained entrenched. The Freedman’s Bureau established and maintained schools in the South, thus strengthening the role of federal government in education. The push for universal education and social reform gained momentum. By the early twentieth century, many social problems played themselves out in schools. Reformers placed their faith in science to solve educational and social problems, and developments occurred in school organization and management, testing, and research on teaching and learning. The press and mass media became increasingly powerful as instruments of social change. The federal government also became more influential in education, particularly after the 1950s. After the Civil War, the country became more populous and urbanized. A higher percentage of people worked in factories, urban poverty and immigration increased, and assimilation became a major goal of education. Students in the United States initially experienced a separate and often unequal education, but over time, schools increasingly attempted to respond to the rich diversity of America’s population. Following the Civil War, most teachers were young, poorly paid, and rarely educated beyond elementary levels. Efforts to professionalize teaching began during the nineteenth century and by the twentieth century, teachers were supposed to be scientific experts with a mission to educate. Classes were large, sometimes with as many as 70 students in urban schools. Men controlled public education, but women comprised 86 percent of teachers by 1920. The Progressive movement influenced classroom practice. Progressive educators, such as John Dewey, called for more scientifically tested and child-centered curricula, integrated learning, and less rote learning and lecture. After World War II, criticism of schools increased as education became more a subject of national interest. After World War I, the number of schools and the perceived value of education increased, but support varied according to the economic conditions of the times. Schools became more bureaucratized, and education was increasingly considered essential to national well-being and social change. The federal government sponsored educational programs, and schooling was extended to the very young and to adults. Higher education expanded rapidly, particularly after World War II. Institutions of higher education provided technical training in occupations and trades, and academic preparation in the professions, research, business and industry, and other fields. After the Civil War, efforts to standardize the curriculum competed with efforts to diversify the curriculum. Debates about a core curriculum, censorship, and the nature of curriculum increased during the twentieth century. Critical reports such as A Nation at Risk raised questions about the quality of American education and proposed reforms for improvement. Despite criticisms, American education improved dramatically during the modern era. Typically, judgments about educational success and failure have been guided by three factors: what goes in (resources and inputs), what goes on (curriculum and activities), and what comes out of schools (measures of student learning). Beginning in the 1930s, standardized tests have been increasingly used to assess student aptitude and learning, in spite of some critics’ concerns of those measures. Chapter 5 addresses the following questions: How did educational life change after the Civil War?

Who are “We the People?”

How did teaching change after the Civil War?

How have schools changed during the modern era?

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Why was curriculum so important?

How do we typically judge educational success and failure? Chapter-at-a-Glance Chapter Outline Topics Supplements How Did Educational Life Change after the Civil War?

• Ending Slavery and Reconstructing the South • We Need Educational and Social Reform • Science and Philanthropy Combine to Educate • Learning from Mass Media • Federal Influence on Education


Who Are “We the People?”

• Native Americans • European Americans • African Americans • Hispanic Americans • Asian Americans • Exceptional Learners in America • American Women

How Did Teaching Change after the Civil War?

• Status of Women in Teaching Changes • The Progressive Movement Begins • Trying to Educate the Nation


How Have Schools Changed during the Modern Era?

• Consolidation and Bureaucratization • New Links Between Schools and Communities • Rise of Preschools • The Middle School Movement • Comprehensive High Schools • Homeschooling • Adult Education • Opportunities for Higher Education

Why Was Curriculum So Important?

• Standardized Curriculum • Diversified Curriculum • Censorship and Core Curricula • Innovative Curriculum



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How Do We Typically Judge Educational Success and Failure?

How Did Educational Life Change After the Civil War? Objectives • Describe the historical, cultural, and philosophical events that influenced education after the Civil War. Key Terms • Freedman’s Bureau • Black codes • National Association for the Advancement of Colored People (NAACP) • Elementary and Secondary Education Act (ESEA) of 1965 Teaching Suggestions Some Factors Affecting American Education in the Modern Era Use Figure 5.1 as a guide for discussion about factors that continue to affect American education. Lead the whole class in a discussion of the factors. As an alternative, break the class into smaller groups to discuss one group of factors in more detail. Discussion Suggestions Thinking About Influences • Which factors affecting the modern era do you think have had the greatest impact on your schooling? • How have changes in media and technology affected your own education? Who Are “We the People?” Objectives • Compare and contrast the educational experiences of various groups of people in relation to historical events of the time. Key Terms • Bureau of Indian Affairs (BIA) • Indian Self-Determination and Educational Assistance Act • Plessy v. Ferguson • Brown v. Board of Education of Topeka, Kansas • Chinese Exclusion Act • Women’s Educational Equity Act (WEEA) Teaching Suggestions Striving Toward Equality: Reflecting on Two Views Booker T. Washington and W.E.B. Dubois, two African American leaders in the late nineteenth and early twentieth centuries, held different views of the role of education in the path for African American equality. Encourage students to understand the differences in the two leaders’ positions. How are their positions reflected in discussions about urban education and the education of “at-risk” students today?


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Discussion Suggestions Considering Multiple Perspectives • Why might Native Americans as a group trail in levels of educational attainment today? • Does bilingual education slow the assimilation of immigrants? Should all immigrants be expected to assimilate? • Why might Asian-American students as a group have the highest SAT scores in the nation? • Why should people with disabilities be more fully integrated into society today? • Did the Women’s Movement help or hurt the struggle for equal educational opportunity for women? Student Activities Using MyLabSchool Alternative Students using MyLabSchool can go to www.mylabschool.com and access the video lab for Foundations/ Intro to Teaching. Clip 4 of Module 3: Legal Foundations contains historical news footage related to the landmark case, Brown vs. Board of Education. Discuss the implications of that case, both in terms of the time at which it occurred and present educational issues. How Did Teaching Change After the Civil War? Objectives • Describe the role of teachers during this period. • Discuss the characteristics of the progressive movement and its effects on current education. Key Terms • progressivism • National Defense Education Act (NDEA) Teaching Suggestions The Eight-Year Study The Eight-Year Study, sponsored by the Progressive Education Association, examined how well students from 29 high schools performed in college. The 300 participating colleges waived formal admission requirements for students receiving their high school diplomas from those schools. The 29 high schools were both public and private, and their programs ranged from conservative to fairly radical. From 1933 to 1940, the schools were free to make any curricular changes they chose. In 1940, the schools submitted final reports, and the evaluation team compared 1,475 matched pairs of students from the experimental and control schools. Discuss the results summarized on Handout Master 5.1, and raise questions about issues of curriculum standardization, diversification, and innovation. Also, compare the positions of those arguing for a diverse curriculum with those arguing for a core curriculum. Discussion Suggestions Thinking about Progressivism • Why did progressivism enjoy a revival in the 1990s? • Some argue that progressive ideas are the cause of many of today’s educational problems and failures. What do you think of this assertion, and why?


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http://www.mylabschool.com

How Have Schools Changed During the Modern Era? Objectives • Analyze the reasons for changes in school organization, programs, and opportunities in the modern era in relation to historical, political and sociological events. Key Terms • Head Start • Chautauqua movement Teaching Suggestions Early Childhood Education Preprimary education has grown substantially during the twentieth century. Begin a discussion of the varied forms of preprimary education by asking students in the class to describe their own early childhood experiences. How many attended preschool, and at what age? Was it public or private? How many were in some form of day care? What type of day care was it, and did it have any educational value? How many attended kindergarten? Was it every day, all day, or half-day? Do student experiences vary by age or by where they grew up? Discussion Suggestions Thinking about Policies • Do equal educational opportunities mean the same for all people? Why or why not? • Why did schools shift from junior high school to middle school organization and practices? If there are students in class who experienced each form of organization, how did the experiences differ? • Why do some families choose homeschooling? What are the perceived advantages and disadvantages of this approach? Student Activities Using the World Wide Web for More Information Students can learn more about the growth of early childhood, the middle school movement, and comprehensive high school education by visiting websites for each of those areas. The website for the National Association for the Education of Young Children (NAEYC) is www.naeyc.org. The website for the National Middle School Organization is www.nmsa.org. Two websites with information on secondary schools are the National Association for Secondary School Principals at www.nassp.org, and the Association for Supervision and Curriculum Development at www.ascd.org. Ask students to visit one of these websites of particular interest to discover what information can be found. Why Was Curriculum So Important? Objectives • Describe ways in which the curriculum has became more standardized and more diversified. • Define the meaning of a core curriculum and give examples of content. • Identify several innovations of the modern era and the public’s reactions to them. Key Terms • Committee of Ten on Secondary School Studies • Committee of Fifteen


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http://www.naeyc.org

http://www.nmsa.org

http://www.nassp.org

http://www.ascd.org

Teaching Suggestions Reflecting on Reforms: The Cardinal Principles of Secondary Education (1919) and The National Education Goals (1996) During the 20th century, a variety of groups have sponsored reports advocating purposes of education. In 1918, the Commission on Reorganization of Secondary Education produced the seven Cardinal Principles of Secondary Education, which promoted a strong school role in social as well as academic functions of education. In 1996, the National Education Goals Panel defined eight goals for education to fulfill by the year 2000. Use Handout Master 5.2 to compare the aspirations for secondary education that each group advocated. How are they similar and different? How does each group perceive schools’ role in society? State-level Reforms During the past 10 years, many states have begun reform efforts of their own, including developing state standards or curricula and state tests. Lead students in a discussion about those activities. For more information about state-level activities, see the web pages for individual state departments of education. Discussion Suggestions Standardization and Diversification • Reformers in the modern era have hotly debated issues of standardization and diversification in the curriculum. What are the benefits of standardizing the curriculum? What are the dangers? What are the benefits of diversifying the curriculum? What are the dangers? Student Activities Using the World Wide Web for More Information The World Wide Web has many sites devoted to educational reform. Ask students to conduct a search for sites addressing educational reform at the state and federal level. Who is sponsoring the pages, and what are the various sites reporting and advocating? How Do We Typically Judge Educational Success and Failure? Objectives • Identify issues related to educational evaluation in the modern era and describe the arguments related to those issues. Teaching Suggestions Assessing Success and Failure Discuss the three factors of assessing educational success and failure: inputs into education, processes of education (what occurs in schools and classrooms), and measures of student learning. In a large group discussion, brainstorm examples of each of those categories, and discuss the relationship between them. Discussion Suggestions Thinking about Assessment • How do inputs, processes, and outcomes relate to one another?


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• Testing usually focuses almost entirely on outcomes—the extent of student learning. How might the other two factors be assessed? • There has been increasing interest in comparing students, schools, and communities nationally and internationally. Do you think this is a good idea? Why or why not? Case Studies, Case Perspectives, and Reflective Activities Case Studies and Each chapter begins with a case study and concludes with a case perspective. Case Perspectives Use the case study and case perspective as an opening and concluding activity for the chapter. At the beginning of the chapter, ask students to discuss or write about the case. At the end of the chapter, ask students to return to the case and expand upon their earlier written comments or add to the previous discussion. Reflective Activity Each chapter concludes with a reflective activity that uses the reflective teaching process introduced in Chapter 1. Each reflective activity also reflects an INTASC Principle and Disposition. Use these reflective activities, either as a student journaling assignment or an in-class discussion topic, as a culminating activity for this chapter. Alternative Assessments Multiple-choice, short-answer, and essay items for this chapter can be found in the final section of this instructor’s manual. The following alternative assessment activities relate to the major questions of this chapter. How did educational life change after the Civil War? Create a newspaper for the post-Civil War era. Cover issues related to freed slaves, reconstruction, educational changes, and social reform. Who are “We the People”? Participate in a role-play activity in which you take the point of view of one of the following groups: Native American, European American, African American, Hispanic American, an exceptional learner, or a woman. Describe your life immediately following the Civil War. How did schools change during the modern era? Make a chart tracing the history of preschools, elementary schools, middle and junior high schools, and secondary schools in the United States. Interview parents who homeschool their children. Why was curriculum development so important? Write a position paper on your beliefs about censorship. Develop a short curriculum that addresses diversity issues.


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How do we judge educational success and failure? Interview teachers about their beliefs on how schools should be evaluated.


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Chapter 6 Why Teachers Behave As They Do

Chapter Overview Philosophy can be characterized as a set of ideas about the nature of reality and the meaning of life. A person’s philosophy affects how he or she will behave and why. Philosophy influences daily educational life in many ways. Parents, teachers, principals, and students all make decisions and take actions based on their philosophies. Because people may hold widely differing philosophies, the potential for conflict is great. People who adhere rigidly to philosophies often neglect to reexamine their views in light of changing conditions. Considering issues from various philosophical perspectives can help people be open to multiple points of view. Western philosophies originated with the classical Greeks who divided philosophy into the following three branches: metaphysics (the study of reality), epistemology (the nature of knowledge), and axiology (morality, or ethics, and beauty, or aesthetics). The American education system has its roots in several philosophies, including idealism, realism, and humanism. Idealism suggests that ultimate reality lies in consciousness or reason. Plato, its originator, believed that education was the vehicle of social mobility and the key to creating and perpetuating the ideal society. Realism is based on the idea that objects of sense or perception exist independently of the mind. Aristotle, the originator of realism, sought truth by investigating the real world around him. Realism forms the basis for the scientific method. Realists believe the role of education is to teach students about the world in which they live. Humanism, which is grounded in the writings of Erasmus, Martin Luther, and Rousseau, calls for respect and kindness toward students and developmentally appropriate instruction. Humanists believe students should not be forced to learn; students will learn what they need and want to know. Educational philosophies have also been influenced by modern philosophies such as existentialism and Marxism and by philosophical orientations toward learning such as behaviorism and cognitivism. Existentialism emphasizes the subjectivity of human experience and the importance of individual creativity and choice in a nonrational world. Marxists believe that the human condition is determined by forces in history that prevent people from achieving economic freedom and social and political equality. Behaviorists believe that human behavior is determined by forces in the environment beyond our control. In contrast, cognitivists believe that people actively construct their knowledge of the world through experience and interaction rather than through behavioral conditioning. Pragmatism defines the truth and meaning of ideas according to their physical consequences and practical value. Perennialism exalts ideas and accomplishments of Western civilization for their own sake, and believes that the purpose of schools is to develop students’ intellectual capabilities. Essentialism claims the existence of a body of knowledge all people must learn if they are to function effectively in society, but essentialists do not often agree on what constitutes the “essentials” that educated people should know. Social Reconstructionism is based on the belief that people are responsible for social conditions and can improve the quality of life by changing the social order. Social Reconstructionists advocate creating change through social activism and advise schools to address social problems head-on. Eastern and Middle Eastern philosophies, religions, and cultures are also beginning to influence schools in the United States as the number of people with roots in those regions grows. Hinduism, Buddhism, and Islam influence contemporary American educational philosophies. African and Native American philosophies, based on feeling and sociality, influence the development of curriculum and instruction. Traditional Native American thought emphasized holistic, non-rational existence and social relations. Native American philosophies stress personal dignity, moral responsibility, and the mutual interdependence of all people in a society or group. Teachers hold a wide range of philosophies, which they reveal both knowingly and unknowingly through their interactions with others. Teachers’ theories and beliefs, personal life experiences, and reflection and problem-solving skills help shape their personal philosophies. Philosophy guides teachers’ professional thinking, supports reasoned and reasonable action, helps teachers evaluate their work, and assists them in their pursuit of personal and professional excellence.

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Chapter 6 addresses the following questions: What does philosophy have to do with you as a teacher?

What are the roots of American educational philosophies?

What modern philosophies influence Western education?

What non-Western philosophies influence American education?

What shapes teachers’ personal philosophies of education? Chapter-at-a-Glance Chapter Outline Topics Supplements What Does Philosophy Have to Do with You as a Teacher?

• Philosophy Influences Education


What Are the Roots of American Educational Philosophies?

• Idealism • Realism • Humanism

What Modern Philosophies Influence Western Education?

• Existentialism • Marxism • Behaviorism and Cognitivism • Pragmatism • Perennialism and Essentialism • Social Reconstructionism

What Non-Western Philosophies Influence American Education?

• Hinduism • Buddhism • Islam • African and Native American Philosophies

What Shapes Teachers’ Personal Philosophies of Education?

• Learning from Teaching: Reflection

What Does Philosophy Have to Do With You as a Teacher? Objectives • Analyze the role of philosophy in personal and professional practice. Key Term • philosophy


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Teaching Suggestions Why Think About Philosophy? Students often think that philosophy is abstract, dry, and unrelated to daily life. But, as G. K. Chesterton pointed out, “the most practical and important thing about a [person] is still his view of the universe.” Ask students to think about this quotation and whether they agree with it. During the discussion, the instructor should pose a number of questions about students’ philosophies or beliefs on students, teaching, and learning.

Discussion Suggestions Philosophy in Daily Life • Why is it important to know the philosophy of a friend, a person running for office, a potential cooperating teacher, or a member of a teaching team? • Is there a philosophy of basketball, dance, chess, or any other human activity? Why would you want to know it? • Do businesses have philosophies? If so, how do their philosophies affect the business and the society? • Why is it important for a teacher to understand the philosophy of the individuals and the organizations affiliated with a school? Student Activities A Reflective Writing Activity All people have personal philosophies, or a set of beliefs and values that guide their thinking. In this exercise, students consider some of their own personal values related to teaching and learning. Ask students to respond to a set of open- ended statements in Handout Master 6.1, and discuss their responses in small groups. Were their responses similar to or different from one another? What Are the Roots of American Educational Philosophies? Objectives • Compare and contrast the assumptions and beliefs underlying key American educational philosophies. Key Terms • metaphysics • ontology • cosmology • epistemology • axiology • ethics • aesthetics • Socratic method • idealism • realism • humanism Teaching Suggestions Philosophies in Practice — Thinking About Teachers McNergney and McNergney provide a chart in Figure 6.2 that summarizes dominant philosophies in education today. Using this chart, ask students to reflect on their high school experiences. They should consider the following questions:


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• What philosophies influenced the elementary and secondary schools you attended? Think about each of the three columns, and select the beliefs that best fits the school you attended. Can you give examples? • Think about a teacher you remember well. What do you think his or her philosophy was? Think about each of the three columns, and select the position that best fits that teacher. Give examples to support your view. • Think about your own philosophy at this point in your life. Use the chart to select positions in each of the columns that most fit your beliefs. Do they fall within one philosophy, or are they a combination of several philosophies? Discussion Suggestions Comparing Philosophies • How do the beliefs of idealists reveal themselves in education today? How do the beliefs of humanists? • Is happiness the ultimate aim of education? If not, what do you think is the ultimate aim? • Is the basic nature of children good or bad? • How did Plato and Aristotle differ in their beliefs, and how do those differences result in different educational opportunities? What Modern Philosophies Influence Western Education? Objectives • Describe how each of the modern philosophies described in the text influence Western education. • Interpret how each of those philosophies might relate to one’s own developing educational philosophy. Key Terms • existentialism • Marxism • behaviorism • cognitivism • scaffolding • constructivism • pragmatism • perennialism • essentialism • cultural literacy • Eurocentric • social reconstructivism Teaching Suggestions Exploring Perennialism—Hirsch’s Cultural Literacy In his book, Cultural Literacy (1987), E. D. Hirsch contends that a common core of knowledge is essential if a person is to function effectively in modern American society. Without that knowledge, a person cannot intelligently read a newspaper, understand current debates, or interpret metaphors and allusions that are part of daily life. He provides an alphabetical list of essential knowledge that every person should know at the back of the book. Some have criticized his lists as a reflection of a white, male, European culture rather than the more diverse American culture. Others have criticized his approach as an accumulation of facts at the expense of a broader understanding of concepts and ideas. Despite


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this criticism, several schools have adopted or adapted a curriculum based on Hirsch’s philosophy, and his series of age- and grade- related books. Select a list of words under any letter from the back of Hirsch’s book and ask students to write definitions of each of the words. How many of the words did they know? Where did they learn them? What is their reaction to the words included? Are there words they think should have been included on the list that are not present? How would they use such a list in the classroom? How would an existentialist react to Hirsch’s approach? Discussion Suggestions Some Philosophical Questions • Do we possess free will to choose who we will be? • How might our consciousness and progress be shaped by material conditions? • To what extent are we the products of behavioral conditioning? • Is pragmatism a convenient excuse for avoiding difficult moral issues? • Should all students learn the same curriculum? What should a common curriculum include? • How can education make the world a better place? Student Activities Philosophies in More Depth Using Figure 6.3 and the accompanying text, ask individuals or small groups of students to focus on one of the modern philosophies and describe it to the rest of the class. If time allows, encourage students to seek further information about the philosophies and philosophers before their presentation. After the eight philosophies have been presented, engage the class in a discussion about the implications of each philosophy for teaching and learning. What examples from their own school experiences can students provide that relate to these philosophies? What Non-Western Philosophies Influence American Education? Objectives • Describe how each of the non-Western philosophies influence Western education. • Interpret how each of those philosophies might relate to one’s own developing educational philosophy. Teaching Suggestions Non-Western Philosophies McNergney and McNergney introduce four non-Western philosophies that are gradually beginning to influence schools in the United States. They are Hinduism, Buddhism, Islam, and African and Native American philosophies. Ask students to draw from the descriptions in the text and consider how each of those philosophies might fit into the chart in Figure 6.3. Discussion Suggestions Applying Non-Western Philosophies • How might those who adhere to each of the non-Western philosophies perceive the role and purpose of education?


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What Shapes Teachers’ Personal Philosophies of Education? Objectives • Examine the factors that shape teachers’ personal philosophies of education. • Examine the factors that affect one’s own personal philosophy of education. Discussion Suggestions Self-Reflection • Should you teach from an educational philosophy or from a personal philosophy? • How do teachers achieve professional excellence? Case Studies, Case Perspectives, and Reflective Activities Case Studies and Each chapter begins with a case study and concludes with a case perspective. Case Perspectives Use the case study and case perspective as an opening and concluding activity for the chapter. At the beginning of the chapter, ask students to discuss or write about the case. At the end of the chapter, ask students to return to the case and expand upon their earlier written comments or add to the previous discussion. Reflective Activity Each chapter concludes with a reflective activity that uses the reflective teaching process introduced in Chapter 1. Each reflective activity also reflects an INTASC Principle and Disposition. Use these reflective activities, either as a student journaling assignment or an in-class discussion topic, as a culminating activity for this chapter. Alternative Assessments Multiple-choice, short-answer, and essay items for this chapter can be found in the final section of this instructor’s manual. The following alternative assessment activities relate to the major questions of this chapter. What does philosophy have to do with you as a teacher? Analyze a school’s mission statement or philosophy (often published on their website). Which philosophies are represented? What are the roots of American educational philosophies? Create a matrix or chart that shows how major western philosophies are similar and different. What modern philosophies influence Western education? Make a list of modern educational practices. Trace their origins back to a particular philosophy. What non-Western philosophies influence American education? Write an account of how schools would be different if they were more closely linked to non-Western philosophies. What shapes teachers’ personal philosophies of education? Make a list of personal and social influences on your philosophy of education.


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Chapter 7 Where Teachers Work: Schools

Chapter Overview Schools are organizations with identifiable structures and functions. Their primary function is to move young people into the mainstream of society. Educators work with students, parents, and other professionals and agencies to ensure the psychological and physical well being of students, to build students’ understanding and acceptance of others, and to promote academic growth. Schools differ in size, structure, and function. Although many students have little choice about where they go to school, an increasing number of parents and students can choose among a variety of public and private schools, often through vouchers, tuition tax credits, or other public policy options. Public school organization varies by the age level being served. There are many types of preschools in the United States, and the preparation of staff and the quality of programs vary greatly. Programs are supported by a wide range of public and private funding sources. Head Start is the best-known publicly funded preschool program. A majority of children in the United States attend public elementary schools, which are organized in a variety of ways. Most districts are organized into junior high or middle schools, followed by high schools. Schools vary in size and curricular organization. A number of alternative programs provide educational opportunities. Among these are magnet schools, vocational-technical schools, Montessori and Waldorf schools, private and independent schools, for-profit schools, charter schools, parochial schools, and home schools. As alternatives for schooling have increased, distinctions among public and private education have become increasingly vague. Public schools differ from private schools in the following ways: (a) public schools are tax-supported; (b) private schools can set their own admission requirements; (c) private schools are selected by parent or student choice; and (d) private schools can craft philosophies that appeal to specific groups of people. Schools are administered by superintendents, principals, and site-based management teams. Today’s school administrators have less decision-making flexibility than their predecessors. They must contend with state-aid formulas, government mandates, reform efforts, and political pressure groups. Schools face organizational issues, such as whether to establish separate grades or implement multi-age grouping, and policy issues, such as retention, class size, scheduling, and tracking. Changes in any of these can be prompted by a variety of groups and political actions. Students seem to do better in schools where there is strong leadership, a safe and positive climate, substantial staff development, and a strong curriculum. In effective schools, teachers believe students can succeed, set high but reasonable standards, and maximize students’ opportunities to learn. Chapter 7 addresses the following questions: How is schooling organized in the United States?

What are some schooling alternatives?

How are schools administered?

What organizational and policy issues do schools face?

What makes some schools more effective than others?

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Chapter-at-a-Glanceq Chapter Outline Topics Supplements How Is Schooling Organized in the United States?

• School districts • Types of Schools • Early Childhood Education • Kindergarten • Elementary Schools • Junior High Schools and Middle Schools • High Schools • Higher Education

• Handout Masters 7.1

What Are Some Schooling Alternatives?

• Magnet Schools • Vocational-Technical Schools • Montessori and Waldorf Schools • Private and Independent Schools • For-Profit Schools • Charter Schools • Parochial Schools • Home Schools

How Are Schools Administered?

• The School Superintendent • Principals and Assistant Principals

What Organizational and Policy Issues Do Schools Face?

• Retention • Class Schedule and Class Size • Tracking


What Makes Some Schools More Effective Than Others?

• Positive School Environments • Relations between Home and School

How Is Schooling Organized in the United States? Objectives • Describe how school districts and schools are organized. • Explain the history, evolution, and current status of several organizational structures of schooling in the United States. Key Terms • school district • National Association for the Education of Young Children (NAEYC) • nongraded classrooms


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Teaching Suggestions Structures and Types of Schooling in the United States—Reflecting on Personal Experiences Although most students in the United States attend public elementary and secondary schools, many students attend other types of schools or a combination of several types of schools. Learn more about the schooling experiences of students in this class by using Handout Master 7.1. After students have completed the survey, tally their responses and discuss the range of schooling experiences represented in the class. If any of the students have had experience in some of the less common types of the schools, encourage them to talk about those schools. Ask students about the size of school and classes as well. How did the type or structure of the school affect students’ learning experiences, social experiences, and attitude toward school and learning? Use student experiences to explore the range of school organizations at each grade level. What size districts did they attend? How were they organized? Did the school district provide early childhood education? How large were the schools they attended at the elementary, junior or middle, and high school levels? What grades composed each level? Discussion Suggestions Expectations of School Systems • What do parents want in a school system? • What do business and community members want from a school system? Consequences of Organizational Alternatives • How might the size of a school district affect a student’s learning experience? • To what extent should preschools be expected to assume child-rearing functions? • Should schools use multiage rather than graded groupings? Student Activities Should Public Schools Provide Education for Children Younger Than Five Years of Age? A Policy Debate Education of three-to-five-year-old children takes many forms. Many parents send their children to preschool programs, either part-time or as part of a day care program. Other parents enroll their children in Head Start programs. Others form parent-sponsored play groups and other types of informal early childhood experiences. Researchers on early childhood development stress the importance of high-quality early childhood experiences, however McNergney and McNergney note that wide variation exists in the nature, quality, and availability of early childhood programs. Some policy makers have suggested that the most appropriate organization to provide early childhood education is the public school. They suggest that just as kindergarten gradually became an accepted part of public schools, the education of younger children should also become a public school responsibility. Others believe that public schools should not be responsible for educating children younger than five years old. Ask students to discuss the following question in small groups: Should public schools provide early childhood education to all three- and four-year-olds in their districts? Provide each group with newsprint and a marker. After each


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group has discussed the issue, they should develop a list of arguments supporting and opposing the provision of early childhood education of all three- and four-year-olds in public schools. What position on the issue did the group reach, if any? If the group members were not able to agree on a position, what were the issues that caused them to disagree? What Are Some Schooling Alternatives? Objectives • Discuss the purpose and rationale for schooling alternatives in the United States. Key Terms • alternative schools • magnet schools • private schools • for-profit schools • charter schools Teaching Suggestions Charter Schools Learn more about some of the effects of charter schools on school districts by reading the 2001 study, Challenge and Opportunity: The Impact of Charter Schools on School Districts at http://www.ed.gov/rschstat/eval/choice/chart_index.html. This four-year research effort is one of a series of studies in the National Study of Charter Schools, sponsored by the U.S. Department of Education. Ask students to consider the potential positive and negative effects of charter schools on public schools. Discussion Suggestions Schooling Alternatives • Should all schools be magnet schools? • Will the charter school and home school movements damage public education? • Should schools be run as profit-making enterprises? Student Activities Using the World Wide Web for More Information Search on the World Wide Web for some of the many sites on schooling alternatives, including charter schools, magnet schools, and home schooling. Ask students to consider the sponsorship of the various sites and how such sponsorship might affect the positions each site takes. Can students assess whether the sites are objective or advocates of particular perspectives? How Are Schools Administered? Objectives • Demonstrate understanding of the role of school administrators. Key Terms • superintendent • central office staff • school board • principal


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http://www.ed.gov/rschstat/eval/choice/chart_index.html

Teaching Suggestions School Organization Use Figure 7.6 as a beginning point to discuss how schools are typically organized. Discuss the roles of those with direct daily contact with students (e.g. principals, teachers, and support staff), and those with an indirect supporting role. How does each contribute to the education of students? Discussion Suggestions School Leadership In some large school districts the role of school superintendent is being questioned. Some argue that it is more important to be a good business manager than an exceptional educational leader, and that the role should be replaced with a head comparable to a chief executive officer in a corporation. What is your opinion? What Organization and Policy Issues Do Schools Face? Objectives • Compare and contrast opposing arguments for key policy issues such as retention, class size, and tracking. Key Terms • retention • social promotion • block scheduling • student-teacher ratio • tracking Teaching Suggestions Homogeneous Grouping vs. Heterogeneous Grouping—A Continuing Debate Most high schools use some form of homogeneous grouping, whether a formal tracking system or an informal grouping due to scheduling, advising, or course prerequisites. Homogeneous grouping, or tracking, continues to generate heated debate among educators and the public. Using Handout Master 7.2, students should consider the arguments on both sides of the issue of tracking in secondary schools. Break the class into small groups, and ask students to reflect on the questions at the bottom of Handout Master 7.2. In a large group discussion, each small group should summarize their arguments and consider the following questions: • What are the academic consequences, both positive and negative, of homogeneous grouping? Of heterogeneous grouping? • What are the social consequences, both positive and negative, of homogeneous grouping? Of heterogeneous grouping? • What are the personal consequences, both positive and negative, of homogeneous grouping? Of heterogeneous grouping? Do they vary according to how a student is placed?


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Discussion Suggestions The Impact of Policies • Should students who fail be held back? • Are block schedules and year-round schools the answers to restructuring needs? • Why does the practice of tracking persist? What Makes Some Schools More Effective Than Others? Objectives • Identify significant features of effective schools, as identified in the research literature. Teaching Suggestions What Makes a School a Good School? Thinking about Positive School Environments Marzano (2000) defined school climate in terms of students’ perceptions of order and support. Lead a discussion about the climates of the schools that the students in class attended. Consider the following questions: • Did their schools have a positive climate? Why or why not? • What contributed to the climate of the school? According to Marzano, an ideal school climate would have clearly articulated and enforced rules and procedures, an orderly atmosphere, positive interactions among staff and students, and implicitly followed norms of civility. Once students have discussed their personal experiences, have the class reflect on how Marzano’s definition of a positive school environment relates to their own experience. As a class, consider the following questions: • Do you agree that Marzano’s four characteristics are the most important contributors to the positive or negative climate in students’ experiences of high school? • Are there other attributes that students perceive as more important contributing factors to school climate? • Do students find that students’ perceptions of order and support are the primary contributors to a positive school climate? Discussion Suggestions Judging Effectiveness • How should school effectiveness be judged? Case Studies, Case Perspectives, and Reflective Activities Case Studies and Each chapter begins with a case study and concludes with a case perspective. Case Perspectives Use the case study and case perspective as an opening and concluding activity for the chapter. At the beginning of the chapter, ask students to discuss or write about the case. At the end of the chapter, ask students to return to the case and expand upon their earlier written comments or add to the previous discussion.


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Reflective Activity Each chapter concludes with a reflective activity that uses the reflective teaching process introduced in Chapter 1. Each reflective activity also reflects an INTASC Principle and Disposition. Use these reflective activities, either as a student journaling assignment or an in-class discussion topic, as a culminating activity for this chapter. Alternative Assessments Multiple-choice, short-answer, and essay items for this chapter can be found in the final section of this instructor’s manual. The following alternative assessment activities relate to the major questions of this chapter. What is a school? Find out what type of private and parochial schools exist in a school district. Review demographic data (e.g. district size and number of students) for a school district. How is public schooling organized in the United States? Chart your educational history from preschool through higher education. Describe the types of schools you attended. What are some schooling alternatives? Design a charter school. Interview parents who homeschool their children. Collect newspaper articles supporting and opposing school choice. How are schools administered? Create a flow chart showing a traditional school governance hierarchy. Interview a school principal about his or her administrative responsibilities. What organizational and policy issues do schools face? Debate the retention vs. social promotion issue. Make a list of advantages and disadvantages of tracking. What makes some schools more effective than others? Write a paper that describes, in your opinion, a utopian school.


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Chapter 8 Leading, Governing, and Funding Schools

Chapter Overview The power to establish and operate public schools is provided in the Tenth Amendment of the U.S. Constitution: “The powers not delegated to the United States by the Constitution; nor prohibited by it to the States, are reserved to the States respectively, or to the people.” Governance is the web of laws, rules, guidelines, and procedures by which schools operate. Education finance is concerned with raising, allocating, spending, and accounting for school funds. Public schools are financed primarily by localities, states, and the federal government. While educational leaders shape educational policy and practices, corporate values and business-school partnerships, special interest groups, and the public media also exert political and economic influence over public education. Policy makers attempt to strike some balance in public education among four dominant ideals: equality, adequacy, efficiency, and liberty. The federal agenda for education is shaped by the “Iron Triangle”—the combination of education interests in the executive branch, congressional committees, and outside interest groups. Federal funding initiatives take the following forms: major grant programs, aid to localities, and categorical grants for funding of education programs designed for particular groups and specific purposes. Sometimes several education programs are grouped together as a block grant to localities. The National Goals, for example, are one of the most visible aspects of the federal government’s attempts to influence education at state and local levels by focusing attention on states’ performances on a variety of educational measures. State funds for public education come from a variety of sources including sales tax, income tax, lotteries, and various state aid plans. The expenditure of public monies for education is guided and monitored by various oversight groups. State governments influence public education through taxation and distribution of revenues, and set standards for building, personnel, and programs. All states have state standard boards or commissions to regulate professional practice in education. Many states support cooperative educational programs across local districts through intermediate educational units. Communities vary in character and thus exert different types of influence on the schools and those who run them. In the majority of states, the local portion of schools’ funds is derived almost exclusively from local property taxes. Because overseeing education is a power reserved to the states, local school boards are the agents of the states. The vast majority of local board members are elected to represent their constituents, and they exercise power most explicitly through budget decisions. Funds relate directly to educational opportunity for students. Some argue there is no strong or systematic correlation between school expenditures and student performance. Others contend that expenditures are positively related to school outcomes. The important issue is how schools use their funds to offer instruction for students. Disagreements over school funding are often couched in terms of two concepts: excellence and equity. Allowing parents to choose schools for their children was a hot topic in the 1980s and 1990s. Advocates argue that competition for students will strengthen schools. Opponents worry that choice will destroy the concept of the common school. Site-based management is an attempt to involve people at the school level more directly in making decisions. Reforms to institute site-based management occur most often in places where the schools are perceived as being in crisis. Chapter 8 addresses the following questions: What are school governance and education finance?

How does the federal government influence education?

How is education financed and controlled by the states?

How are schools financed and managed at the local level?

How are governance and funding related to educational success?

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Chapter-at-a-Glance Chapter Outline Topics Supplements What Are School Governance and Education Finance?

• How Schools Are Run • How Schools Are Funded • Connections between Education and the Economy • Political Influences on Public Education


How Does the Federal Government Influence Education?

• Federal Funding for Education


How Is Education Financed and Controlled by the States?

• State Funding • State Education Oversight • Cooperation among School Districts

How Are Schools Financed and Managed at the Local Level?

• Property Taxes • Local School Boards • School District Budgets

How are Governance and Funding Related to Educational Success?

• The Issue of Funding Equity • The Issue of School Choice • The Issue of Site-Based Management

What Are School Governance and Education Finance? Objectives • Describe how schools are run and funded. • Identify political, economic, and social influences on public education. • Discuss how the ideals of equality, adequacy, efficiency, and liberty affect policy makers’ decision making. Key Terms • school governance • special interest group • National Parent-Teacher Association (PTA) Teaching Suggestions Balancing Ideals—Thinking About Complex Decisions McNergney and McNergney describe four ideals—equality, adequacy, efficiency, and liberty—that shape policy makers’ decision making to various degrees. School boards often run on one or more of these ideals; lobbyists and special interest groups advocate positions based on them; federal and state legislators propose bills to promote them; and school administrators and teachers make day-to-day decisions that affect the extent to which these ideals become a reality. Use Handout Master 8.1 to discuss the four ideals. The four


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ideals are not mutually exclusive, but they sometimes can appear to be in conflict when policy makers and decision makers are faced with limited resources, competing philosophies, and complex problems. Discuss how the resolution of some of the following issues might affect the balance of the four ideals: • Funding of urban school districts as more affluent taxpayers move to the suburbs. • A debate in a school district over funding special programs such as gifted education, athletics, vocational/career education, early childhood programs, and music programs. • Sudden growth in a small community, changing both the number and diversity of the student population. • Reform legislation at the state level, including mandated state testing of all students. • Proposals for vouchers that students in failing public schools can use to attend private schools. How does emphasizing any one of the four ideals over others affect the nature of the debate on each of these issues? Influences on Public Education—Who Has Power? In Figure 8.3, McNergney and McNergney provide a graphic of groups that influence public education at the national, federal, regional, state, and local levels. They ask the reader to think about the power of each of the groups, posing the question: “How might this figure change if you ranked the levels in terms of their power? Explain your reasoning.” Ask students to discuss this question in small groups. What kind of power does each group hold? If students do not know, how could they find out? Which groups do they perceive to be most powerful, and why? Which groups do they think should be most powerful, and why? Are there any groups listed that they think should not exert influence on public education? If so, why? Discussion Suggestions Common Interests and Special Interests • What does the concept of the common good mean for education? • Do special interest groups have a positive impact on education? • What special interest groups, besides those identified in the text, have had an impact on education in this country? • Is business involvement in education a wise idea? • How does mass media affect education? How Does the Federal Government Influence Education? Objectives • Describe the federal government’s historical and current role in funding public education. Key Terms • National Center for Education Statistics (NCES) • categorical grants • block grant • Education Consolidation and Improvement Act (ECIA)


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Teaching Suggestions The Federal Government’s Role in Education: National Standards and Assessment The federal government has allocated money for a system of voluntary national standards and assessments for kindergarten through grade twelve. Some people perceive the establishment of national standards and assessments as a significant and essential step in making American education stronger. Others view promoting national standards and assessments as an inappropriate role for the federal government because education traditionally has been a state and local responsibility. The debate about national standards and assessments is one that will continue for some time. Explore the issues underlying the debate. Refer to Handout Master 8.1, the four ideals transparency used in an earlier activity. How is the balance of these four ideals affected if national standards and assessments become a reality? Discussion Suggestions Potential Impact • Does federal funding improve state control of education? • Does federal funding restrict state and local decision making about education? • How does the “No Child Left Behind” legislation change the federal government’s role in education? How Is Education Financed and Controlled by the States? Objectives • Compare and contrast the methods states use to fund education. • Describe state responsibilities for oversight of education. Key Terms • progressive taxation • regressive taxation • flat grants • foundation program • per pupil expenditures • district power equalization • full state funding • state board of education • state education department (SED) • chief state school officer • state standards board • Council of Chief State School Officers • National Governors’ Association • intermediate educational units Discussion Suggestions School Finance • Why do states need different ways to raise money for education? • Why do so many state officials support lotteries? • Why might states allocate money for education in different ways? • Should teachers control the state standards board?


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Student Activities Using the World Wide Web for More Information Encourage students to look at the web pages for the National Governors’ Association, the Council of Chief State School Officers, and the department of education for selected states. What information do the sites provide? How might they help teachers and communities improve education? How Are Schools Financed and Managed at the Local Level? Objectives • Discuss the impact of funding mechanisms and capacity on education in school districts. • Analyze how funds are allocated and used to support education. Key Terms • local property taxes • real property • personal property • local school board • fiscal year • school-based budgeting • zero-base budgeting Teaching Suggestions Thinking About School Budgets—Where Does the Money Go? Many people are concerned about the high cost of education and wonder how the money allocated to schools is spent. Use Table 8.1 to analyze how a typical budget is built and how educational funds are allocated. Ask students to study the budget. What budget categories receive the highest percentage of the budget? Where are major increases or decreases? What might account for such fluctuations? How much flexibility does a school board and administration have in its budgeting? Discussion Suggestions Funding Issues • Should property taxes be abandoned as a way to fund education? • Whose values and needs should a school budget represent? • How can funding equity be achieved? • Are school choice and tax credit plans the answer to solving inequities? How Are Governance and Funding Related to Educational Success? Objectives • Consider the various elements that make up the concept of equity. • Analyze the arguments for and against the issue of school choice. • Debate the feasibility and advisability of site-based management. Key Terms • funding equity • school choice • vouchers • tuition tax credit • tuition tax deduction • site-based management


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Teaching Suggestions A Debate About School Choice Break the class into small groups. In each group, ask half the group to take a position supporting the use of vouchers to attend private schools, and ask the other half of the group to take a position opposing the use of vouchers to attend private schools. Students may be asked to take a position different from their own personal opinion. Give the subgroups time to organize and discuss their arguments. As a class, each group should summarize the discussion, note issues raised, and ask students whether they have been persuaded by the arguments to support or oppose the concept. Discussion Suggestions Site-Based Management • Many schools are moving to site-based management. Why might teachers not want to participate in site-based management? Case Studies, Case Perspectives, and Reflective Activities Case Studies and Each chapter begins with a case study and concludes with a case perspective. Case Perspectives Use the case study and case perspective as an opening and concluding activity for the chapter. At the beginning of the chapter, ask students to discuss or write about the case. At the end of the chapter, ask students to return to the case and expand upon their earlier written comments or add to the previous discussion. Reflective Activity Each chapter concludes with a reflective activity that uses the reflective teaching process introduced in Chapter 1. Each reflective activity also reflects an INTASC Principle and Disposition. Use these reflective activities, either as a student journaling assignment or an in-class discussion topic, as a culminating activity for this chapter. Alternative Assessments Multiple-choice, short-answer, and essay items for this chapter can be found in the final section of this instructor’s manual. The following alternative assessment activities relate to the major questions of this chapter. What are school governance and educational finance? Review a school’s budget. Interview a special interest group about their involvement in public and private education. How does the federal government influence education? Review the advantages and disadvantages of federal funding for schools. How is education financed and controlled by the states? Describe how your state distributes tax dollars to students (per pupil expenditures), then compare the dollar amount to other states. How are schools financed and managed at the local level?


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Research how much people pay in property taxes for an average home in a particular district. Describe the makeup of a local school board. Attend a school board meeting. How are governance and funding related to educational success? Research the connections between school achievement and dollars spent.


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Chapter 9 The Influence of the Law

Chapter Overview States’ legal control over education is authorized by the Tenth Amendment. When education disputes arise, people make every effort to resolve differences at the local level. Most cases heard by the Supreme Court of the United States are cases in which the validity of a state or federal statute is questioned. Past precedents and milestones—important decisions rendered in pivotal cases—should guide teachers’ actions, but few situations that will arise in the field will exactly match those dealt with in past cases. In many states, parents may exempt their children from attending school if they meet certain requirements for providing education at home. The legality of corporal punishment varies from state to state and district to district. Students categorized as having special learning needs must be afforded special educational assistance. As long as the school building is available for use by other noncurriculum clubs and the school does not sponsor or conduct club meetings, religious clubs are permissible on school grounds. Students cannot be suspended or expelled without due process. “Reason” and “common sense” must guide school searches. At the inception of the search, there must be reasonable grounds for suspecting evidence will be found to prove a student is in violation of the law or school rules. The scope of the search must be reasonable, related to the objectives of the search, the age and sex of the student, and the nature of the infraction. School officials can censor school-sponsored, student-produced material that they consider inconsistent with the educational mission of the school. Schools can institute dress codes. Schools should not release information about a student to a third party without parental or student permission, except in the event of an emergency. Teachers may be required to share in the cost of the union’s collective bargaining activities even though they do not belong to the union. Tenured teachers cannot be dismissed without specific or good cause. Teachers with probationary status generally have no constitutional right to due process when their contract is terminated at the end of the school year. The Supreme Court has not yet recognized a constitutional privacy right to engage in homosexual behavior. Teachers have the right to advocate publicly for legalization of homosexual activity as long as such activity is not disruptive to the educational process, and can talk with coworkers about sexual preference. Educators must report cases of abuse or neglect resulting in physical injury to a child. In most cases, educators must report instances of emotional, mental, or sexual abuse. Educators are expected to demonstrate the care that a reasonable and prudent person would take when supervising students. Public school teachers do not have the right to determine curriculum to be taught. School districts receiving federal aid must provide special instruction for non-English-speaking students whose opportunities to learn are restricted because of language barriers. Educators cannot maliciously or intentionally injure children by furnishing false information about a child’s learning problems, alter information to cover their actions, or place a child in a program despite scores showing a placement to be inappropriate. Public schools can be sued for sexual harassment and other forms of discrimination. The relationship between public and private schools may be redefined in the future in cases involving the funding of school choice programs. Chapter 9 addresses the following questions: How does the government influence education?

What legal principles affect public education?

What are parents’ rights and responsibilities?

What are students’ rights and responsibilities?

What are teachers’ rights and responsibilities?

What are school districts’ rights and responsibilities?

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Chapter-at-a-Glance Chapter Outline Topics Supplements How Does Government Influence Education?

What Legal Principles Affect Public Education?

What Are Parents’ Rights and Responsibilities?

• A Question of Religious Principle

• You Can’t Spank My Child! • Do Some Parents Have Special Rights?

What Are Students’ Rights and Responsibilities?

• In God Somebody Trusts • Playing Fairly • Show Me What’s In There! • Are There Limits on Student Expression? • Treating Students Differently— Illegal Discrimination? • Would You Check These Papers for Me?

What are Teachers’ Rights and Responsibilities?

• There’s Got to Be a Way to Keep This Job! • A Line between Personhood and Professionalism • What Do You Mean I’m Violating Copyright Laws? • Maybe She Is Just a Sickly Child • You Should Have Known Better

What are School Districts’ Rights and Responsibilities?

• Balancing Academic Freedom • Equal Treatment • How Could You Let This Happen to a Student? • Somebody Will Pay! • What Kind of Choice Is This?


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How Does Government Influence Education? Objectives • Describe the influence of the several branches of government on education. Teaching Suggestions How Government Influences Education Begin a discussion of this chapter by asking students to suggest ways in which the government influences education. How does each branch of government affect education? Provide examples. Discussion Suggestions Impact of Branches of Government • Which branch of government seems to have the most influence on education? What Legal Principles Affect Public Education? Objectives • Identify key legal principles that affect public education. Key Terms • establishment clause • free exercise clause • equal protection clause Teaching Suggestions An Analysis of the Cases This chapter contains sections on court cases that have affected school policies and practices. Each of the cases could be the basis for class discussion. For each case, encourage students to consider the following questions: • What are the issues involved in the case? • What are the perspectives and values of the individuals and the groups involved? • What did the courts decide? • What is the rationale for their decision? • What is your opinion of the decision? • How do you think it will affect you as a teacher? Discussion Suggestions Impact of Constitutional Clauses • In what ways have the establishment clause, the free exercise clause, and the equal protection clause influenced education? What Are Parents’ Rights and Responsibilities? Objectives • Analyze cases related to key issues concerning parental rights and responsibilities.


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Teaching Suggestions What Are Parents’ Rights and Responsibilities? A Closer Look McNergney and McNergney analyze several court cases that have dealt directly with parents’ rights and responsibilities. These cases involve questions about religious principles, corporal punishment, and the needs of special education students. Break students into small groups and ask each group to focus on one of the scenarios and related court cases. In large group, discuss the each of the scenarios and cases in greater detail. Discussion Suggestions Parents’ Rights and Responsibilities • Can teachers use physical punishment on a child? • Can parents be required to send their children to state-recognized public or private schools? What Are Students’ Rights and Responsibilities? Objectives • Analyze cases related to key issues concerning student rights and responsibilities. Key Terms • Equal Access Act (EAA) • Lemon test • due process of law • in loco parentis • Buckley Amendment Teaching Suggestions What Are Students’ Rights and Responsibilities? A Student “Bill of Rights” Break students into small groups and give them newsprint and markers. Ask students to review the section of the text on student rights and responsibilities, and then generate a list of students’ rights, based on the cases and court decisions. After the groups have generated and posted their lists, compare and discuss the lists. What are the implications of these rights for teachers? Discussion Suggestions Students’ Rights and Responsibilities • Can students conduct religious practices in school? • Does the Lemon test really work? • Can students ever be denied the right to due process of law? • Can school administrators censor student publications? • Can students with disabilities be expelled from school for dangerous conduct? • Is posting grades an invasion of students’ privacy? What Are Teachers’ Rights and Responsibilities? Objectives • Analyze cases related to key issues concerning teacher rights and responsibilities.


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Key Terms • dismissal • negligence • contributory negligence • comparative negligence • assumption of risk Teaching Suggestions Reflective Writing and Discussion— What Are Teachers’ Rights and Responsibilities? McNergney and McNergney discuss several important cases that impacted what teachers can and cannot do. These cases deal with issues relating to required union membership, employment rights of untenured teachers, copyright laws, rights of privacy, and responsibilities of teachers in relation to suspected child neglect or abuse. Ask students to select one of the cases of particular interest and write about it for ten minutes. Group students who selected the same issue together to discuss their writing. Ask each group to report to the larger group and lead a discussion on the issues. Knowing What to Look For— Signs of Child Abuse In Table 9.1, McNergney and McNergney provide lists describing signs of child abuse. Discuss the information in the table with the class. Provide students with the guidelines for reporting child abuse or neglect in your state. Discuss the guidelines and what they mean in terms of practical action. How should students learn more about policies and procedures regarding child abuse and neglect when they take a teaching job? Discussion Suggestions Teachers’ Rights and Responsibilities • Do teachers have to pay dues to teachers’ unions if they are not members? • Can a teacher be dismissed for private conduct? • What constitutes fair use? • When can a teacher be sued for negligence? What Are School Districts’ Rights and Responsibilities? Objectives • Analyze cases related to key issues concerning school district rights and responsibilities. Key Terms • Civil rights Act of 1964 • Bilingual Act of 1974 Teaching Suggestions Critical Thinking on a Perceived Retreat from School Desegregation McNergney and McNergney provide a reaction to the Supreme Court’s ruling in Missouri v. Jenkins and pose several questions for students to consider. In this exercise, analyze the relationship between court decisions and the resolution of social problems, the changing nature of court decisions over time, and the implications of such decisions for other school districts, as a class.


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Discussion Suggestions School Districts’ Rights and Responsibilities • Do school boards have the power to ban textbooks? • Are schools liable for educational malpractice? • Can students who are victims of sexual harassment sue for damages? Case Studies, Case Perspectives, and Reflective Activities Case Studies and Each chapter begins with a case study and concludes with a case perspective. Case Perspectives Use the case study and case perspective as an opening and concluding activity for the chapter. At the beginning of the chapter, ask students to discuss or write about the case. At the end of the chapter, ask students to return to the case and expand upon their earlier written comments or add to the previous discussion. Reflective Activity Each chapter concludes with a reflective activity that uses the reflective teaching process introduced in Chapter 1. Each reflective activity also reflects an INTASC Principle and Disposition. Use these reflective activities, either as a student journaling assignment or an in-class discussion topic, as a culminating activity for this chapter. Alternative Assessments Multiple-choice, short-answer, and essay items for this chapter can be found in the final section of this instructor’s manual. The following alternative assessment activities relate to the major questions of this chapter. How does the government influence education? Research how your state manages its public educational institutions. How is public education funded? How are employees hired and fired? How free are students to attend institutions other than those in their neighborhoods? What are parents’ rights and responsibilities? Research your state’s laws on corporal punishment. Write a position paper on your beliefs about corporal punishment, school prayer, using schools for religious meetings or other issues that involve parental and community decision-making. What are students’ rights and responsibilities? Write a short scenario involving a school-wide, unannounced locker search. Interview high school students about their opinions on the story. What are teachers’ rights and responsibilities? Discuss the teaching of evolution and creation in science classes. What are the rights and responsibilities of the school district? Interview a superintendent about local school district regulations.


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Chapter 10 Curriculum and Instruction

Chapter Overview Curriculum refers to what is taught in school, and can be defined as a set of subjects, subject content, a program of studies, a set of materials, a sequence of courses, or all of the experiences in the school. The curriculum includes the explicit curriculum (the formal policies, manuals, materials, and textbooks of a district), the implicit curriculum or hidden curriculum (the often unspoken or even unconscious assumptions, values, expectations, routines, and rituals that shape how the explicit curriculum is conveyed), the null curriculum (the curriculum that is not taught), and the extracurriculum (the variety of non-course activities such as sports and music programs that students experience as part of school life). Many districts attempt to develop an integrated curriculum that combines concepts and skills from different subject areas so they are mutually reinforcing. Many forces influence the curriculum, including the culture of the community and school, national interests, social issues and public opinion, professional groups and individuals, state and local priorities, mass media, and educational publishing. Beyond general agreement on the need for students to know how to read, write, and compute, considerable disagreement exists about what the curriculum should be. As society becomes increasingly heterogeneous, curriculum decisions become increasingly controversial. When teachers plan for instruction, they must consider the destination—the aims and goals of the curriculum—as well as the best way to reach the destination. When teachers plan for instruction, they consider the curriculum, state and local goals and objectives for student learning, instructional strategies for meeting those goals and means of assessing student understanding. Teachers also think about classroom management, ways to motivate students, and the characteristics and needs of individual students. One might think about approaches to teaching as belonging to one of four general models, or families, of instruction. The Behavioral Systems Family uses ideas about manipulating the environment to modify students’ behaviors. Mastery learning, direct instruction, and outcomes-based education are based on this model. The Social Family capitalizes on people’s nature as social beings to learn from and relate to one another. The many forms of cooperative learning are based on this model. The Information-Processing Family increases students’ abilities to think, and to seek, organize, interpret, and apply information inductively and deductively. Concept formation, inquiry learning, and synectics are based on this model. The Personal Sources Family encourages self-exploration and the development of personal identity through nondirective teaching methods. Successful teachers understand student motivations, set goals, create environments conducive to learning, judge those environments accurately, and communicate about teaching and learning to others. Successful teachers also manage classrooms to avoid problems and handle problems effectively when they arise. Teachers use formal, informal, and authentic assessment techniques to judge students’ academic performance, attitudes, interests, and ability to work with others. Chapter 10 addresses the following questions: What is curriculum?

What forces and change agents affect curriculum content?

How are curriculum and instruction planned and organized?

What are four general models of instruction?

What is effective instruction?

How do teachers manage students effectively?

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Chapter-at-a-Glance Chapter Outline Topics Supplements What is Curriculum?

• Explicit and Implicit Curricula • Null Curriculum • Extracurriculum • Integrated Curriculum


What Forces for Change Affect Curriculum Content?

• The National Interest • State and Local Priorities • Social Issues and Public Opinion • Professional Groups and Individuals • Educational Publishing and Mass Media


How Are Curriculum and Instruction Planned and Organized?

• Aims of Education • Teacher Planning for Instruction


What Are Four General Models of Instruction?

• Behavioral Systems Strategies • Social Strategies • Information-Processing Strategies • Personal Sources Strategies


What Is Effective Instruction?

• Understanding Students • Communicating • Creating Learning Environments • Adapting Instruction for Students with Special Needs • Evaluating Student Learning

How Do Teachers Manage Students Effectively?

• Research Informs Teacher Management Behavior • Relationships between Teachers and Students • Classroom Management: An Environment of Self-Control

What Is Curriculum? Objectives • Distinguish between several types of curricula: explicit, implicit, null, extracurriculum, and integrated curriculum.


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Key Terms • curriculum • explicit curriculum • implicit curriculum • null curriculum • extracurriculum • integrated curriculum Teaching Suggestions Thinking More About Types of Curriculum

Many students might consider McNergney and McNergney’s descriptions of types of curriculum (explicit, implicit, null, extracurriculum, integrated curriculum) to be abstractions. To help make the concepts more concrete, ask students to think back to their own high school experiences for examples. Review the major types of curriculum and the examples with students, and then ask them to recall and record examples from their own school experiences in Handout Master 10.1. After students have completed the writing exercise, discuss the examples in small groups. In large group discussion, clarify the meaning of the various types of curriculum. Was it more difficult to find examples for certain categories? How do the several types of curriculum interact? Which do you think has more influence on students, the explicit curriculum or the implicit curriculum? Why? Does thinking about the various types of curriculum help us to understand the complexities of schools better?

Discussion Suggestions Thinking About Curriculum • Who should define the curriculum?

• Should schools be concerned about aspects of the curriculum that are not taught? • Should schools deny students participation in the extracurriculum if they perform poorly on the required curriculum?

What Forces for Change Affect Curriculum Content? Objectives • Describe how the culture of the community and school can affect curriculum. • Analyze current debates about curriculum and the national interest. • Discuss the role of professional groups on curriculum. • Give examples of variations in state and local priorities. • Debate the effect of publishing and mass media on curriculum. Teaching Suggestions Why Are Some Curriculum Materials Controversial?

The choice of materials to be used in instruction or available to students is a frequent topic of heated debate. Handout Master 10.2 contains a list of works of literature that some people have wanted removed from the curriculum. Ask students to review the list in small groups and speculate why people objected to each item. If no one in a group is familiar with the work, they may ask members of other small groups. In large group discussion, review the works and the reasons they might cause controversy. What are the reasons for objections? Do different groups object to different kinds of materials? Ask student whether they have read any of these books as part of their curriculum, and if so, how they reacted to them.


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Discussion Suggestions Thinking About Curriculum Decisions • To what extent should the curriculum reflect local interests and values? • What kind of curriculum is in the national interest?

• To what extent should teachers and professional associations determine the curriculum?

• Whose interests should take precedence in states’ curricular reform agendas? • To what extent does the textbook publishing industry determine the curriculum?

• How much of your high school curriculum was based on textbooks? How Are Curriculum and Instruction Planned and Organized? Objectives • Give examples of sources teachers use for aims of education.

• Give concrete examples of elements teachers must consider when planning for instruction.

Key Terms • teacher planning • curriculum maps Teaching Suggestions Planning for Success—The Case of Janet Jacobsen

Ask students to read Handout Master 10.3, and discuss the scenario of Janet Jacobsen as she prepares to become the advisor for the school newspaper. How are the decisions Janet must make as an advisor for an extracurricular activity similar to and different from those she makes as a teacher? How are the goals similar and different?

Discussion Suggestions Aims of Education and Curriculum

Figure 10.4 describes five aims of education and related curricular orientations. Provide students with a topic everyone would be familiar with (e.g. Rosa Parks’ refusal to move to the back of the bus and her role in the Civil Rights Movement). Ask students to consider how they would approach that topic from the perspective of each of these five aims of education. What would the teacher’s goals be? What activities might the teacher choose? What would the students’ roles be? What instructional activities and assignments might you expect to see?

Student Activities Learning From Others—How are Curriculum and Instruction Planned and Organized?

Ask students to conduct a 15-minute interview with a teacher or professor about how they plan and organize for instruction. Then students should write a short paper describing the person’s approach to planning and organizing and comparing it to the description in the text. In class, discuss the observations. Are there common themes to the interviews? Are there differences in what teachers describe related to grade or age level taught? Subject taught? Other variations? Did the teachers or professors talk about the elements of planning and organizing described in the text?


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What Are Four General Models of Instruction? Objectives • Compare and contrast the four general models of instruction: behavioral systems, social, information-processing, and personal sources.

Key Terms • instructional models • mastery learning • direct instruction • behavioral objectives • cooperative learning • project-based learning • concept formation • synectics • inquiry learning • nondirective model Teaching Suggestions Selecting Teaching Strategies—Five Teachers Talk

McNergney and McNergney describe Joyce and Weil’s four general models of instruction. In this exercise, students consider the comments of five teachers in Handout Master 10.4 as they plan to teach elementary students about making change as part of a mathematics unit on money. Ask students to work individually or in small groups and think about the teachers’ proposed lessons in relation to the models of instruction. Lead the class in a discussion about some advantages and disadvantages of each proposed approach.

Discussion Suggestions Curriculum Decisions • How should decisions be made about what teaching methods to use? • Is peer-mediated instruction as effective as teacher-mediated instruction? • Can creativity be taught? What Is Effective Instruction? Objectives • Describe and illustrate several principles of effective instruction, including understanding students, communicating, creating learning environments,

adapting instruction, evaluating learning, and providing authentic assessment. Teaching Suggestions Reflecting on Effective Instruction

Most students remember one or more teachers who were particularly effective as instructors. To consider what makes a successful teacher, begin with an in-class writing activity. Ask students to think back to a teacher who was particularly effective in teaching and spend ten minutes writing about that teacher’s instruction. Encourage students to include examples of what the teacher did, how he or she taught, or any other characteristics or behaviors that made that teacher particularly valuable. At the end of the writing exercise, ask students to volunteer descriptions and observations about the teachers they wrote about. As the students talk, write key words and phrases on the board. Ask students to look for patterns or differences, and relate them to the key concepts in the text. Did all people respond to the same characteristics? Were the teachers they recalled as really good teachers equally helpful with all of their classmates?


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Discussion Suggestions Some Curriculum Issues • How should students be taught to read? • To what extent should students be the judges of teacher effectiveness? • What ethical considerations should guide testing and grading practices? How Do Teachers Manage Students Effectively? Objectives • Describe principles and strategies that teachers use to effectively manage

students. Key Term • classroom management Teaching Suggestions Managing Students Effectively

Ask students to reflect on their own experiences as students. How did effective teachers manage classrooms in which they were students? How did they treat students? What techniques did they use to establish classroom routines, handle disciplinary problems, and work with large and small groups? What would students like to emulate from past teachers in their own classroom management strategy?

Discussion Suggestions Classroom Management • What is the key to effective classroom management?

• What steps would students take on the first day of class to begin to establish classroom routines? • What effective classroom management techniques do students remember that teachers used when they were students?

Case Studies, Case Perspectives, and Reflective Activities Case Studies and Each chapter begins with a case study and concludes with a case perspective. Case Perspectives Use the case study and case perspective as an opening and concluding activity for the

chapter. At the beginning of the chapter, ask students to discuss or write about the case. At the end of the chapter, ask students to return to the case and expand upon their earlier written comments or add to the previous discussion.

Reflective Activity Each chapter concludes with a reflective activity that uses the reflective teaching process

introduced in Chapter 1. Each reflective activity also reflects an INTASC Principle and Disposition. Use these reflective activities, either as a student journaling assignment or an in-class discussion topic, as a culminating activity for this chapter.

Alternative Assessments

Multiple-choice, short-answer, and essay items for this chapter can be found in the final section of this instructor’s manual. The following alternative assessment activities relate to the major questions of this chapter.


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What is curriculum?

Have student’s interview teachers, administrators, and students about the explicit and implicit curriculum. Interviews, which can be written or videotaped, should answer the following questions:

• What subjects are taught at this school, for this grade level, or for this discipline?

• What types of things are students learning indirectly at this school? • What extracurricular activities are provided for students?

• Does the school provide opportunities for teachers to integrate curriculum ideas?

What forces and change agents affect curriculum content?

Have students review newspapers or other print media, the internet, and radio and television programs that focus on educational issues at the local, state, or national level. Ask students to explain their beliefs as to what and who is shaping curriculum policy by collecting and sharing evidence they have found to support their point of view.

How are curriculum and instruction planned and organized?

Have students create a mission statement for a school that meets the needs of a community that is culturally, ethnically, and religiously diverse. This community has learners with physical and cognitive disabilities, learners who speak more than one language, and learners from families who depend on local, state, and national assistance programs.

What are four general models of instruction?

Using a single topic (e.g. women’s suffrage, adverbs, volume, laws of motion), have students plan and present a lesson from each of the four models of instruction.

What is effective instruction?

Have students select a short unit of study they might someday teach and develop an initial plan of instruction, including objectives, activities, and a plan of assessment.

How do teachers effectively manage students?

Develop a classroom management plan that is developmentally appropriate for a selected group of students.


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Chapter 11 Recognizing Educational Success: Standards and Assessment

Chapter Overview Standards in education are the necessary or required levels of knowledge and ability a student should possess. They serve as benchmarks against which programs, teaching, and learning can be compared. There are several types of standards, including content standards, performance standards, and opportunity standards. Assessment and measurement are formal attempts to determine students’ knowledge, skills, and attitudes. Schools must address national goals and standards as well as state standards when they plan and implement their curriculum. Many states now have high-stakes tests that all students must pass in order to continue to the next grade levels or to graduate. States vary the nature of the assessments they use and the consequences of the results. Classroom teachers have three responsibilities for classroom assessment. First, teachers need to know what is expected of students and have a clear understanding of the learning goals that drive the local educational program. Second, teachers need to be able to determine what students presently know or can do in relation to these learning goals. Third, teachers need instructional strategies and methods to help students achieve those goals. Teachers may use a variety of assessment tools including standardized tests (norm-referenced and criterion-referenced), minimum competency tests, informal testing such as teacher questioning and teacher-constructed tests, authentic testing, including such strategies as journaling, portfolios, and rubrics, and student self-assessment. Teachers also assess students through grading and through preparing student recommendations. Teachers must do all they can to ensure fair and accurate evaluations of students. They must be aware of what constitutes assessment bias and strive to ensure that tests are fair to all students in the class. They must be aware of the difference between covering knowledge upon which students will be tested and “teaching to the test.” A good way to ensure fairness in testing is to use different measures of success by creating multiple opportunities for students to demonstrate what they know and what they can do. The more perspectives a teacher has on a student’s performance, the more likely the teacher is to provide a complete and fair representation of that student’s achievement. Chapter 11 addresses the following questions: How do we know what works in education?

What types of classroom assessment do teachers use?

How can teachers know if they are assessing students fairly? Chapter-at-a-Glance Chapter Outline Topics Supplements How Do We Know What Works in Education?

• Personal Standards • National Goals and Standards • The Nation’s Report Card • State Standards • Opportunity Standards

What Types of Classroom Assessment Do Teachers Use?

• Classroom Assessment Triad • Cognition and Learning • Standardized Testing

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• Minimum Competency Testing • Asking Questions • Authentic Assessment • Grading and Recommendations • Student’s Role

How Can Teachers Know Whether They Are Assessing Students Fairly?

• Bias in Assessment • Teaching to the Test • Multiple Measures

How Do We Know What Works in Education? Objectives • Analyze the similarities and differences among the various types of standards

used in American educational assessment. Key Terms • standards • content standards • performance standards • assessment • measurement • evaluation • National Education Goals • adequate yearly progress (AYP) • high-stakes tests • performance tests • opportunity standards Teaching Suggestions Learn More about State Standards

Learn more about individual state standards, or ask your students to research the standards of individual states or subject areas, by visiting the website for developing Educational Standards at http://edstandards.org/Standards.html.

Thinking about High-Stakes Tests

High-stakes testing has become a major source of debate in many states. Discuss issues related to the appropriate use of high-stakes testing with students, using such sources as the Appropriate Use of High-Stakes Testing in Our Nation's Schools (http://www.apa.org/pubinfo/testing.html); the AERA Position Statement on High Stakes Testing (http://www.aera.net/policyandprograms/?id=378); and the National Center for Fair & Open Testing (http://www.fairtest.org).

Discussion Suggestions Standards and Assessment

• What are the differences between content standards, performance standards, and opportunity standards?


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http://edstandards.org/Standards.html

http://www.apa.org/pubinfo/testing.html

http://www.aera.net/policyandprograms/?id=378

http://www.fairtest.org

What Types of Classroom Assessment Do Teachers Use? Objectives • Understand key concepts of reliability, validity, and utility when using standardized tests.

• Understand the differences between norm-referenced, criterion-referenced, and minimum competency tests. • Analyze the purposes, advantages, and disadvantages of each type of assessment.

Key Terms • standardized tests • reliable • valid • utility • norm-referenced test • criterion-referenced test • minimum competency tests • outcome-centered learning • literacy • journal • portfolios • rubric • blueprint • curriculum-based assessment • self-assessment Teaching Suggestions Understanding Key Testing Concepts

Students are often confused about the differences between norm-referenced tests, criterion-referenced tests, and minimum competency tests. Use Linda Bond’s article, Norm- and Criterion-referenced Testing, (http://ericae.net/pare/getvn.asp?v=5&n=2) to provide students with a more detailed understanding of the purposes, similarities, and differences between the two types of standardized tests.

How Can Teachers Know Whether They Are Assessing Students Fairly? Objectives • Identify ways that teachers can prevent bias when assessing students. Key Term • assessment bias Teaching Suggestions Multiple Measures of Assessment

McNergney and McNergney recommend that teachers and schools use multiple measures to protect students against unfairness in assessment. Describe a unit of study to students and ask them to propose a variety of assessment techniques that could be used to gauge student learning. What would each assessment tool measure? How could each be used to assess student knowledge and describe it to others, including parents and the school district?


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http://ericae.net/pare/getvn.asp?v=5&n=2

Discussion Suggestions Teaching to the Test

Ask students to think about what it means to teach to the test. Is it wrong? What is the difference between preparing students for a test and teaching to the test? Ask students to develop a list of statements about appropriate teacher behaviors that would demonstrate the difference between preparing students for a test and teaching to the test.







How do we know what works in education?

Many believe that the National Assessment of Educational Progress surveys are helpful and will help to stimulate change in education. Other feels that NAEP needs to broaden its definition of school achievement. What do you think? Defend your stance in a one-page essay.

What types of classroom assessment do teachers use?

Survey teachers about the type of classroom assessment they use. What are the most widely used forms of assessment? What type of assessment do teachers find the most effective?

How can teachers know if they are assessing students fairly?

Develop a detailed assessment plan that is aligned with the learning standards of a state of your choice. Be prepared to defend your decisions in class, and explain why your plan would provide a complete representation of educational success.


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Chapter 12 A Global Educational Context

Chapter Overview Teachers in the United States often teach immigrants and their children. Their languages, cultural mores, and other factors require that teachers be attuned to life in other countries. Teachers can enhance global awareness—the recognition among people that they are connected to countries and people of the world—by attending to the concept in any or virtually all subject matter domains. Nongovernmental organizations (NGOs) also cultivate people’s abilities to view the world from other perspectives. These transnational associations—groups such as churches, scouts, farmers, chambers of commerce, physicians, athletes, and educators—focus on problems and issues that transcend national borders. The number of NGOs is increasing. International comparative education suggests that problems of educational development are common across societies, and that by studying education in different societies, people develop new insights into these societies and an improved understanding of their own society. People in nations as different from one another as Canada, Japan, India, Mexico, Singapore, South Africa, the United Kingdom, and the United States can learn much from one another about teaching and learning. International comparisons of education systems can serve useful educational purposes. As we examine conceptions of students, teaching, and learning in other countries, we can better understand, and in some instances change, our own practices. Comparisons among the school systems of the world, however, must be undertaken with care because of differences in measures, in the students being compared, and the contexts in which education occurs. People are bound to one another by many fundamental characteristics, including—but not limited to—their use of symbols, their appreciation for aesthetic forms, and their ability to recall the past and anticipate the future. Chapter 12 addresses the following questions: Why learn about educational life outside the United States?

Why study education in other countries?

How might we enhance understanding of global interdependence? Chapter-at-a-Glance Chapter Outline Topics Supplements Why Learn about Educational Life Outside the United States?

• Preparing for the Future • Becoming Globally Aware

Why Study Educational Policy in Other Countries?

• Education in Canada • Education in Mexico • Education in Japan • Education in India • Education in the United Kingdom • Education in Singapore • Education in South Africa


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How Might We Enhance Understanding of Global Interdependence?

• Trends in International Mathematics and Science Study • International Comparisons: Smoke and Mirrors? • Comparisons that Foster a Global View

Why Learn about Educational Life Outside the United States? Objectives • Provide a rationale for the importance of understanding education outside the United States. Key Terms • global awareness • Nongovernmental organization (NGO) Teaching Suggestions Learning More about the International Baccalaureate Organization

The International Baccalaureate Organization (IBO) is a nonprofit organization that helps schools around the world establish a common curriculum and common requirements for geographically mobile students. The IBO’s goals are to foster tolerance and intercultural understanding among young people. Ask students to visit the International Baccalaureate Organization’s website (www.ibo.org) to learn more about the organization and its member schools. Some U.S. schools have also adopted the IBO curriculum. Does such an approach suggest a common international curriculum? What are the advantages and disadvantages of such an approach?

Discussion Suggestions Issues in Global Education

• What are the implications of joining education and technology on a global scale?

• For what kind of a future should schools in the United States prepare students? • What makes the propagation of culture through schooling a problem in any country?

Why Study Education in Other Countries? Objectives • Compare and contrast education in different countries.

• Consider the demographic, historical, cultural, and social issues that might affect each country’s educational approach.

Key Terms • international comparative education • okeiko-goto • juku • apartheid


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http://www.ibo.org

Teaching Suggestions Comparing Schooling in Two Cultures —Japan and the United States

Critics often compare United States education unfavorably with education in Japan. In this exercise, students consider similarities and differences between education in the United States and Japan, the effects of culture on each system, and the consequences of educational decisions in each country. Use Handout Master 12.1 to lead the class in a large-group discussion or as an organizer for small-group recording. Ask students to use information from the text to list characteristics of Japanese education, and to use their own knowledge and experience to list characteristics of public education in the United States. After developing the lists, consider some of the following questions:

• How are the two systems similar and different?

• What is the role of testing in each system? What are the consequences of each approach? What are the advantages and disadvantages? • Consider several features of the Japanese system that do not exist in United States public education (e.g. juko and okeiko-goto, uniforms, entrance examinations). Should Unites States public schools adapt similar practices? Why or why not? • Consider several features of the United States system from students’ lists that do not appear in the description of Japanese schools. Why do you think those features exist in schools in the United States? Should those features remain? Why or why not?

Comparing and Contrasting Education Systems

McNergney and McNergney describe seven countries’ educational systems: Canada, Mexico, Japan, India, United Kingdom, Singapore, and South Africa. Use Handout Master 12.2 as an organizer to compare and contrast these seven countries’ systems. Encourage students to refer to the text for additional information and to support their statements.

Discussion Suggestions Education in Other Countries • What effects does the United States have on education in Mexico? • How does Japan’s educational system compare to the United States’ system? • What are the preconditions for literacy in any society? • How does the existence of a state religion affect education in any country? How Might We Enhance Understanding of Global Interdependence? Objectives • Describe advantages and disadvantages of international comparisons in education.

• Consider ways in which international comparisons can foster understanding of global interdependence.

Teaching Suggestions Should We Make International Comparisons of Test Scores? An Educational

Debate

Critics of schools in the United States frequently point to the United States schools’ standings in international comparisons. Gerald Bracey, among others, suggests that data are often misinterpreted and are used for political or ideological purposes. Those who advocate international comparisons believe that the United States’ well being is


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dependent upon competition in educational achievement as well as economic success. Engage students in a discussion of this issue. Encourage them to consider some of the comparative information from the previous exercise as well as the questions raised about international comparisons. What further information would they like in order to make an informed judgment about this issue? How might they find it?

Discussion Suggestions International Comparisons

• Would other countries’ solutions for multicultural education work for the United States? • What are the advantages and disadvantages of making international educational comparisons?







Why learn about educational life outside the United States?

Research the education system of a country not described in the text, and write a one to two page paper describing it, and comparing it to education in the United States. In this paper, reflect on the following questions: What practices of the other country’s education system are successful? Would these practices be equally successful in the United States? Why or why not? What could be improved? Did researching another country’s educational system change your opinion and outlook on education in America? Do you think your new knowledge will benefit you as a teacher?

Why study education in other countries?

Interview a student who has studied in another country, and find out how that experience has influenced their outlook on education in America.

How might we enhance understanding of global interdependence? Prepare a list of pros and cons for international comparisons in education.


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Chapter 13 What Lies Ahead

Chapter Overview The role of teacher is changing because of public attention to a variety of educational factors, including performance standards, goals, instructional objectives, curriculum, measurable student outcomes, concepts of minimum competence and comprehensive assessments, as well as students’ opportunities to learn the material for which they will be held accountable. Minimum competency tests and other high-stakes tests focus the attentions of educators and the public on educational outcomes, or what students know and can do. Some people argue that if such tests are to be used to hold students accountable, then school systems must be held accountable for providing opportunities for students to learn. Efforts to change how students are taught and assessed include integrating curriculum and improving assessment measures so they are more comprehensive, more tied to what is taught, and more connected to real life. Other trends that may affect the role of the teacher include gender issues, inclusion of students with disabilities in general education classrooms, and greater reliance on character education. Technology can be integrated into content area instruction or taught as a tool to perform tasks. Technology can promote an active role for students by encouraging them to use technology to construct meaning for themselves, to solve complex problems, and to enhance their interactions with other students. Technology can also democratize the foundations of education by making opportunities for learning more accessible. The Bill and Melinda Gates Foundation and others argue that today’s large high schools cannot educate young people effectively for current and future needs. They contend that smaller, more personally responsive schools are needed to create better learning communities. The Gates Foundation and other collaborative networks are also focusing on changing current educational practice target schools and subject matter areas. Professional development schools (PDS) represent one approach to advancing the development of teachers. These organizations are meant to function similar to teaching hospitals in the medical field. They are essentially places where novice and experienced professionals work together to demonstrate and share their expertise. Collaborative networks for teachers as professionals also focus on content areas and mutual professional development through collegial activities. These networks try to break teacher isolation and encourage professionalism by providing activities such as symposia, workshops, dinner meetings, site visits, conferences, professional meetings, and industrial internships for teachers. Professional teachers continue learning by immersing themselves in the foundational knowledge base of the profession—knowledge that emanates from many sources, including theory, research, and practice. The teachers best prepared to continue learning on the job are those who can reflect on their own work. Reflection involves recognizing issues, examining perspectives and values, recalling relevant professional knowledge upon which to base one’s actions, taking such actions, and evaluating their effects. Chapter 13 addresses the following questions: How are teachers’ professional roles changing?

How are links to technology changing the foundations of education?

How are small schools transforming teaching and learning?

How can professional teachers prepare for the future?

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Chapter-at-a-Glance Chapter Outline Topics Supplements How Are Teachers’ Professional Roles Changing?

• Trends toward Common Educational Expectations • Trends toward Comprehensive Curriculum and Assessment • Trends toward Education for Diversity • Trends toward Defining Diversity in Economic Terms • Trends toward Character Education


How Are Links to Technology Changing the Foundations of Education?

• Distance Learning • Telecommunications Capabilities in the Schools

How Are Small Schools Transforming Teaching and Learning?

• Targeting Students at Risk • Increasing Parental Involvement • Enhancing Relationships among Educators

How Can Professional Teachers Prepare for the Future?

• Using Professional Knowledge • Reflecting on Professional Practice

How Are Teachers’ Professional Roles Changing? Objectives • Analyze the implications of the trends in education discussed in the text (e.g.

common goals and standards, comprehensive curriculum and assessment, diversity, and character education) for teachers’ practice and careers.

Key Terms • National Assessments of Educational Progress (NAEP) • comprehensive assessment • gender sensitivity training • character education • service learning Teaching Suggestions Character Education—What Is the School’s Role?

Character education, or moral education, has been a controversial topic in the schools since the 1960s. In the 1960s and 1970s, many schools used values clarification programs and activities, but most schools stopped using them after receiving heated criticism. In the 1990s and 2000s, character education takes many forms, ranging from formal teaching of values through instructional programs to guidance and counseling activities to service learning.


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Advocates of active character education programs cite increased violence in society and problems of dysfunctional families as reasons for why character education is important and necessary. They view schools as the only institution that can provide character education. Opponents of character education vary in their reasons. Some oppose it because schools might teach values different from those of the family, and others believe schools should focus on academics rather than spend time on activities such as service learning.

Lead students in a discussion of this topic. What was their experience with character education or moral education? Did their schools have a formal program? Did they have a service requirement? Ask students to think of themselves as first-year teachers. What role do they see themselves playing in regard to character education? What further skills and knowledge would they want to acquire? What questions do they have?

Discussion Suggestions Issues Related to Goals and Standards • Will national goals and standards raise academic standards nationwide? • Will accountability for national standards cause schools to “teach to the test?” • Is a focus on minimum competency a disservice to students? • Are integrated curricula and comprehensive assessment feasible? • How far should schools go in attempting to ensure gender equity? • How far should schools go in teaching moral values? • Should schools make service learning mandatory? How Are Links to Technology Changing the Foundations of Education? Objectives • Discuss the advantages and disadvantages of emerging technologies for

teaching and learning. Key Terms • Internet • electronic mail (e-mail) • listserv • newsgroups • World Wide Web • hypermedia • web browser • home page • distance learning • chat • synchronous communication • asynchronous communication • digital divide • videoconferencing • E-rate Teaching Suggestions Technology—Will It Equalize Opportunity or Widen the Gap?

Many supporters of technology in education believe that it has the potential to serve as a great equalizer of educational opportunity by allowing all people access to information and communication. Others question that assertion. They believe that technology may, in fact, widen the gap between those schools and individuals able to afford the equipment and access costs and those who cannot.


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Begin discussing this topic by asking students about their own technology experiences. Do they consider themselves non-computer users, novices, or experts? How and where did they learn to use technology? How do they use it? What kind of technology was available in their schools, and in their homes? How do they use technology in their higher education studies? Move the discussion from their own experiences to schools and school districts in general. Is technology available to everyone or only those in wealthy areas and certain regions of the country? How does access to technology affect equal opportunity for education?

Discussion Suggestions Implications of Technology

• How was technology used in your earlier education? Did use increase over time?

• Could the Internet have a negative impact on education? • Is the use of technology likely to increase or decrease the gaps among schools’ achievement?

Student Activities Using the World Wide Web for More Information

Visit Kathy Schrock’s home page at http://school.discovery.com/schrockguide/ to learn more about ways in which educators are using the Internet for learning. She has several sites that focus on developing web quests, incorporating Internet sites into existing curriculum, and connecting with other teachers and students on related projects. Ask students to pick a topic and explore Kathy Shrock’s page to discover resources on their topic.

How Are Small Schools Transforming Teaching and Learning? Objectives • Analyze the role of smaller school configurations and collaborative networks in improving opportunities for school improvement, student learning, and parental involvement.

Key Terms • Coalition of Essential Schools • Success for All • professional development school (PDS) Teaching Suggestions Building Smaller Learning Communities

Myatt (2005) describes nine “friction points” that inhibit movement of large schools toward smaller learning communities. Break the class into small groups. Ask each group to select 3 of the “friction points” to discuss in more depth. Why is this an important issue? What would need to happen in a large school to change it? Why might there be resistance to the change?

Principles of Essential Schools

Ask students to review the list of attributes of Essential Schools in Figure 13.3. Which of those attributes do they deem most important? Do they disagree with any of the attributes? If so, why? How many of those attributes were evident in their high schools?


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http://school.discovery.com/schrockguide/

Discussion Suggestions Some Collaborative Issues • Should all students be exposed to the same basic curriculum?

• How should school districts make decisions about which programs to adopt for their schools?

• How can schools overcome barriers to effective parental involvement? How Can Professional Educators Prepare for the Future? Objectives • Reflect on ways in which beginning teachers can use professional knowledge

to improve professional practice and prepare for the future. Key Term • pedagogical content knowledge Teaching Suggestions Summing Up— Which Themes Are Important to You?

Ask students to think about the course and the text, and then list three to five themes that were of particular importance to them. After students have finished writing, lead a discussion about the themes. List key words, phrases, and ideas as students discuss the themes. Isolate patterns and analyze them as they emerge.

Discussion Suggestions Setting Goals

• What goals will you set for yourself to help you become a successful professional teacher?







How are teacher’s professional roles changing?

Interview a teacher who has been teaching for at least 20 years. Ask them to describe how their role as a teacher has changed. How have their responsibilities as well as


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expectations of them changed over the years, specifically in regards to the school, to the community, to their students, and to the parents of their students?

How are links to technology changing the foundations of education?

Think about the technological advancements of the past decade. Write a one-page essay describing your ideal, technologically advanced classroom. How could you incorporate and use the internet, the MP3 player (e.g. the IPOD), virtual reality software programs, etc. into your teaching methods? Be creative. Conclude your essay with some analysis. Do you think your technologically advanced classroom would contribute to a student’s ability to learn better than more traditional techniques? Why or why not?

How are small schools transforming teaching and learning?

Make a list of pros and cons, pinpointing all the advantages and disadvantages of a small school setting. Be as thorough and detailed as possible. Which side is longer? Do some items carry more weight than others? Do you agree with the outcome of your pro-con list?

How can professional educators prepare for the future?

McNergney and McNergney write “Great teachers become great by continuing to learn while on the job.” Write a short essay about a teacher you had in the past who took that credo to heart. Add some analysis about why you think it is important for a teacher to continue to learn.


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Chapter 1: A Teacher's Role Multiple Choice Questions 1) The combination of teachers adding intellectual value to their organization, being decision makers, needing to have specialized knowledge, and are required to fulfill licensure requirements make teaching A) a professional career. B) a part-time profession. C) a quasi-occupation. D) the working-class occupation. Answer: A 2) Which of the following conditions does not contribute to making teachers professionals? A) Teachers decide what must be done to continue progressing as professionals. B) Teachers add intellectual value to an organization. C) Teachers do not simply do a job; they leave a legacy. D) Teachers must fulfill licensure requirements in order to practice. Answer: A 3) The American Federation of Teachers (AFT) and the National Education Association (NEA) are examples of A) licensing agencies for teachers. B) professional organizations for teachers. C) teacher training institutions. D) alternative educational institutions. Answer: B 4) A principle of the National Education Association's Code of Ethics is A) to help each student realize his or her potential as a worthy and effective member of society. B) to make sure that benefits are granted only to students that deserve them. C) to set state standards for effective teaching. D) to make sure that each student scores at or above the national norm on standardized tests. Answer: A 5) In what way is the profession of teaching unlike other professions? A) Teachers exert control over their own licensing. B) Teachers set minimum standards for professional practice. C) Teachers control decision making in matters of governance. D) Teachers lack control over their schedules and work load. Answer: D 6) The Interstate New Teacher Assessment and Support Consortium Standards (INTASC) A) is an organization which provides beginning teacher standards. B) is regulated by the U.S. Department of Education C) provides lesson plans for each subject area. D) represents all fifty states. Answer: A 7) Reciprocity agreements allow A) teachers to teach in any state. B) teachers licensed in one state to be eligible for licensure in another state. C) encouraging the development of new programs directed at the needs of specific populations. D) providing funds for the establishment of alternative educational organizations such as charter schools. Answer: B

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8) Teacher certification used to be interchangeable with the term A) endorsement. B) code of ethics. C) licensure. D) alternative contract. Answer: C 9) What term is used to describe pacts by which licensure in one state ensures eligibility for licensure in another state? A) accreditation B) reciprocity agreements C) alternative certification D) emergency licensure Answer: B 10) What type of licensure allows for on-the-job training? A) reciprocal B) substitute C) emergency D) alternative Answer: D 11) Which of the following actions can be taken if superintendent is unable to find a certified teacher to fill a position? A) She may hire an unqualified person temporarily without consulting the state department of education. B) She may petition the state education department to hire an uncertified person on an emergency basis. C) She may tenure a teacher already working in the school district who is willing to take on extra duties. D) She may ask that the position be filled by increasing the workload of other school personnel. Answer: B 12) What is the name of the program that the Department of Defense established in 1994 to help civilian employees affected by military reductions to pursue new careers in education? A) Teach for America B) Education in Uniform C) Troops to Teachers D) Educated Soldiers Answer: C 13) Teach for America A) is sponsored by the Department of Defense to provide role models for young people . B) provides college graduates who do not have teacher education backgrounds the opportunity to teach. C) increases teachers skills in math and science. D) teacher candidates are unwilling to work in hard-to-staff schools. Answer: B 14) What are the two interrelated factors that affect the availability of teaching jobs? A) number of qualified teachers available and number of teachers needed B) management versus labor C) number of jobs in teaching and number of jobs outside teaching D) tax dollars received versus tax dollars spent Answer: A

Test Bank

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15) The demand for elementary and secondary teachers in any school year may be determined by A) enrollment changes. B) teacher-licensure requirements. C) geographic area. D) interest in the discipline. Answer: A 16) The supply of elementary and secondary teachers in any school year may be determined by A) class size policies. B) job turnover. C) the number of pre-service teachers who pass PRAXIS or other certification tests. D) interest in a particular discipline. Answer: D 17) Teacher shortages exist in the nation's large cities for all of the following reasons except: A) working and living conditions are often difficult. B) teaching opportunities in other more attractive situations often pull teachers away from cities. C) teaching students in low-income inner cities is often challenging. D) the pay is less than what rural or suburban teachers earn. Answer: D 18) Which of the following strategies can be used as a legitimate incentive to attract qualified teachers to a community located in a remote area of the country that is having a difficult time? A) eliminate the requirement that a teacher possess a license B) offer a cash bonus C) use older students to teach younger ones D) bus students to a larger community Answer: B 19) Which of the following advantages is typical of teaching in a private school? A) Average teaching salaries exceed those of public school teachers. B) States require advanced degrees for private school teachers, the competition for jobs is less than in public schools. C) Private schools are free from many of the regulations required of public schools. D) Most private school teachers work fewer days per year when compared with public school teachers. Answer: C 20) A principal at a secondary school reviewed thirty years of enrollment data at the school and across the nation. The principal noticed that there was decline in enrollment beginning in the mid-1970's. Then, around 1990, enrollment began to increase. To what might these findings be attributed? A) the echo effect B) generation x C) school choice D) home schooling Answer: A 21) Which of the following terms best defines tenure? A) probationary period B) continuing contract C) teacher attrition D) reduction in force Answer: B


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22) Formative teacher evaluations are based on all of the following beliefs except: A) professional teachers constantly strive for continued individual excellence. B) given sufficient information, teachers will independently evaluate themselves as well as, or better than, others. C) willingness for teachers to self-evaluate to serve as a models for others to follow. D) provide useful feedback that improves performance. Answer: C 23) Formative assessment involves A) improving teacher knowledge and skills. B) continuously improving the education process. C) collecting data on student outcomes. D) all of the above Answer: D 24) Evaluating teachers' competence and teaching outcomes in which data are collected and interpreted over a period of time, is called A) formative assessment. B) summative assessment. C) authentic assessment. D) artificial assessment. Answer: B 25) Which of the following examples would be appropriate to include in a teacher portfolio? A) a teaching license B) college transcripts C) a videotape of a lesson D) a letter of recommendation E) all of the above Answer: E 26) Student teaching involves A) planning lessons to engage students. B) organizing activities for students . C) providing full-time instruction to students. D) all of the above. Answer: D 27) Approximately how many states require a national teacher examination as a test of teacher competency before granting initial certification? A) none B) ten C) thirty D) all Answer: C 28) What does the Praxis Series purport to assess? A) skills and knowledge of the experienced teacher B) an experienced teacher's basic skills C) skills and knowledge at each stage of a beginning teacher's career D) skills and knowledge of all teachers Answer: C

Test Bank

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29) A first-year teacher is assigned a mentor - an experienced and successful teacher who provides supportive feedback and other assistance when needed. In which type of program did the first-year teacher participate? A) student teaching B) internship C) induction D) preservice teaching Answer: C 30) An example of an incentive for teachers, often associated with the advancement of status, increased responsibility, and extra pay for exemplary teaching practices, is A) competency testing. B) union participation. C) alternative certification. D) a career ladder program. Answer: D 31) The NBPTS certification denotes outstanding performance in the following areas: A) knowledge of subjects B) understanding of students and learning C) actual classroom practice D) all of the above Answer: D 32) What would be a reason for receiving merit pay? A) outstanding teaching performance B) years of service C) completion of a graduate degree D) willingness to take on extra duties Answer: A 33) Performance evaluations begin in A) student teaching. B) community service. C) service learning. D) field experience. Answer: D 34) Which of the following organizations offers a national, advanced certification to teachers that is good for ten years? A) state boards of teaching B) state departments of education C) National Board of Professional Teaching Standards D) National Education Association Answer: C 35) In reference to national certification, what does the term certification mean? A) licensure B) advanced degree C) outstanding performance D) induction Answer: C


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36) All of the following advantages might be offered to those who gain National Board Certification except A) honorary degrees. B) salary increases. C) license renewal exemptions. D) public recognition. Answer: A 37) One form of authentic assessment is a teacher portfolio. Which of the following might be found in a teacher portfolio? A) artifacts used in teaching B) samples of student's work C) lesson plans D) all of the above Answer: D 38) By definition, to be a teacher is to be a(an) A) leader. B) administrator. C) manager. D) counselor. Answer: A 39) The largest, most visible, and most powerful teachers' organizations are the National Education Association and the A) The Independent Professional Education Association. B) The World Organization for Teachers. C) The American Federation of Teachers. D) The Free Teachers' Union. Answer: C 40) The PRAXIS series of tests measures A) a teacher's basic skills in reading, writing, and mathematics . B) skills at each stage of a beginning teachers career. C) instructional planning. D) a teacher's ability to make decisions. E) A, B, and C Answer: E 41) What term is used to describe the negotiation of the professional rights and responsibilities of teachers as a group? A) collective bargaining B) contract discoursing C) due process D) capital investing Answer: A 42) Which of the following criticisms has been leveled at teacher unions? A) Teacher unions shield their members from scrutiny. B) Teacher unions exercise considerable power for the improvement of public education. C) Teacher unions do nothing to promote child welfare. D) Teacher unions lack the power to make improvements in working conditions. Answer: A

Test Bank

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43) Merit pay often fails because A) guidelines for identifying teachers of merit are difficult to design and implement. B) teacher unions typically have opposed merit plans. C) paying some teachers more might mean paying some teachers less. D) all of the above Answer: D 44) Professional organizations do which of the following A) provide a range of services B) lobby government officials on education issues C) protect members' rights to collective bargaining D) all of the above Answer: D 45) The five steps of reflective teaching are perceiving, valuing, knowing, acting, and A) contemplating. B) evaluating. C) thinking. D) working. Answer: B 46) Professionals should use which of the following models when addressing educational problems? A) disease model B) the five steps of reflective teaching C) quality management D) politics Answer: B 47) The echo effect is describes A) a strategy for teaching fluency. B) the perpetual teacher shortage. C) increasing student numbers in elementary school. D) a way to effectively teach physics to elementary students. Answer: C Short Answer Questions 1) What type of licensure is given to those who prepare to teach without completing an approved education program? Answer: alternative 2) What is the process of meeting basic requirements and standards for becoming a practicing teacher? Answer: licensure 3) This term is used to describe the process of program review by outside experts who assert that a program is worthy of preparing professionals. Answer: accreditation 4) What type of agreement occurs when states recognize one another's teacher certification? Answer: reciprocity 5) Teachers who have completed the probationary portion of their careers may be offered a continuing contract. What is another name for this continuing contract? Answer: tenure


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6) This kind of assessment is done to shape, form, and improve teachers' knowledge and behavior. Answer: formative assessment 7) Incentive programs for teachers that offer advancement of status, increased responsibility, and extra pay for exemplary teaching practice are known by what name? Answer: career ladder 8) Teacher unions protect members' rights to negotiate their contracts and other job-related matters. What is this process called? Answer: collective bargaining Essay Questions 1) What are some characteristics of Teachers as Professionals? Answer: Teaching, like medicine and law, can be thought of as a profession for a variety of reasons. These reasons include: Teachers possess and can use specialized knowledge. Teachers must fulfill licensure requirements in order to practice. Teachers are decision makers. Teachers get pain for their services. Teachers do not simply do a job; they leave a legacy. Teachers add intellectual value to an organization. Teachers operate according to a professional set of standards and ethics. Teachers are compelled or driven by a sense of responsibility to perform their work. 2) Why is teaching sometimes referred to as a semiprofession rather than a profession? Answer: Some describe teaching as a semiprofession because teachers do not enjoy the same privileges as some other professions.. They observe that there may be a lack of rigorous training since preparation and licensure often come secondary to filling slots. This can mean that inexperienced teachers are assigned to teach outside their areas of expertise with minimal or no supervision. Further, teachers lack of control over entry and exit since they have little to with hiring and dismissing colleagues. Another reason is that teachers lack control over schedule and workload; teachers do not choose the students they teach and do not set their own work schedules. 3) Describe some of the career issues that teachers beginning their careers must face. Answer: Teachers at the beginning of their careers face some issues that more experienced teachers do not encounter. These include becoming licensed to teach, getting a first job, and successfully performing one's responsibilities. First, requirements for teacher licensure are established and monitored by each state. Licensure is granted when teachers have met basic requirements and standards for becoming practicing teachers. Second, factors that determine the demand for elementary and secondary teachers in any school year include enrollment changes, class size policies, budget considerations, changes in methods for classifying and educating special education students, and job turnover due to retirement or attrition. These factors impact decisions about hiring new teachers. Third, teachers at the beginning of their careers work with probationary status. If they perform to standard, they may be granted tenure. 4) How are the results of formative assessments and summative assessments used to evaluate teachers? Answer: To ensure teachers are performing to standard, principals use two types of evaluation. The first type of evaluation, called formative assessment, is done to shape, form, and improve teachers' knowledge and behavior. Formative assessment is not concerned with making judgments about salary status or tenure, but is a process aimed helping teachers improve their teaching techniques. On the other hand, evaluating teachers' competence and teaching outcomes are examples of summative assessments. Summative assessments collect and interpret data over a specified period of time to evaluate the competence and teaching outcomes. Results of summative assessments are used to make decisions about teachers on matters of hiring, compensation, status, tenure, and termination.

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5) What is a teacher portfolio? How is it used to evaluate a teacher's performance? Answer: A teacher portfolio, a collection of artifacts that communicate a teacher's abilities to perform her or his job, is an example of an authentic assessment approach. A portfolio might contain tests and homework assignments the teacher gives students, samples of students' work, lesson plans, a videotape of a lesson, and so on. Teachers' portfolios provide opportunities for teachers to have input into their evaluations. They also provide excellent ways for a teacher to demonstrate his or her abilities to understand the links between educational theory and practice. 6) What are the characteristics of career ladder programs? Answer: Career ladder programs are examples of incentive programs for teachers, offering advancement of status, increased responsibility, and extra pay for exemplary teaching practice. Supporters of career ladder programs assert that change comes about by motivating teachers to examine their practice and think about alternative ways of teaching and by focusing on what students are learning. Career ladders typically acknowledge differences in beginning and master teachers. Career ladders are dependent on school budgets, these programs come and go with the availability of funds to support them. 7) What are some strengths and limitations of teacher unions? Answer: Teacher unions protect members' rights to collective bargaining (negotiation of the professional rights and responsibilities of teachers as a group) in contract disputes and in other job-related matters. They are also praised for exercising considerable power for the improvement of public education. The largest teacher unions have helped to shape school programs to promote child welfare. They have fought for and won increases in teachers' salaries and improvements in working conditions, have heightened public awareness about the importance of involving teachers in decision-making processes, and have helped cultivate the concept that teachers are professionals. Teacher unions are controversial and are frequently criticized by outsiders for shielding their members from scrutiny and for maintaining the status quo.


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Chapter 2: Challenges Teachers and Schools Face Multiple Choice Questions 1) Some educational experts argue that our schools are blueprints for failure. Which of the following reasons is given for this statement? A) The amount of time allotted for science and math education is inadequate. B) Students spend only nine percent of their lives in schools and yet schools are supposed to solve society's most difficult problems. C) Meeting students' social needs, emotional needs, and academic needs is mostly the responsibility of schools. D) Schools have become valueless institutions that are inadequate in meeting the moral needs of society. Answer: B 2) The following conditions suggest that students may be at varying levels of risk except: A) student's family income is less than $10, 000 B) student has been retained in at least one class or grade C) student does not live with both parents D) student has two or more siblings Answer: D 3) How does poverty place students at-risk of failure? A) underfunded schools B) hunger C) no computer equipment at home D) all of the above Answer: D 4) Which of the following do school counselors provide for at-risk students? A) referrals B) parents C) jobs D) drugs Answer: A 5) Which of the following statements about poverty and learning is accurate? A) A basic link between poverty and learning does not exist. B) Students from low-income families start school at about the same time as students from high-income families. C) Communities with low-income families spend the same amount of tax dollars for education as do communities with high-income families. D) High-poverty schools exhibit diminished capacities to create educational opportunities for students. Answer: D 6) According to the U.S. Department of Education, which of the following statements is true? A) The availability of free or low cost education does little to reduce the number of welfare recipients. B) High school dropouts are 10 times more likely to receive public assistance than high school graduates with no college. C) Only a slight correlation between poverty and learning exists. D) Educated people rely less on welfare and public assistance than people with less education. Answer: D

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7) The primary responsibility of elementary and secondary counselors is to A) help students cope with serious social and personal problems. B) test students for learning disabilities. C) work with teachers who are experiencing personal problems. D) discipline students who break class rules. Answer: A 8) A federally funded program that is structured to improve academic performance and motivational levels of low-income high school students is A) Upward Bound. B) Title I. C) Title II. D) After School Matters. Answer: A 9) Which of the following education programs adheres to the idea that students can be better prepared for school through prevention strategies? A) early intervention B) extracurricular C) remedial D) school-to-work Answer: A 10) What is prevents large numbers of children from participating in early intervention programs? A) minimal public support B) parental apathy C) lack of funding D) inconclusive research data Answer: C 11) The federal government uses which of the following to calculate the national number of dropouts? A) the proportion of dropouts in a single year B) the number of students drop out at a single grade level C) the percentage of students in a specific age range not attending school D) all of the above Answer: D 12) The ability to keep students in school until they receive a high school diploma or an equivalency certificate is called A) enrollment motivation. B) the incentive rate. C) holding power. D) the production rate. Answer: C 13) A number of programs have been established to provide children of low-income families with additional educational opportunities. What are these programs called? A) pull-out programs B) compensatory education programs C) alternative schooling D) special education Answer: B


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14) The largest federally-funded education program for at-risk elementary and secondary students which began in 1965 as part of the Johnson administration's War on Poverty is called A) Chapter X. B) Head Start. C) Title I. D) America 2000. Answer: C 15) How do the educational experiences of a student enrolled in a Title I school differ from other students' experiences? A) Title I students have the same educational experiences as other students. B) The Title I student would be most likely pulled from the regular class to receive special services. C) The Title I student would attend a non-traditional school for half of the day. D) Students not receiving Title I assistance would tutor those who were. Answer: B 16) Which of the following criticisms applies to Title I programs? A) Some 65% of the teaching of Title I children is done by aides or paraprofessionals. B) Title I programs emphasize what the students know rather than what they do not know. C) The Title I curriculum focuses on complex thinking skills when students need help with basic skills. D) Title I programs rely on student-directed instruction when there are highly trained personnel available. Answer: A 17) Which of the following federally-funded programs was created to help secondary students from low-income families improve their study and academic skills? A) Chapter I B) Upward Bound C) Title IX D) Quest 2000 Answer: B 18) Which of the following examples is typical of working women? A) A majority of women in the workforce are mothers with children. B) The number of women in the workforce has steadily decreased over the past decade. C) Of the women who have entered the workforce, a majority are mothers with grown children. D) The care of children whose mothers are in the workforce is most often left to relatives. Answer: A 19) According to the U.S. Department of Education, between five and fifteen million children go home each day to an empty house. What term is used to describe these children? A) disadvantaged children B) latchkey children C) home schooled D) home alone kids Answer: B 20) One way that schools can work to prevent Type II diabetes in children is to A) improve the nutritional quality of food and beverages served and sold in schools. B) provide insulin to students that may be at-risk. C) require students to bring lunches from home. D) cut out recess and physical education. Answer: A

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21) What is the intention of the No Child Left Behind Act? A) To assure that the lowest achieving students regardless of income level enjoy the benefits of participating in high quality programs. B) To assure that the highest achieving students regardless of income level enjoy the benefits of participating in high quality programs. C) To assure that all children have a safe place to go after school has ended. D) Both A & B. Answer: D 22) According to the Children's Defense Fund, each day in the U.S. A) 5 children/youth are arrested for violent crimes. B) 8 children/youth die from firearms. C) 107 children/youth are arrested for drug abuse. D) 110 high school students drop out. Answer: B 23) What requires commercial website operators to get parental permission before collecting information of children under 13 years old? A) NEA Code of Ethics B) Children's Online Privacy Protection Act C) Children's Website Safety Network D) Internet Privacy Act Answer: B 24) Which of the following statements about parent involvement is false? A) Greater parent involvement is found among parents at lower SES levels. B) Parental involvement in schools is at an all-time low. C) Parents of children at risk are least likely to volunteer in the classroom. D) About 90% of parents are actively involved in schools. Answer: A 25) How can parents get more involved in their children's schooling? A) parental involvement programs B) require parents to volunteer C) make schools daycare centers D) require parents to join PTA Answer: A 26) Schools have attempted to involve parents in the education of their children in all of the following ways except: A) holding parent-teacher conferences. B) having school open houses. C) organizing PTAs and PTOs. D) opening school doors 24 hours per day. Answer: C 27) The Child Abuse Prevention and Treatment Act A) provides financial support to states. B) requires school principals to post photographs of pedophiles in schools. C) allows principals to visit homes. D) requires students to report child abuse. Answer: A


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28) What name is given to the collaborative effort between health or social services agencies and schools to offer a range of services for children and their families while reducing bureaucratic overhead? A) supervised schools B) alternative schools C) full-service schools D) developmental schools Answer: C 29) Programs allowing schools to coordinate health care with health curricula emphasizing preventative care are A) called school-based health centers. B) ineffective because of the cost. C) found in a majority of today's schools. D) supported by parents but not health care professionals. Answer: A 30) In 1974, Congress passed a law to provide financial support to states that implement programs for identification, prevention, and treatment of instances of child abuse and neglect. This is called the A) McCabe Act. B) Child Abuse Prevention and Treatment Act. C) School-Based Health Center Act. D) Children's Defense Fund. Answer: B 31) The most likely penalty for teachers who fail to report child abuse or neglect is A) being fined from $500 to $1000. B) receiving a prison term up to one year. C) losing their education degrees. D) being demoted or dismissed from teaching. Answer: C 32) Which of the following statements is most accurate regarding child maltreatment? A) Problems of child abuse and neglect cut across all socioeconomic strata. B) Child neglect is disproportionately high among affluent families. C) The correlation between unemployment and child maltreatment is insignificant. D) Scrutiny by public agencies may be the greatest contributor to the plight of children. Answer: A 33) Adolescent childbearing correlates negatively with educational attainment, income, and A) poverty. B) participation in the workforce. C) child maltreatment. D) low self-esteem. Answer: B 34) Of the 800,000 to 900,000 people in the U.S. living with HIV how many of them do not know they are infected? A) 1/4 B) 1/10 C) 1/3 D) 1/2 Answer: C

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35) Between 1991 and 2000 the overall teenage birthrate A) steadily declined. B) steadily increased. C) drastically increased. D) stayed the same. Answer: A 36) All of the following are components of successful HIV education programs except those that A) focus on recognizing high risk behaviors. B) provide opportunities to practice refusal and communication skills. C) teach students how to recognize and avoid high risk situations. D) suggest that HIV is confined to gay men and intravenous drug users. Answer: D 37) Resurgences of preventable diseases such as measles, mumps, and rubella make which group of children most vulnerable? A) non-vaccinated children B) children in poverty C) those with adolescent mothers D) children with disabilities Answer: A 38) Social issues that effect schools include the following except: A) the public's expectations B) socioeconomics of families C) health and safety issues of children D) Both A & B E) A, B & C Answer: E 39) The American Academy of Pediatrics blames the shockingly high rate of suicide on A) competition for grades. B) abundance of violence. C) disconnected parents. D) all of the above. Answer: D 40) According to a national study, the most often cited reason for adolescent suicide attempts is A) low self-esteem. B) relationship problems. C) academic pressures. D) drug addiction. Answer: B 41) According to James Howe, the most commonly used insult is schools is A) nerd. B) faggot. C) jock. D) loser. Answer: B


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42) Single suicides can stimulate imitations, which are also referred to as A) attempted suicides. B) group suicides. C) cluster suicides. D) vicarious suicides. Answer: C 43) What is the leading cause of death among teenagers 15 to 19 years old? A) suicide B) drug overdose C) motor vehicle accident D) homicide Answer: C 44) African American males ages 15 to 19 years old are how many times more likely than European American males to be gun victims? A) 2 B) 5 C) 10 D) 20 Answer: B 45) Surveys between 1975 and 2002 revealed that this percent of high school seniors used alcohol: A) under 10% B) about 20% C) about 50% D) over 75% Answer: C Short Answer Questions 1) Students who have failed one or more grades, have high rates of absenteeism and tardiness, speak a language other than English, are enrolled in special education classes, and/or are affected adversely by health-threatening factors. Answer: at-risk students 2) What are programs that ensure children receive good health care and nurturing experiences that enhance their environments prior to entering school called? Answer: early intervention 3) The ability to keep students in school until they receive a high school diploma or an equivalency certificate. Answer: holding power 4) Children that receive Title I funds most often receive services this way. Answer: pull out programs 5) School aged children that go home to an empty house each day. Answer: latchkey children 6) Schools that offer more than basic education to school aged children. Answer: full-service schools

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Essay Questions 1) Describe characteristics that would make a student at risk. Answer: At-risk students may have failed one or more grades, have at least one disability, have high rates of absenteeism and tardiness, speak a language other than English and speak English less than 'very well', are enrolled in special education classes, does not live with both parents, either parent emigrated within the last five years, has a family income below $10,000, neither parent/guardian is employed, and/or are affected adversely by health-threatening factors. At-risk students are those students that are unlikely to complete high school and likely to have a low socioeconomic status through life. 2) How do school counselors help students with serious personal and social problems? Answer: Counselors typically provide inservice training and consultation for teachers, work with parents to promote understanding of child development, identify and refer students with developmental disabilities to specialists, and help older students make career choices. For many children, these and other school-based interventions make a profound difference in their lives. 3) What types of compensatory programs provide children from low-income families with additional services? Answer: Many programs provide students from low-income families with additional educational opportunities beyond those offered in a school's standard program. Title I, a federally-funded education program for at-risk elementary and secondary students is one such program. Title I is the largest federally funded education program for at-risk students. It began in 1965 as the first bill of President Johnson's War on Poverty program. Today it meets the needs of 12.5 million students. Another program is Upward Bound, a federally-funded program structured to improve the academic performance and motivational levels of low-income secondary students, particularly in math and science. Participants in the program receive tutoring, counseling, and basic skills instruction. The program encourages students to finish high school and win acceptance into college. 4) What are parental involvement programs and what are some characteristics of good parental involvement programs? Answer: Schools have always tried to involve parents in the education of their children, but school efforts seem to have increased in recent years. The goal of parental involvement programs is to involve parents in school activities to tackle virtually every kind of problem imaginable. Some characteristics of good parental involvement programs include: positive experiences, suggestions for support of classroom activities, involvement in reform and planning, varied hours of parental meetings, feedback on what is wanted in a school. 5) What is the purpose of the Child Abuse Prevention and Treatment Act? Answer: Congress passed the Child Abuse Prevention and Treatment Act in 1974. This law was designed to provide financial support to states that implement programs for the identification and treatment of instances of child abuse and neglect. In the majority of states, teachers are required by law to report instances of suspected child abuse or neglect. The Child Abuse and Prevention and Treatment Act is meant to stop problems of child abuse and neglect exist in all kinds of families and across the nation.


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Chapter 3: The Richness of Classroom Cultures Multiple Choice Questions 1) Education designed for and offered to all people, regardless of their physical, social, emotional, and intellectual characteristics is called A) education for everyone. B) inclusive education. C) common school. D) normal school. Answer: B 2) The Southern Institute for Education and Research housed at Tulane University provides A) teaching guides and curriculum consultation to teachers . B) programs to help young people understand the causes and consequences of prejudices. C) a variety of resources for teachers to use for improving ethnic relations. D) all of the above Answer: C 3) A state in which people of diverse ethnic, racial, religious, and social groups maintain autonomous participation within a common civilization is referred to as A) cultural pluralism. B) variable attributes. C) a mosaic. D) ethnicity. Answer: A 4) Race is defined most often by A) physical characteristics. B) cultural practices. C) ethnicity. D) variable attributes. Answer: A 5) Which of the following terms refers to a group of individuals with common cultural traditions or a common national origin? A) social class B) critical attributes C) race D) ethnicity Answer: D 6) Students with limited English proficiency (LEP) qualify for instruction in A) English as a Second Language (ESL). B) their own language. C) English only. D) etiquette and customs. Answer: A

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7) All of the following statements about diversity are accurate except: A) terms related to diversity are often ill-defined and vague. B) there is often more variation within a group as between or among groups. C) a simplistic classification scheme like race and ethnicity mask important differences and similarities among people. D) classification systems of race, class, ethnicity, and culture are rigidly defined and easily identifiable. Answer: D 8) All of the following characteristics are a part of one's culture except: A) artistic ability. B) social mores. C) beliefs. D) religion. Answer: C 9) Throughout past centuries, schools have encouraged A) discrimination. B) assimilation. C) pluralism. D) ethnocentricity. Answer: B 10) Which of the following examples depicts discrimination? A) treating individuals differently because of their membership within a group B) grouping or labeling an individual based on some critical attribute C) using labels to provide special services to members of a particular group D) describing perceptions of the relative political power or influence that a group exerts within a society Answer: A 11) The law that prohibits discrimination based on gender is A) the Gender Bias Act. B) Title IX. C) Title I. D) the Antidefamation Act. Answer: B 12) Gender bias is A) discrimination based on sex. B) single sex schooling. C) unequal treatment of males and females. D) ignoring female students in a class. Answer: A 13) Goals for teaching multicultural education may include the following except: A) assimilation. B) cultural pluralism. C) social reform. D) ethnocentricity. Answer: D


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14) Single group studies A) concentrate on group contributions. B) are discriminatory. C) are limited to only working with males. D) emphasize unity. Answer: A 15) How many exceptional learners are there in the U.S.? A) 2 million B) 6 million C) 12 million D) less than one million Answer: B 16) Giftedness is a designation based on A) intellectual ability. B) artistic ability. C) psychomotor ability. D) all of the above Answer: D 17) The idea of teachers as knowledge transmitters encourage teachers to A) fill students heads with facts. B) act as facilitators. C) lead students through predetermined lesson plans. D) allow space for students to challenge and ask questions. Answer: C 18) An example of human relations approach to multicultural education is A) reconstruction. B) conflict mediation. C) assimilation. D) pluralism. Answer: B 19) Human relations approaches to multicultural education A) emphasize understanding and acceptance. B) are formal programs. C) require friendships. D) defuse conflicts. Answer: A 20) Education that is socially reconstructionist seek to A) challenge social inequity. B) restructure educational institutions. C) create an environment that is free of conflict. D) both A & B Answer: D

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21) National educational associations promote multicultural education, equity, and opportunity by A) legislation. B) advocating for direct intervention at all levels of the public education system. C) lobbying. D) promoting state initiatives designed to encourage pluralism. Answer: B 22) Students who qualify for special education A) have one or more disabilities. B) exhibit no emotional outbursts. C) want attention. D) are never immigrants. Answer: A 23) The Blues in the Schools (BITS) program seeks A) to develop school drama programs for at-risk students. B) to provide conflict mediation interventions. C) to promote therapy programs for students that are depressed. D) to affirm cultural heritage and contributions of African Americans. Answer: D 24) Banks' approaches to cultural reform include the following except: A) action approach. B) transformation approach. C) additive approach. D) reductive approach. Answer: D 25) Diversity issues have led to A) new curricula. B) new schools. C) less violence. D) political equality. Answer: A 26) IDEA stands for A) Individuals with Disabilities Education Act. B) Individuals Diversity Education Act. C) Individuals with Disabilities Equity Act. D) Individuals with Developmental Education Act. Answer: A 27) What is a way that teachers can create culturally relevant classrooms? A) developing relationships with students B) providing high quality education C) requiring students to have good social skills D) providing social activities Answer: A


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28) The best ways to educate gifted and talented students are the following except: A) accelerate their curriculum B) give them special instruction C) keep them away from other students D) have them skip a grade Answer: C 29) IEP stands for A) individualized education program. B) independent education program. C) individualized equity program. D) individualized education plan. Answer: A 30) As members of involuntary minorities (people who live in the United States as a result of slavery, conquest, or colonialization), some African Americans see education as a subtractive process. What does this mean? A) eliminating the cycle of poverty through education opportunities B) seeing educational experiences from one's own cultural or racial view C) rejecting the dominant group's perspective of the world in favor of another minority group's perspective D) being educated means acting white; therefore, giving up one's own cultural identity Answer: D 31) Students with limited English proficiency (LEP) most often receive help in the form of A) bilingual education. B) English-only instruction. C) Title V services. D) native language instruction. Answer: A 32) All of the following arguments are used by critics of bilingual education except: A) bilingual education programs do not teach the English language well. B) bilingual education does not prepare students to be part of American society and are bad for the country. C) bilingual education eases students into English. D) bilingual education damages students' self-identity by removing them from their culture and customs. Answer: C 33) Females consistently outscore males on tests of A) reading and writing. B) mathematical ability. C) scientific inquiry. D) analytical reasoning. Answer: A 34) Gender differences in mathematical ability as measured by standardized tests are A) non-existent. B) declining. C) reversing. D) increasing. Answer: B

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35) Females receive less attention than males from teachers and the quality of attention the males receive is superior. This statement about differential treatment on the basis of gender is A) unsubstantiated, but believed to be true. B) supported by research. C) refuted by research. D) unsubstantiated, but believed to be false. Answer: B 36) Because of comments in the summer of 2005 by the president of Harvard A) multicultural education is being reconceptualized. B) more research is being conducted on the innate differences between males and females. C) less females experience academic success in higher education. D) more teachers give males less praise and less constructive criticism than females. Answer: B 37) Paraprofessionals are A) unlicensed teacher aides. B) prepared teachers. C) licensed teachers. D) school nurses. Answer: A 38) Approximately how many exceptional learners across the United States possess one or more attributes that greatly affect the experiences they have at home, at school, and in the community? A) one million B) three million C) six million D) nine million Answer: C 39) Students capable of high performance in such areas as general intellectual ability, specific academic aptitude, and creative thinking and leadership are A) qualified for Title I services. B) gifted. C) learning disabled. D) at-risk. Answer: B 40) Characteristics of educational exceptionality are currently termed A) handicaps. B) disabilities. C) detriments to society. D) disorders. Answer: B 41) Inclusive education is education designed for A) special education students. B) all students. C) gifted and talented students. D) execeptional learners. Answer: B


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42) Gay-straight alliances in schools seek to A) encourage homosexual activities. B) provide skills and resources to students and teachers. C) rid schools of gay students. D) discourage tolerance. Answer: B 43) Single group studies encourage A) the challenging of social inequities. B) people to assimilate. C) modification of the required curriculum. D) students of differing backgrounds to understand and accept each other. Answer: D 44) Because courts have been reluctant to intervene on matters of curriculum development, the responsibility lies with A) students and parents. B) local decision makers. C) state decision makers. D) both B & C Answer: D 45) The idea of teachers as facilitators encourage A) students to be filled with facts from the teacher. B) teachers to lead students through predetermined lessons. C) students to become teachers. D) students to challenge and ask questions. Answer: D Short Answer Questions 1) The sum of the learned characteristics of a people - language, religion, social mores, artistic expression, beliefs, and values. Answer: culture 2) This refers to membership in a group with a common cultural tradition or common national origin. Answer: ethnicity 3) Making students similar Answer: assimilation 4) Maintaining unique characteristics Answer: pluralism 5) An approach to help students resolve their differences peaceably. Answer: conflict mediation 6) Students with limited English proficiency (LEP) receive instruction in both English and their native language. Answer: bilingual education 7) Discriminatory treatment, often subtle or unconscious, that unfairly favors or disfavors individuals because they are females or because they are males. Answer: gender bias

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Essay Questions 1) Provide an explanation of diversity. Answer: People differ between and within groups on any number of characteristics. They may vary by culture, ethnicity, race, ability, need, social class, and the like. People speak and write about race, culture, and ethnicity as though universal agreement exists on the meaning of its terms. In some ways and in some instances such agreement does exist, but it is usually only in general terms. All the differences of students or aspects of diversity are taken into account to be effective in teaching children. 2) How do the terms race and ethnicity differ from each other? Answer: Race is defined most often by physical characteristics, especially skin color or national origin. For example, a person of color might refer to herself or himself as black or African American or Latino and so on. Ethnicity refers to membership in a group with a common national origin. Ethnic groups function as subgroups within the larger society and may share a common language, religion, customs, or other elements of culture. Although racial traits are genetically inheritable, ethnic traits are learned in social contexts such as the family. People often find strength in their identities. Race and ethnicity are large parts of these identities. 3) What arguments are presented for and against bilingual education? Answer: Some believe that teaching non-English speaking children in their native language, the language they hear most at home, while easing them gradually into English, is the only reasonable way to move these children into the mainstream while they maintain their cultural integrity. Others believe that teaching children in their native language is bad for them and bad for the country. They contend that bilingual programs hold children back by doing a substandard job of teaching children in either their native language or in English. The reason for so many types of bilingual education is that educators are divided on the best way to serve these students. 4) Describe gender bias. In what ways do you see teachers treating males and females differently that might be attributed to gender bias? Answer: When boys and girls first enter school their academic abilities are approximately equal. Critics have charged that girls receive less attention from teachers than do boys, and the quality of attention is better. The literature also suggests that teachers are prone to choose classroom activities that appeal to boys' interests and to use instructional methods that favor boys. Boys are also affected by gender bias. For example, boys are more commonly identified with learning disabilities, mental retardation, and reading disabilities than girls because they are more active, less attentive, less dextrous, and more prone to behavioral problems. 5) What is an exceptional learners and what characteristic common to them? Answer: Exceptional learners possess attributes that affect the experiences they have at home, at school, and in the community. There are more than 6 million exceptional learners across the U.S. Common exceptionalities include giftedness, cognitive disabilities, hearing impairment, visual impairment, orthopedic impairments, speech and language disorders, emotional and behavioral disorders, attention deficit disorders, and learning disabilities. Nationally, this is about 13 percent of children have a special ability or disability that sets them apart from other children. In terms of education, these abilities and disabilities are called exceptionalities.


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Chapter 4: Education in America: The Early Years Multiple Choice Questions 1) The Czech theologian and philosopher, Comenius, would have agreed with all of the following ideas about education except: A) education should start before a child's mind is corrupted. B) general concepts should be taught first, followed by specifics. C) instruction should be age appropriate. D) instructional strategies should be fast paced. Answer: D 2) Which of the following instructional suggestions was advocated by John Locke? A) Coercion is necessary if real learning is to occur. B) Students test ideas about life through reading good books, not experimenting. C) Because children are irrational creatures, teachers should discourage questions. D) Instruction should be tailored to individual children's talents. Answer: D 3) Which of the following current trends in education can be traced to Swiss philosopher Jean Jacques Rousseau? A) outcome based education B) developmentally appropriate instruction C) cooperative learning D) college preparatory coursework Answer: B 4) The Swiss philosopher Jean Jacques Rousseau wrote about his educational beliefs in which he described the development from infancy to maturity of whom? A) Ishmael B) Isaac C) Emile D) Swiss boarding school children Answer: C 5) What did Johann Pestalozzi mean when he said "Always put a picture before the eye"? A) Use concrete objects to represent the abstract. B) Textbooks should not have pictures, so that children are allowed to imagine. C) Use creative writing to teach all subjects. D) Students should study art along with other academic subjects. Answer: A 6) Pestalozzi felt that children lost their love for learning because there was A) too much freedom in schools. B) not enough resources for students in schools. C) a stifling was of treating students in schools. D) ignorance in children since their minds were blank slates. Answer: C 7) Friedrich Froebel is credited with establishing A) Summerhill School in England. B) the first vocational institution. C) the first kindergarten. D) assessment techniques for measuring learning. Answer: C

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8) In the early southern colonies , parents taught their children at home because A) most were Catholic while the plantation owners, who controlled the schools, were Protestant. B) they were isolated from others; there were no communities and no schools. C) their children were not welcome in plantation schools. D) their children became the field and household workers of the plantation owners, which required skills taught at home. Answer: B 9) A typical southern colonist would most likely make which of the following statements regarding educational practices? A) The only purpose of education is to promote our southern ways. B) Education is necessary to teach American citizenship. C) Our children need opportunities to exchange scholarly ideas. D) Education is the responsibility of the family. Answer: D 10) How did people of the middle Atlantic colonies differ from those of the Southern colonies? A) Southern colonists established formal schools much earlier than did the middle Atlantic colonists. B) Southern colonists were religiously diverse; mid-Atlantic colonists were not. C) The mid-Atlantic colonists observed rigid class distinction, but the southern colonists did not. D) Mid-Atlantic colonists were more religiously diverse than settlers in the south. Answer: D 11) How were scholars educated in Colonial America? A) through a system of tutors B) the clergy were the primary teachers C) master teachers provided instruction of questionable quality D) all of the above Answer: D 12) John Calvin saw children as A) primitive creatures that needed formal training. B) creative and intellectual beings. C) equal to adults. D) able to analyze for themselves what they need in terms of education. Answer: A 13) Education on Southern plantations was A) informal. B) confined to reading, writing, and mathematics. C) focused on slavery. D) not involved in religious teachings. Answer: B 14) Every town of 50 households in the New England colonies was required to take which of the following actions? A) build a church B) construct elementary and secondary schools C) hire a teacher D) establish an apprenticeship Answer: C


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15) How were children perceived by the Puritans? A) inherently good B) savage and primitive C) natural learners D) miniature adults Answer: B 16) Which of the following statements about print media, as it existed during colonial times, is accurate? A) Colonists agreed that they should break from England's rule, which was reflected in the newspapers of the time. B) Newspapers often confused people about how government worked. C) Colonists received very little news about current events in Europe. D) By the middle of the 18th century, almost every colony had a printing press churning out news of the day. Answer: D 17) How does geography influence the early education of the nation? A) The weather allowed different lifestyle patterns which left more or less time for education. B) Northern cities were more sophisticated and placed a higher value on education. C) Geographical barriers kept information from being easily transmitted. D) all of the above Answer: D 18) Technological advancements in Colonial America included A) printing presses. B) postal system. C) telephone. D) teletype. Answer: A 19) Colonists in a community decided to organize a school that would prepare women to assume the responsibility of educating children. Which of the following types of schools is being described above? A) settlement schools B) Quaker schools C) dame schools D) mission schools Answer: C 20) In colonial times, the term "educated" evolved to mean more than learning God's laws. People began to view education as A) a family responsibility. B) a threat to democracy. C) the salvation of souls. D) a means for personal advancement. Answer: D 21) A majority of colonists, particularly in the South, believed that the Scriptures were the key to self-determination and understanding God's will, thus, the purpose of education was to help A) save souls. B) create an educated society. C) train workers for new industries. D) prepare individuals for college. Answer: A

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22) The Massachusetts Act is also referred to as A) the School Apprenticeship Act. B) the New England Act. C) the John Calvin Act. D) the Old Deluder Act. Answer: D 23) Which of the following statements demonstrates Calvinist thinking? A) Teachers must be ministers. B) Children should be free to explore their environment. C) Education should be value-free. D) Children are evil by nature. Answer: D 24) The Northeast shaped the character of the nation because of A) tobacco production. B) industrialization and urbanization. C) advances in agriculture. D) reliance on religion. Answer: B 25) Financing education through land grant schools was established because of precedent set by the A) Old Deluder Act. B) Northwest Ordinance. C) Title IX. D) improved industrialization in the Northeast. Answer: A 26) How did industrialization in the early nineteenth century in America impact education? A) Industrialization increased the emphasis on practical rather than theoretical learning. B) Industrialization helped to maintain social order. C) Industrialization decreased the need for adequate child care services. D) Industrialization improved the standard of living for women and children. Answer: A 27) What distinguished the southern colonies the most from the middle Atlantic and New England colonies? A) educational advances B) industrialization and suburbanization C) slavery D) religion Answer: C 28) Slaves learned to read and write in all of the following ways except: A) missionaries and free blacks established schools. B) domestic workers learned to read from plantation owners' personal libraries. C) negro schools were established in some southern communities. D) slaves went to school along with the children of the plantation owners. Answer: D


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29) Which of the following ideas was promoted by Thomas Jefferson in reference to Native Americans? A) isolation B) separation C) assimilation D) immigration Answer: C 30) Formal education in Spain's American colonies focused A) on vocational in nature and open for all until age 19. B) heavily on religion and was conducted by older men for younger men. C) vocationally in nature and was for males only. D) heavily on academics particularly in Spanish history. Answer: B 31) What type of role did women play in the education of children during colonial times? A) Women played no role in the education of children during colonial times. B) Women were often employed to instruct older students. C) Most teachers during colonial times were women. D) Women played a substantial role in the informal education of children. Answer: D 32) The industrial revolution marked a change from A) studying a classical curriculum to studying a trade. B) high school enrollments to low school enrollments. C) rural to urban life. D) all of the above Answer: D 33) Womens' contribution to education have A) often been downplayed or ignored. B) played an insignificant role in formal and informal education. C) always played a more significant role in education than men. D) affected educational history equally to that of men. Answer: A 34) Who advocated to the New York legislature that school needed to be created to teach geography, science and domestic skills to women? A) Emma Willard B) Horace Mann C) Jean Jacques Rousseau D) Maria Montessori Answer: A 35) Before the Civil War, the South Carolina legislature made educating slaves A) a misdemeanor. B) a felony. C) common. D) a requirement of religious organizations. Answer: A

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36) Which religion in colonial America discriminated the least? A) Quakers B) Catholics C) Protestants D) Buddhists Answer: A 37) What was the hidden passage to freedom for slaves? A) education B) religion C) business D) government Answer: A 38) Protestants and Catholics created these kinds of schools to educate Native Americans in English and Christianity. A) common schools B) high schools C) mission schools D) assimilation schools Answer: C 39) A single piece of parchment that was the first reader for many students in the colonies was called A) a hornbook. B) the blue-backed speller. C) a lyceum. D) the McGuffey Reader. Answer: A 40) What was the purpose of the American lyceum? A) Use tax dollars to support private education. B) Train individuals to be teachers. C) Promote education for all outside the classroom. D) Promote the southern way of life. Answer: C 41) What was the first formal type of secondary school in the colonies? A) English language academies B) Catholic boarding schools C) Latin grammar schools D) Protestant seminaries Answer: C 42) In Native American cultures who bears the responsibility for education? A) families B) the tribe C) individual students D) teachers Answer: A


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43) Who introduced the idea of gymnastics and physical education as an academic subject? A) Catherine Beecher B) Quakers C) Missionaries D) Charles Bathurst Answer: A 44) Textbooks designed to teach rudimentary reading skills were called A) primers. B) hornbooks. C) McGuffey Readers. D) almanacs. Answer: A 45) What did Noah Webster first publish in 1783? A) blue-backed speller B) dictionary C) hornbook D) Poor Richard's Almanack Answer: A 46) What was used to teach reading and Protestant ethic in the early nineteenth century? A) hornbooks B) blue-backed spellers C) McGuffey Readers D) primers Answer: C 47) Which of the following educators was instrumental in establishing public teachers' colleges, called normal schools? A) Horace Mann B) Thomas Jefferson C) Benjamin Rush D) Henry Barnard Answer: A Short Answer Questions 1) Colonial schools run by women in the community typically to school teach rudimentary reading skills to children of the poor. Answer: dame schools 2) A school established by priests to convert Native Americans to Catholicism. Answer: mission schools 3) A new form of education, claiming to be a broad cultural movement to promote the education of children and adults outside the classroom. Answer: lyceum 4) The first formal type of secondary school in the colonies, established in Boston in 1625. Answer: Latin grammar school 5) Institutions dedicated to public teacher training so teachers could meet high standards. Answer: normal schools

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6) Private schools with religious affiliations. Answer: parochial schools 7) What was published in the late 1700's and early 1800's, and was also known as Webster's American Spelling Book? Answer: Blue-Backed Speller 8) The most widely used reading book to teach literacy skills in the United States during the nineteenth century. Answer: McGuffey Reader Essay Questions 1) Early education was influenced by many European thinkers. Describe how the ideas of Comenius, Locke, Rousseau, Pestalozzi, and Froebel were used to create the beginnings of uniquely American educational system. Answer: America's formal education system was influenced heavily by European intellectuals. John Amos Comenius (1592 - 1670), a Czech theologian and philosopher, viewed education as the primary means for improving society. All children - rich or poor - were to be instructed in a style that moved from simple to more complex, from general to specific, in an age-appropriate manner that involved the senses. John Locke (1632 - 1704), an English philosopher, argued that the human mind at birth is a blank slate (tabula rasa) and proposed that children should, therefore, interact with their environment. Jean Jacques Rousseau (1712 - 1778), a Swiss philosopher, criticized educational methods that ignored children's ways of thinking, seeing, and feeling. He wrote Emile, a book that reflected his beliefs about development and learning. Johann Pestalozzi (1746 - 1827) believed that children pass through a number of stages and that optimal growth occurs only when children fully master experiences and tasks of the previous stage. Friedrich Froebel (1782 - 1852), a German philosopher of education, established the first kindergarten where children could learn through the use of educational games and activities. 2) How did education in the southern, middle Atlantic, and New England colonies differ? Answer: For the most part, education in the early south was informal. Skills boys and girls needed to learn were taught by the family. Families also taught their children to read and often conducted their own worship services. People in the middle Atlantic colonies were more diverse than settlers in the south. There were English-, Dutch-, German-, French-, and Swedish-speaking people whose religious orientations varied greatly from one another. All were diligent in their efforts to preserve their languages and beliefs. To do so, different groups established their own parochial schools. The New England colonies were less diverse so it was easier to develop town schools. School laws were developed based on the number of households in the town to determine the need for a teacher and a school building. 3) How did religion and industrialization influence the aims of education? How did these influences affect the education of slaves, women, and individuals with disabilities? Answer: In early America, the aim of education was the salvation of souls; therefore, religion played a major role in all of the colonies. Forces of urbanization and industrialization led to an emphasis of practical education rather than theoretical learning. The instruction of slaves in schools was typically limited to household servants or free blacks. The education of Native Americans focused on assimilation into the white culture. Education for females in early America typically focused on skills needed to run a household and was informal. Education for individuals with disabilities focused on teaching appropriate behaviors and often took place in institutional settings. 4) Friedrich Froebel's educational ideas continue to shape kindergartens in this country. Describe the common characteristics and assumptions of these kindergartens. Answer: Friedrich Froebel's educational ideas continue to shape kindergartens in this country. The common characteristics and assumptions of these kindergartens are widely accepted and include: Humans are creative; Play drives learning; Children can learn only what they need and are ready to learn.; To educate means to lead or guide one to knowledge; A teacher cannot control the child but can control the educational environment. Children's experiences in these controlled environments can be analyzed to help teachers help children. The Froebel Foundation U.S.A. was founded in 2001 to promote Friedrich Froebel's educational ideas and to preserve the history of the U.S. kindergarten movement.


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5) In early American schools, students often used books, including the Bible, owned by their families. What other early textbooks were used? Answer: The hornbook served as the first reader for many students. It was a single piece of parchment imprinted with the alphabet, vowels, syllables, the doctrine of the Trinity, and The Lord's Prayer. The New England Primer appeared in the late 17th century as a collection of religious rhymes for the letters of the alphabet. Benjamin Franklin's Poor Richard's Almanack extolled the virtues of thrift, hard work, and creativity. Geography Made Easy focused on the geographies of the United States and contained patriotic themes. Webster's American Spelling Book, sometimes referred to as the Blue-Backed Speller, promoted a common English language as did the American Dictionary. McGuffey readers taught literacy skills and sought to advance the Protestant ethic through stories and essays.

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Chapter 5: Education in America: Then and Now Multiple Choice Questions 1) The 13th, 14th, and 15th Amendments to the Constitution instituted which of the following practices? A) abolished slavery B) prohibited voting privileges for all southerners C) established the Freedman's Bureau D) both A and C Answer: D 2) Which of the following organizations was the first special interest group for African Americans? A) National Association for the Advancement of Colored People B) Bureau of Refugees, Freedmen, and Abandoned Lands C) National Reconstruction Association D) American Civil Liberties Union Answer: A 3) An example of the black codes of conduct, established after the Civil War, would be A) blacks being prevented from testifying against whites in court cases. B) forbidding black to own firearms. C) southern blacks prevented from owning property. D) both A and B Answer: D 4) The first nationwide special interest group established in 1934 to lobby against the practice of lynching was the A) NAACP. B) ACLU. C) NEA. D) WEEA. Answer: A 5) At the beginning of the 20th century, which of the following were problems? A) anti-immigrant movements B) anti-evolution movements C) antisemitism D) only the brightest students were education E) A, B and C Answer: E 6) In the early 20th century, all of the following events occurred in the nation's schools except: A) an anti-evolution crusade. B) anti-immigration movements. C) organized campaigns by Catholics against Protestants. D) increases in anti-semitism. Answer: C 7) Educational reformers in the early 20th century placed their faith in which of the following institutions? A) the government B) the arts C) teachers' unions D) science Answer: D

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8) The Ford Foundation began programs intended to A) build automobiles more efficiently. B) teach democratic values. C) develop assembly line workers. D) stop international cooperation. Answer: B 9) All of the following statements regarding the media's influence on America in the 20th century are accurate except: A) newspapers and magazines began to rival schools and churches as the main instruments of mass education. B) the depression of the 1930's threatened the spread of motion picture theaters. C) in the 1920's, 1930's, and 1940's, radio educated Americans about culture to a greater degree than did schools. D) high school graduates of today have spent more hours watching television than they have spent in school. Answer: B 10) How has the federal government's role in education changed in the past 50 years? A) Direct federal involvement in education increased after 1950. B) The federal government developed a national curriculum for use in all schools, which was a dramatic increase in its involvement. C) Federal aid for special education services decreased after 1950. D) Policy-making powers moved from state control to federal control after 1950. Answer: A 11) The following federal act provided funding to aid low income families? A) Elementary and Secondary Education Act B) Title X of the National Education Act C) Improvement of Education Act D) Research Policy in Education Act Answer: A 12) In the 21st century, federal involvement in education means what? A) accountability through performance standards B) just maintaining schools the way they are C) increasing concern about reform D) increasing school budgets Answer: A 13) Which of the following provided financial aid directly to students from the federal government? A) GI Bill B) Smith-Hughes Act C) Serviceman's Readjustment Act D) National Defense Education Act E) Both A & C Answer: E 14) Jane Addam's Hull House in Chicago was also known as A) a sweatshop. B) the first girl's boarding school to promote the arts. C) a dame school. D) a settlement house. Answer: D

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15) The Dawes Act of 1887 A) undermined tribal authority. B) granted land to Native Americans. C) established the Bureau of Indian Affairs. D) established the NAACP. Answer: A 16) Governmental efforts to educate Native Americans to the values and customs of the Anglo-European culture were administered through which of the following organizations? A) Bureau of Indian Affairs B) The American Indian Movement C) The National Education Association D) The Justice Department Answer: A 17) An effect of attending an off-reservation boarding school for Native Americans was A) the establishment of tribal culture. B) removing children from parents. C) looseness in dress and schedule. D) creation of native religion and language. E) all of the above Answer: B 18) Because of the diversity of immigrants in language, values, and customs the government promoted of which of the following efforts? A) assimilation B) the teaching of foreign languages C) vocational education D) self-determination Answer: A 19) Between 1870 and 1900 literacy for African Americans A) increased. B) decreased. C) stayed the same. D) did not matter because they were slaves. Answer: A 20) Booker T. Washington most likely voiced which of the following opinions? A) Blacks, in order to better their lot in life, should pursue teaching careers. B) Enrolling in industrial or vocational education programs is the best way for African Americans to gain financial security. C) Join the NAACP; it's our only hope. D) Move north, freed blacks, where factory jobs are plentiful and you are welcome. Answer: B 21) Booker T. Washington believed which of the following led to advancement? A) upsetting the social order of the United States B) contributing to the economy C) becoming a lawyer D) industrial or vocational education Answer: D


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22) Which of the following statements depicts the Supreme Court's ruling in the Plessy v. Ferguson case? A) public institutions can segregate on the basis of race as long as the quality of experiences in both groups is the same B) creationism and evolution must be given equal time in schools C) school children must be taught in English, the national language D) to ensure equal education opportunities for upper, middle, and lower class students, busing is considered constitutional Answer: A 23) In which of the following cases did the Supreme Court rule that segregation of students by race is unconstitutional? A) Plessy v. Ferguson B) Smith v. Jackson C) Brown v. the Board of Education of Topeka D) Lia v. the Board of Education of Selma Answer: C 24) How are Hispanic Americans like other immigrant groups? A) Drop out rates are the same for Hispanic students as other immigrant groups. B) Income levels are above the national average. C) Prefer English to their native tongue. D) Struggled to overcome prejudice and discriminatory practices against them. Answer: D 25) The Civil Rights movement is based on the work of which early leaders? A) Bethune and DuBois B) Washington and Bethune C) Washington and Dubois D) none of the above Answer: A 26) The fastest growing ethnic group in the United States is A) Hispanic Americans. B) African Americans. C) European Americans. D) none of the above Answer: A 27) The Womens Educational Equity Act (WEEA) of 1974 A) allowed women to become teachers. B) attacked discrimination based on sex in education. C) mandated female-centric curricula. D) required schools to pay female teachers as much as male teachers. Answer: B 28) What legislation stopped the Japanese from immigrating to the United States? A) Oriental Exclusion Act B) Chinese Exclusion Act C) Japanese Exclusion Act D) Asian American Quota Referendum Answer: A

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29) In Brown v. Board of Education of Topeka Kansas the Supreme Court ruled that A) states can create separate but equal educational facilities. B) states can standardize curricula. C) Mr. Brown can vote. D) segregation by race is unconstitutional. Answer: D 30) Hispanic Americans are A) from Puerto Rico, Cuba, Central and South America, and Mexico. B) are twice as likely to become citizens as Asian Americans. C) not allowed to participate in United States politics. D) all American citizens that came from countries south of the equator. Answer: A 31) The best way to characterize how society cares for individuals with disabilities today? A) social isolation B) institutionalization C) early intervention D) separate but equal Answer: C 32) What was guaranteed by Title IX of the Education Amendments Act, passed in 1972? A) gender equity in any education program or activity receiving federal funding B) bilingual services for those whose first language is not English C) student rights to free speech in student newspapers D) education for those with special needs in the least restrictive environment Answer: A 33) By the 1900's teaching was perceived to be A) a skilled vocation. B) profession. C) work for women only. D) unnecessary because of the church. Answer: A 34) The Chicago Teacher Federation (CTF) A) brought attention to the salary discrepancies between teachers and administrators. B) was made up of all women. C) was a part of the NEA. D) both A & B Answer: D 35) The 1960's were characterized by A) an increasing Asian immigration. B) lax social standards. C) new math. D) all of the above Answer: D


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36) Between 1920 and 1945, educators were influenced by a school of thought that put students' needs and interests before their own. What was this school of thought called? A) progressivism B) positivism C) existentialism D) idealism Answer: A 37) The progressive education movement was criticized because A) Those in the progressive movement have made it too theoretical. B) Progressivism supposedly put individual happiness above intellectual rigor. C) Progressivism had too strong of a philosophical base. D) Progressivism is linked too closely to traditional educational practices. Answer: B 38) At the Laboratory School at the University of Chicago, John Dewey advocated A) against teaching subjects in isolation. B) for more traditional instructional practices. C) for essentialist curriculum. D) for standardized testing and accountability measures schools. Answer: A 39) After the Soviet Union launched Sputnik in 1957, the National Education Defense Act was passed for what purpose? A) The NDEA provided funds for upgrading the teaching of math, science, foreign language, and establishing guidance services. B) The NDEA provided loans, with high interest rates, to college students. C) The NDEA called for the end of the federal government's involvement in education. D) The NDEA established the Department of Education. Answer: A 40) The Educational Summit that was held during the presidency of George H.W. Bush A) advocated for increased federal involvement in educational policies. B) pushed for an increase in federal dollars marked for education. C) encouraged corporations to exert control over schools. D) reiterated that education is a state matter, not a federal one. Answer: D 41) Head Start was a program launched by which president? A) Lyndon Johnson B) George H.W. Bush C) William Clinton D) John Kennedy Answer: A 42) Homeschooling is A) an alternative to on-site public education. B) not allowed in most states. C) on the decline. D) when teachers come to their students' homes when they are ill. Answer: A

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43) The adult educational ideas have become known as Chatauqua Movement A) pioneered music associations. B) established correspondence courses. C) advocated reading circles. D) all of the above. Answer: D 44) The Committee of Ten on Secondary School Studies, chaired by Charles Eliot of Harvard University, advocated which of the following curriculum offerings? A) those with a vocational focus B) courses emphasizing discovery and exploration C) child-centered programs D) any that supported both modern academic subjects and the classics Answer: D 45) Progressivism promoted A) the needs and interests of students. B) the needs and interests of teachers. C) both A and B D) neither A nor B Answer: A 46) The Progressive Education Association (PEA) launched the Eight-Year Study to examine whether progressive educational was successful. The results published in 1942 and 1943 indicated A) students in experimental schools did as well as students in traditional schools. B) students in experimental schools did not do as well as students in traditional schools. C) the results were inconclusive. D) progressive education should be required for all school districts. Answer: A Short Answer Questions 1) The study commissioned by the Progressive Education Association (PEA) that determined that students in experimental schools achieved as well as students in traditional schools. Answer: The Eight-Year Study 2) The government agency that was established to oversee education programs for Native American students Answer: Bureau of Indian Affairs 3) In 1896, the Supreme Court legalized separate but equal public schools, thus allowing segregation in Answer: Plessy v. Ferguson. 4) The Supreme Court case that determined that segregation of students by race is unconstitutional was Answer: Brown v. Board of Education. 5) In 1972, this part of the Education Amendments Acts was passed to guaranteed that no person participating in a federally funded program shall be discriminated against based on gender. Answer: Title IX


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Essay Questions 1) Following the Civil War, people of the north and south sought to preserve former ways of life while they worked to build a new nation. Explain how the Bureau of Refugees, Freedmen, and Abandoned Lands and the black codes of conduct contributed to or prohibited reform efforts for African Americans. Answer: The Bureau of Refugees, Freedmen, and Abandoned Lands, commonly known as the Freedman's Bureau, established one month before the end of the Civil War, secured legal rights for freed slaves and extended educational opportunities to them. Black codes of conduct permitted freed slaves to own property, sue and be sued, and marry; however, after the war, Southerners constructed these black codes of conduct to keep "Negroes" in an inferior position; the codes also worked as halfway stations back to slavery because they were constructed to keep blacks from many privileges whites had in society. These included forbidding blacks to carry firearms, keeping blacks from testifying in court cases involving whites, and forcing blacks to leave their jobs. 2) How did the Plessy v. Ferguson and the Brown v. the Board of Education of Topeka Supreme Court decisions differ in regard to education for African American students? Answer: In the 1896 Plessy v. Ferguson case, the Supreme Court ruled that public facilities could be separate but equal, which served to legalize school segregation. In the 1954 Brown v. the Board of Education of Topeka, Kansas, the Supreme Court ruled that segregation of students by race is unconstitutional and that education is a right that must be available to all Americans on equal terms. This event along with others marked the beginnings of the civil rights movement. 3) Trace the evolution of preschools, middle schools, and high schools in the United States. Answer: The preschool movement began in the 1920's in the United States. At first it was patterned after British nursery schools, which focused on the developmental needs of the whole child. During World War II, childcare for working parents became the focus. Today, as women continue to enter the work force, the need for childcare continues to drive preschool programs. The middle school movement began during the early 1900's when some school systems began to experiment with alternatives to the junior high school. By the 1950's and 1960's, many school districts began moving ninth grade to the high schools and grouping fifth through eighth graders into intermediate or middle schools. High school programs began to replace private academies after the 1870's. Major increases in the development of high schools began when states were allowed to tax their citizens for financial support. 4) What factors guide judgments about the success or failure of educational programs? Answer: American education has improved dramatically during the modern era. Schools today educate and serve millions of students every year. When examining whether an educational program is successful it needs to be looked at in terms of the impact the programs has on the students served by it. There are three factors that guide judgments about educational success and failure: 1) the inputs into education, or the raw materials from which educated citizens are produced; 2) what occurs in schools and classrooms, or the process of education; and 3) some measures of student achievement. 5) Why did President Johnson launch Head Start? Answer: By 1946 the majority of the child care programs that were instituted by the Works Progress Administration in the 1930's were closed when federal funds were withdrawn. As women continued to enter the workforce, there was a need to establish more child care and nursery school programs. As part of his War on Poverty during the 1960's, President Johnson used educational programs to increase social change. Head Start has two specific and dual focuses. The first was to develop low income four and five year olds through early intervention strategies. The second was to get the parents of low income students more involved in their children's education. To this day, Head Start is one of the most popular preschool programs.

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Chapter 6: Why Teachers Behave the Way They Do Multiple Choice Questions 1) All of the following are examples of philosophical influences in daily life except: A) a parent sends her child to a parochial school that reflects the family's religious beliefs. B) a principal who believes in collaboration has her teachers participate in the decision-making process. C) a teacher follows a prescribed set of instructional steps although he sees little use for the strategy. D) based on her beliefs, a professor has her students use conflict resolution strategies to learn course concepts. Answer: C 2) Philosophies that are different from our own A) can be useful because they stretch our thinking. B) create a healthy, cohesive educational program. C) force us to examine our views in light of changing conditions. D) accept hegemony. Answer: A 3) Change in rigid philosophical thought is unlikely if people are unaware of A) options. B) others who have similar thoughts. C) their own point of view. D) the status quo. Answer: A 4) Western philosophical thought originated with the A) Romans. B) Catholics. C) Greeks. D) Chinese. Answer: C 5) Which two of the following corollary ideas deal with the study of metaphysics and the nature of reality? A) realism and idealism B) ethics and aesthetics C) Hinduism and Buddhism D) ontology and cosmology Answer: D 6) Concern with the nature of knowledge or how we come to know is considered in which of the following branches of philosophy? A) axiology B) epistemology C) metaphysics D) ethics Answer: B 7) Ontology explores issues related to A) nature, existence, and being. B) morality. C) beauty. D) nature of knowledge. Answer: A

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8) Which branch of philosophy attempts to consider morality and beauty? A) metaphysics B) epistemology C) cosmology D) axiology Answer: D 9) The father of idealism, Plato, would have been most likely to make which of the following statements? A) Most important in life is that which we can experience through our senses. B) Perfect knowledge resides outside of the human being. C) Ultimate reality lies in the unconscious, never to be known. D) The immediate physical world is our true guide to wisdom. Answer: B 10) By the time he died, at about the age of 60, Socrates A) was hailed as one of the greatest thinkers of his time. B) had been convicted of corrupting the young and of not believing in the gods. C) had rejected the ideas of his mentor, Plato. D) had persuaded the citizens of Athens to follow Christian teachings. Answer: B 11) A method of teaching through inquiry and dialogue that forced students to examine critically their notions about life, truth, beauty, and justice is called the A) Platonic strategy. B) lecture. C) Socratic method. D) dialogue technique. Answer: C 12) Plato's utopian society valued which of the following characteristics most? A) wealth B) wisdom C) social position D) power Answer: B 13) Aristotle was a student of A) Socrates. B) Plato. C) Erasmus. D) Rousseau. Answer: B 14) Realism is a philosophy based on which of the following ideas? A) Ultimate reality lies in consciousness or reason. B) Subjectivity of human experiences exists in a non-rational world. C) The human condition is determined by forces that prevent freedom. D) Objects of sense or perception exist independently of the mind. Answer: D

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15) Plato believed that truth could be known through ideas. Aristotle believed that truth could be known A) through religious study. B) through the physical world. C) only by a few scholars. D) metaphysically. Answer: B 16) Aristotle believed that humans learn about their world in which of the following ways? A) Truth resides within an individual waiting to be discovered. B) Knowledge is innate. C) Perceptions are created by the individual. D) Knowledge is gained through direct experiences with the physical world. Answer: D 17) By studying matter to better understand ideas, Aristotle and his students laid the groundwork for A) Darwin's theory of evolution. B) Mendel's genetic theory. C) the disciplines of biology and psychology. D) all of the above Answer: D 18) Aristotle said, "Seek the golden mean." Which of the following statements best explains what he meant by this? A) Excellence is desirable, excess is taboo. B) Seek pleasure, avoid pain. C) Perfect knowledge is God. D) Find happiness any way you can. Answer: A 19) Which of the following beliefs would be held by a humanist? A) Children are essentially good and this goodness should be nurtured. B) Children cannot be held accountable for their actions. C) Children are inherently evil and must be taught to resist temptation. D) Children should be forced to learn. Answer: A 20) What is one of the hallmarks of humanistic instruction? A) a teacher-centered, highly structured learning environment B) students evaluating themselves in their learning C) a program that uses whole group instruction and norm-referenced testing D) a school that is academically rigorous at the expense of personal and social development Answer: B 21) The principle aim of education for humanists is A) power. B) job training. C) wisdom. D) self-fulfillment. Answer: D


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22) Who is considered the originator of existential thought? A) Aristotle B) Martin Luther C) Soren Kierkegaard D) Simone de Beauvoir Answer: C 23) Which of the following statements best describes existentialism? A) Existentialism is a philosophy suggesting that ultimate reality lies in reason or consciousness. B) Existentialism is a method of monitoring and controlling one's own thinking. C) Existentialism is a philosophy that emphasizes physical universe has no meaning apart from human experience. D) Existentialism is a philosophy that exalts the great thoughts and accomplishments of the past for their own sake. Answer: C 24) The humanistic educator, Paulo Freire, believed that when the poor learn to read and write they A) will become more aware of their own essential humanness and will be able to improve their social situation. B) will become prolific writers because of their new found abilities. C) maintain the status quo. D) will be punished by the government. Answer: A 25) Perrenialism A) looks backward through history and forward in future to shape understanding. B) claims the existence of a body of knowledge that all people must learn. C) defines truth according to practical value. D) is when people construct knowledge through experience. Answer: A 26) The philosophy that uses choice as a critical concept and purports that people choose who they will be is A) Marxism. B) existentialism. C) humanism. D) realism. Answer: B 27) A philosophy based on the belief that the human condition is determined by forces in history that prevent people from achieving economic freedom and social and political equality is A) humanism. B) Marxism. C) pragmatism. D) perennialism. Answer: B 28) What is the aim of Marxism? A) to change the material conditions of society so everyone shares equally B) to promote bottom-up communications C) to show how the process of schooling does not breed dependency on authority D) to highlight how schools are based on a classless society Answer: A

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29) Why is behaviorism sometimes called an empty organism theory? A) Behaviorists concern themselves with an organism's reaction to the environment, not the organism itself. B) Behaviorists believe that there is no such thing as thinking. C) Behaviorists believe that ideas bring meaning to one's existence. D) Behaviorists agree that essence precedes existence. Answer: A 30) Which of the following educational strategies would be most consistent with behavioral theory? A) guided discovery B) whole group instruction C) programmed instruction D) values clarification Answer: C 31) The philosophy based on the belief that people actively construct their knowledge through experience is called A) behaviorism. B) cognitivism. C) environmentalism. D) pragmatism. Answer: B 32) Which of the following statements best describes pragmatism? A) Pragmatism is a philosophy that supports learning for its own sake. B) Pragmatists define truth and meaning of ideas according to their physical consequences and practical value. C) Pragmatists see life as striving for eternal existence with God. D) Pragmatists believe that truth and meaning of ideas can be linked to physical consequences and practical value. Answer: B 33) The American educator and philosopher, John Dewey, linked pragmatism to A) separatism based on race. B) educational preparation for life in a democracy in which many different viewpoints are represented. C) religion. D) perennialism. Answer: B 34) Dewey believed that when people are educated pragmatically they are A) prepared for life. B) become realists. C) humanists. D) achieve less than those that are educated differently. Answer: A 35) Scaffolding provides students with A) a conceptual framework. B) tools and resources. C) a better understanding of ethics. D) ontology and epistemology. Answer: A


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36) The Socratic method is A) teaching through inquiry. B) a way to interact with students. C) a dialogue that clarifies knowledge. D) all of the above Answer: D 37) Which of the following philosophies would be aligned most closely with the concept of a new world order? A) social reconstructionism B) progressivism C) cultural pluralism D) cognitivism Answer: A 38) Social reconstructionists believed A) people are responsible for both good and bad social conditions. B) people are not responsible for both good and bad social conditions. C) gradual change was the answer to society's problems. D) social activism would not promote change. Answer: A 39) Critics of essentialist approaches to education believe A) the approach silences talk about instances of social, economic and educational discrimination. B) the approach encourages essential conversations about inequity. C) that social conditions should not be changed. D) it is the responsibility of the students to challenge their teachers. Answer: A 40) Which of the following statements about Hinduism is accurate? A) An important feature of Hinduism is its universality. B) The most important writings of the Hindu religion include the Vedas and the Dharma. C) Hinduism is more than a religion, it is a way of life. D) One of the most influential teachers of Hinduism was Siddhartha Gautama. Answer: C 41) Zen, a sect of Buddhism that took root in Japan in the 12th century, stressed A) the need to resist temptation. B) the dignity of physical labor, the arts, swordmanship, and tea ceremony. C) celibacy. D) unconditional loyalty to Buddhist teachings. Answer: B 42) In the 1960's, Islam gained many African Americans because A) Islamic faith dictates that Muslims believe in no higher being than Allah and so did all African Americans. B) they already believed goal of humankind is to attain immortality through the development of one's intellect. C) the Koran explicitly forbids discrimination based on race. D) because they had no other formal forms of religion. Answer: C

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43) In what ways is African thought similar to Native American thought? A) Both base their beliefs on the premise "I think, therefore I am." B) Both groups believe that reason and logic are core to explaining life's mysteries. C) Both African and Native American thought that truth is grounded in generational and oral traditions and personal introspection. D) African and Native American philosophies stress independent action and individual needs. Answer: C 44) Native American thought stresses A) verbalizing over silent reflection. B) cooperation over competition. C) change over stability. D) progress over continuity. Answer: B 45) Which of the following statements about teachers' personal philosophies is false? A) Teachers use their own, self-chosen philosophical beliefs to guide their teaching. B) Teachers' theories and beliefs affect their planning and their thoughts during teaching. C) The most revealing studies of teacher thinking are those conducted in real classrooms with real teachers. D) Teachers are often said to be more practical than philosophical or theoretical. Answer: A Short Answer Questions 1) The branch of philosophy that focuses on the study of reality. Answer: metaphysics 2) What is the area of philosophy that explores issues related to nature, existence and being? Answer: ontology 3) What is an area of philosophy concerned with the nature and origin of the universe? Answer: cosmology 4) The branch of philosophy that focuses on the study of knowledge. Answer: epistemology 5) An area of philosophy that explores issues of morality and moral conduct. Answer: ethics 6) What is a branch of philosophy concerned with beauty? Answer: aesthetics 7) What is a philosophy that suggests reality lies in consciousness or intellect? Answer: idealism 8) A philosophy that, in terms of education, calls for respect toward students and developmentally appropriate instruction. Answer: humanism 9) What is a philosophy that emphasizes the subjectivity of human experience and the importance of individual choice in a non-rational world? Answer: existentialism


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10) A philosophy based on the belief that the human condition is determined by forces in history that prevent people from achieving economic freedom. Answer: Marxism 11) What is a philosophical perspective that defines the truth and meaning of ideas according to their physical consequences and practical value? Answer: pragmatism Essay Questions 1) Define philosophy and describe questions that philosophers attempt to answer and why this is important to teaching. Answer: Philosophy can be characterized as a set of ideas that answers questions about the nature of reality and about the meaning of life. Philosophical questions include: What is basic human nature? What is real and true about life and the world? What is the nature of knowledge? What is worth knowing or striving for? What is just, good, right, or beautiful? Everyone asks these kinds of questions, and they are especially important questions in teachers' lives. There are practical reasons why philosophy is important. If we know a teacher's or a student's philosophy, then we have some clue how that person will behave and why. It is important for teachers and students to understand one another's philosophies if effective learning is to occur. 2) Describe some ways philosophy influences education. Answer: Philosophy influences education in many ways. Parents choose or reject schools for their children because they believe schools' philosophies will be translated into desirable or undesirable educational experiences. Principals run schools in keeping with their thoughts about managing people and administering programs. Teachers plan lessons, interact with students, and judge students' performances according to their philosophical view. Educators disagree routinely about philosophies so it is essential that teachers reexamine views in light of changing conditions. Philosophies different than our own can help stretch our thinking. Beyond stretching our own thinking, philosophies has practical reasons why it is important. If we know a teacher's or a student's philosophy, then we have some clue how that person will behave and why. It is important for teachers and students to understand one another's philosophies if effective learning is to occur. 3) Greek philosophers divided philosophy into three branches - metaphysics, epistemology, and axiology. Describe each of the branches. Answer: Greek philosophers divided philosophy into three branches. The three branches were metaphysics, epistemology, and axiology. Metaphysics and its two corollary areas - ontology and cosmology - deal with the study of reality. Ontology explores issues related to nature or existence, while cosmology is concerned with the nature and origin of the universe. Epistemology is concerned with the nature of knowledge and how we come to know things. Axiology seeks to ascertain what is of value; ethics explores issues of morality and moral conduct while aesthetics is concerned with beauty. 4) Describe the basic teachings of idealism and realism. What similarities and differences exist between the two? How would the major philosophers for each describe the connection between philosophy and education? Answer: Idealism is a philosophy that suggests that ultimate reality lies in consciousness or reason while realism suggests objects of sense or perception exist independently of the mind. Idealist Plato believed humans are born with knowledge and that the task of the teacher is to elicit this knowledge. Socratic dialogues and the Socratic method are teaching tools that force students to consider ideas in relation to one another and to some idealized state. Instead of searching for truth in the world of ideals, as Plato prescribed, Aristotle (Plato's student) sought truth by investigating the real world around him. His work, called realism, forms the basis of the scientific method. At its core, realism suggest that the objects we sense or perceive exist independently of the mind. In other words, whether or not we perceive these objects, they exist in the world. Realist Aristotle believed humans learn through their senses. The role of education, for Aristotle, is to teach students about the world in which they live. Whereas idealist believe truth and knowledge can be found in the mind of the individual, realists believe knowledge exists independent of human comprehension.

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5) What concepts are critical to existential thought? Answer: The concepts of freedom and choice are central to existential thought. When individuals are free to choose their own directions in life, they prize that freedom for others. Existentialists believe the physical universe has no meaning apart from human experience. The world and forces of nature exist, but are not part of some grand scheme since they believe that humans such an important role. Experts consider Soren Kierkegaard to be the originator of existentialism, a philosophy that emphasizes the subjectivity of human experience. Every individual is the subject of his or her own reality and no two realities are exactly the same. The importance of both individual creativity and personal choice in a nonrational world is key to existentialism. 6) Describe the basic tenets of Marxism. How do they differ from capitalistic ideology? What would be the aims of social change for a Marxist? Answer: Marxism is a philosophy based on the belief that the human condition is determined by forces in history that prevent people from achieving economic freedom and social and political equality. Marx saw progress as a mixed blessing. He believed the dialectic of history to be a clash of economic forces in which, capitalism, according to Marx, creates inequalities among the classes, exploits the workers, and dehumanizes people. The aim of Marxism, then, is to change the material conditions of society. When these conditions change, consciousness changes, when consciousness changes, ideology changes, and the perfect classless, communistic society will result. 7) Compare and contrast progressivism with social reconstructionism. Answer: Social reconstructionists were stimulated by progressivism in their push for change toward a new world order; however, where the progressives were politically moderate, urging gradual change, the reconstructionists were provocative in advocating systematic change. The optimism of early social reconstructionists was based on faith in the power of science to solve human problems, especially the notion that unless the education profession can create social leadership to compete with leadership in other professions, the educational profession will find it difficult if not impossible to incorporate educational science into public education. The same kinds of arguments made by social reconstructionists are still used today to restructure schools and redesign professional education of teachers.


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Chapter 7: Where Teachers Work: Schools Multiple Choice Questions 1) School districts are useful A) because they get more money from the state than individual schools. B) because they help to preserve the social order. C) in creating uniformity between different schools within a geographic location. D) in working closely with other schools in the nation. Answer: C 2) Which of the following statements best defines the term school district? A) A school district is a geographical area of 50 square miles set to meet the needs of those within the boundaries. B) A school district is an organization with an identifiable structure and a set of functions meant to preserve social order. C) A school district is a state-defined geographical area assigned responsibility for public instruction within its borders. D) School districts are federally-defined geographical areas, each serving 1% of the nation's students. Answer: C 3) School districts A) have about the same amount of students. B) have very different amounts of students. C) must have at least 1000 students. D) must have at least two school buildings. Answer: B 4) Which of the following general statements about schools is accurate? A) The structures and functions of schools in the United States vary. B) School choice is limited to public school settings. C) The school is first and foremost an independent institution. D) The largest school districts are in the western one-third of the country. Answer: A 5) Independent public schools supported by state funds but exempt from many regulations are called A) charter schools. B) private schools. C) parochial schools. D) preparatory schools. Answer: A 6) Which of the following statements about school enrollment is accurate? A) Enrollment rates vary according to family income and race/ethnicity. B) The lower the family income, the more likely a student will be enrolled in full-day kindergarten. C) In California and New Jersey, three year high schools are the rule. D) Kindergarten-aged children are required to attend school. Answer: B 7) Many of the first early childhood programs were A) day nurseries funded by philanthropic organizations. B) for children who were from wealthy American families. C) associated with the federally funded program Head Start. D) private institutions with enrichment programs. Answer: A

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8) Which of the following statements about preschool programs is accurate? A) Enrollment in preschool programs has decreased over time. B) Today, preschool programs are more diversified and are supported by both private and public groups. C) Minority children participate in preschool programs to a greater degree than do non-minority children. D) Three-year-olds are more likely to receive some type of education on a regular basis than four- and five-year-olds. Answer: B 9) Why is it difficult to attract and retain qualified teachers in preschool settings? A) Preschool teachers are required to have advanced degrees. B) Most teachers prefer to work with older students. C) Parents and community members want too much control over what a teacher does in a preschool program. D) Preschool teachers make, on average, about $11.50 per hour. Answer: D 10) According to a recent study, by third or fourth grade former full-day kindergartners were twice as likely to A) have succeeded in school without repeating a grade. B) have made more friends. C) be able to read. D) have passed a standardized test. Answer: A 11) Guidelines for kindergartens A) are aligned with the policies and practices in all fifty states. B) are not aligned with the policies and practices in all fifty states. C) ensure quality for every child. D) none of the above. Answer: B 12) Nongraded programs try to A) provide curriculum tailored to the student's stage of development. B) do not promote individual progress. C) are an easy way out for teachers faced with overly involved parents. D) both A and B Answer: A 13) Research on nongraded or multigraded elementary schools suggests that A) they can be effective when nongrading is used as a grouping method rather than as a means of individualized instruction. B) negative effects are greatest in situations where students are grouped across age lines in just one subject. C) they can be effective when nongrading is used as a means of individualizing instruction. D) negative effects are greatest in situations where students are grouped for multiple subjects when receiving direct instruction. Answer: A 14) What is the purpose of the junior high school? A) They seen as an extension of the elementary school experience. B) To focus on academic preparation for higher education. C) To help students transition from elementary to high school. D) To track students for academic or vocation preparation. Answer: C


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15) How are middle schools different from junior high schools? A) Middle schools use six-period days, junior high schools have seven periods. B) Unlike junior highs, middle schools are teacher-centered institutions. C) Middle schools do not attempt to imitate high schools, but create environments that are more developmentally age appropriate. D) Junior high schools focus on developmental needs of students while middle schools focus on students' academic needs. Answer: C 16) Which of the following criticisms is true regarding middle schools? A) Middle schools should be more like high schools, otherwise students will be left unprepared. B) Too many teachers are licensed at the middle school level. C) Middle schools focus too much on the academic needs of students. D) In hard to staff schools, administrators cannot find teachers with subject mastery in multiple areas. Answer: D 17) The Talent Development Middle School Model (TDMS) A) uses rote memorization to increase student achievement. B) uses hands-on learning to develop higher order thinking skills. C) forces teachers to use scripted lesson plans. D) encourages sharing between school districts. Answer: B 18) An advocate of middle school programs would be likely to make which of the following statements? A) Middle schools of the future will replace traditional junior and senior high schools. B) Compared to junior high schools, middle schools are more developmentally appropriate for the needs of ten to fourteen year olds. C) Individualized instruction in nongraded core classrooms is the most effective strategy for middle level students. D) Middle schools cater to college-bound students while junior high schools cater to students whose interests require vocational training. Answer: B 19) What is a disadvantage to large, comprehensive high schools? A) The schools tend to be cold and impersonal, largely due to their size. B) The schools have to serve students from a variety of backgrounds. C) A disadvantage is that they have a low rate of absenteeism. D) A disadvantage is that they provide students with a false sense of community. Answer: A 20) What is the difference between two and four year colleges? A) Two year colleges offer basic science and liberal arts courses while four year colleges offer a wider range of programs. B) Two year colleges are cheaper than four year colleges. C) Faculty at two year colleges are required to have PhD degrees. D) both A and B Answer: D 21) Alternative schools A) can be self-contained programs. B) may exist outside the general public schools. C) can have a small school size. D) all of the above Answer: D

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22) What are some schooling alternatives? A) magnet schools B) vocational technical schools C) Montessori schools D) all of the above Answer: D 23) Schools operating within the public school system that have programs addressing the specific needs or interests of targeted student groups are A) alternative schools. B) middle schools. C) equivalent schools. D) progressive schools. Answer: A 24) Magnet schools emerged in the 1970's, primarily as a means to A) promote gifted education. B) desegregate schools. C) decrease school choice. D) replace high schools. Answer: B 25) Magnet schools have all of the following features except: A) an enrollment policy that opens the school to children beyond a particular geographic attendance zone. B) a student body that is present by choice that meets variable criteria established for inclusion. C) a curriculum based on a special theme or instructional method. D) never have waiting lists to get into the program. Answer: D 26) Which of the following statements about a magnet school's effectiveness to promote learning is true? A) Magnet schools are less effective than traditional schools. B) Magnet schools are equally as effective as regular schools. C) Magnet schools can be more effective than regular schools. D) Neither magnet schools nor traditional schools are effective. Answer: C 27) What method of combining academics and vocational skills training works best? A) require vocational instructors to include more reading, math, and writing B) require academic instructors to include more technical information C) organize and deliver academic courses into clusters of related occupations D) no one approach is better than another, according to research Answer: C 28) Which of the following teaching strategies would be acceptable in a Montessori school? A) teacher-centered lessons B) student-directed discovery about the physical properties of objects C) drill and practice D) teacher-correcting activities Answer: B


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29) What is the difference between Montessori schools and Waldorf schools? A) Waldorf schools are extensions of Montessori schools. B) Montessori schools are extensions of Waldorf schools. C) Montessori schools and Waldorf schools share philosophical, but not practical, beliefs about education. D) Montessori schools and Waldorf schools are on opposite ends of the philosophical spectrum since Waldorf schools oppose structured acquisition of specific skills. Answer: D 30) An independent, tax-exempt institution governed by a board of trustees and financed through private funds is a A) state school. B) government school. C) public school. D) private school. Answer: D 31) An individual who believes that educational services should be performed by private enterprise(s) would advocate for which type of school? A) for-profit B) state funded C) charter D) tax-exempt Answer: A 32) Charter schools are independent public schools that have a contract between school organizers and A) the state legislature. B) a sponsor, such as a local or state board of education. C) the community in which the school is located. D) a religious institution. Answer: B 33) Which of the following parochial schools has the largest population of students? A) Protestant B) Amish C) Catholic D) Hebrew Answer: C 34) The U.S. Department of Education estimates the number of primary and secondary students in the United States who study at home. A) 500,000-1,000,000 B) 1,000,000-2,000,000 C) 2,500,000-5,000,000 D) 5,000,000, 10,000,000 Answer: B 35) Who serves as the executive officer of the local board of education? A) the principal B) the superintendent C) a senior teacher D) a member of the school board Answer: B

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36) Who is responsible for managing schools at the building level? A) guidance counselor B) dean of students C) principal D) superintendent Answer: C 37) What term is used to describe the practice of passing children to successive grades to keep them with other children of their own age? A) retention B) flunking C) repeating a grade D) social promotion Answer: D 38) Which of the following changes occurs after moving from a traditional class schedule to a 4/4 block schedule, according to research? A) no change B) problems are created for students who have short attention spans C) more discipline problems D) an improvement in students' grades Answer: D 39) A school principal wants to show that the school has small classes. Which of the following procedures for calculating class size should be used? A) divide the total number of students by the total number of licensed teachers B) divide the total number of students by the total number of staff (including non-instructional staff) C) divide the total number of students by the total number of classrooms D) divide the total number of students by the total number of classes Answer: B 40) Critics of tracking make which of the following arguments except that A) the effectiveness of tracking is based on subjective research. B) forces students who have academic problems to be grouped with students who have behavior problems. C) is not beneficial for all students. D) not the only reasonable way to handle differences in ability among students. Answer: A 41) Effective schools have all of the following characteristics except: A) documented student learning. B) substantial staff development time. C) principals that have been teachers before. D) sharply focused goals. Answer: C 42) The Basic Schools Network, one conception of effective schools, emphasizes A) the school as a community. B) curriculum with coherence. C) character development. D) all of the above Answer: D


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43) School climate is defined as A) the characteristics of schools that relate to students' perceptions of order and support. B) the characteristics of the temperature and weather is the school district. C) the correlation between student achievement and hot weather. D) teachers' views on support and order in their school. Answer: A 44) Children from single parent families are A) more likely to have problems in school. B) less likely to have problems in school. C) equally likely to have problems in school. D) score higher on standardized tests. Answer: A 45) When educators practice retention A) it is contrary to flunking or failing a student. B) they hold a student back until they have mastered a grade level. C) they advocate for social promotion. D) they pass students even if they have not yet mastered the material. Answer: B Short Answer Questions 1) A state-defined geographical area assigned responsibility for public instruction within its borders. Answer: school district 2) Any school operating within the public school system that has programs addressing the specific needs or interests of targeted student groups. Answer: alternative school 3) What is an alternative schools within a public school system that draw from the whole district as a means to desegregate schools? Answer: magnet schools 4) Independent, non-profit, and tax exempt institutions governed by boards of trustees and financed through private funds. Answer: private schools 5) Schools that do not claim tax-exempt status because they are run by companies to make money. Answer: for-profit schools 6) Independent public schools supported by state funds but freed from many regulations required of traditional public schools. Answer: charter schools 7) The person responsible for managing a school at the building level. Answer: principal

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Essay Questions 1) How have early childhood or preschool programs changed over time? Answer: Many of the first early childhood programs were in day nurseries funded by philanthropic organizations and associated with settlement houses. Today, preschool programs are more diversified and are supported by both public and private interest groups and sponsors. Project Head Start, infant intervention and enrichment programs, nursery schools, public and private pre-kindergartens and kindergartens, college and university laboratory schools, church sponsored preschools, and parent cooperatives offer a variety of educational programs for young children. Although enrollment in such programs has increased over time, not all children have access to preschool. Even though some do not have access to these programs, many agencies do provide and sponsor preschool programs and offer many services. In these programs and services, the philosophies about teaching and learning vary considerably. Since there are different expectations for preparation of educational staff and quality of programs, many states require preschool and early childhood education programs to earn accreditation. 2) How might an elementary teacher go about setting up a nongraded classroom? What does the research say about the effectiveness of nongraded classrooms? Answer: Students in nongraded classrooms may be grouped heterogeneously, sometimes with students of various ages. The curriculum is developmentally appropriate; that is, it is tailored to differences in students' stages of intellectual, emotional, physical, and/or social development and allows for individualized, continuous progress. There are several effective ways to set up a nongraded classroom. The most effective methods will include situations where students are grouped across age lines in just one subject (usually reading) or in multiple subjects with students receiving direct instruction for the majority of a class session. Although there are standards for students' progress in nongraded classrooms, the time and methods take to reach these standards vary from student to student. Research on elementary schools suggests that nongrading can be quite effective as a grouping method. The positive effects are greatest in situations which students are grouped across age lines in only one subject (usually reading) or in multiple subjects, with student receiving direct instruction for the majority of a class session. 3) Compare and contrast middle schools and junior high schools. Answer: Middle school and junior high school programs are meant to help students make the transition from elementary to high school. Each does so in a different way. Junior high school instruction occurs in self-contained classrooms from grades seven through nine. Teachers at the junior high level generally specialize in the teaching of a particular subject area. Typically, junior high schools have a six period day and instruction is teacher-focused. Middle school experiences are less imitative of high schools when compared to middle schools. In middle schools, grades range from fifth to eighth or sixth to eighth, and instructional strategies include team teaching, flexible scheduling, and interdisciplinary programs. 4) What types of alternative schools are available to students? What are some reasons for students attending alternative schools? Answer: Alternative schools are any schools operating within the public school system that have programs addressing the specific needs or interests of targeted student groups. Some alternative schools are self-contained programs that exist outside the general public schools, while others operate as schools within schools. However alternative school programs are organized, they share the following attributes: small school size, small class size, voluntary membership, lack of ability grouping and other forms of labeling, school-based management, student involvement in governance, and extended roles for teaching that include counseling and guidance. They include magnet schools, vocational-technical schools, home schools, and schools for special populations. Magnet schools are for students within a given school district. They focus around a theme such as science or the arts. Vocational-technical schools are for students who develop skills for future employment. Montessori and Waldorf schools are examples of philosophies in action in terms of alternatives schooling as they focus on young people and the best ways for them to learn. Home schools often are for children whose parents want to ensure that their religious doctrines are an integral part of the lesson. Schools for special populations, such as the Department of Defense Dependents Schools, are for children of U.S. government employees.


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5) How are private schools different from public schools? What are the distinctions among private schools? Answer: Public schools are tax supported institutions. Private, or independent, schools are nonprofit tax-exempt institutions governed by boards of trustees and financed through private funds, such as tuitions, endowments, and grants. There are many types of private schools including parochial and non-sectarian schools. Private schools differ in religious orientation, social orientation, and technical orientation. There are many similar attributes between public and private schools, but there are several distinctions including: public schools are tax supported while private ones are not, private schools can set their own admissions requirements whereas public schools must accept all those who come for education, private school students are enrolled by parental or student choice while public schools typically only serve students in their district, and private schools are free to follow their philosophies that appeal to specific groups of people whereas public schools must advance philosophies that serve everyone. 6) What are the advantages and disadvantages of retaining students who have academic difficulties? Answer: Advocates of retention argue that setting and maintaining high standards is a main educational concern and that the idea of social promotion promotes mediocrity. Critics argue, and research studies agree, that flunking causes more problems (e.g., behavioral) than it remedies. The social stigma of being help back is painful for many students; it often seems like a punishment. At the same time, administrators need to consider the possibility that students are not learning because of a particular teaching method or because or because of outside influences. 7) How do educators and students describe effective schools? Answer: Researchers suggest that effective schools have principals who serve as strong leaders, teachers who think positively about students' abilities to succeed, and a program that maximizes students' chances to succeed. Good schools have a strong academic focus exemplified by clear goals, a coordinated curriculum, staff commitment to meeting goals, and an assessment system that matches instruction and gives teachers information about student progress. Effective schools are safe and orderly. Students' views of positive school environments match those of contemporary theorists.

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Chapter 8: Leading, Governing, and Funding Schools Multiple Choice Questions 1) The power to establish and operate schools is derived from A) state law. B) the 10th Amendment to the U.S. Constitution. C) the Massachusetts Act of 1647. D) the Plessy v. Ferguson Supreme Court decision. Answer: B 2) Who is ultimately responsible for the governance of schools? A) the school's principal B) a district's school board C) teachers D) the state Answer: D 3) Education and the economy impact issues of A) equality, adequacy, efficiency, liberty. B) equality, accessibility, and adequacy. C) equality, efficiency, and effectiveness. D) equality, assessment and adequacy. Answer: A 4) How are public schools mostly funded? A) tax money is collected at the local, state, and federal levels B) tax money is collected at the local and state levels C) tax money is collected at the state level D) tax money is collected at the federal level Answer: A 5) Which of the following groups is least likely to support a tax increase for education? A) parents of school-aged children B) older Americans that no longer have school-aged children C) teachers who work in the district D) individuals who are members of a minority group Answer: B 6) What argument is presented to make the case for education spending increases? A) Many non-educated people have become successful in their chosen careers. B) High salaries are incentives for teachers and administrators to work harder. C) There is a connection between education and success in life and lack of education and failure. D) Illiteracy does not guarantee failure, just as literacy does not always lead to success. Answer: C 7) Individuals believe that education is a means to A) gain a sense of the common good. B) become a global neighbor. C) increase earnings, job satisfaction, and personal benefits. D) contribute to the common good. Answer: C

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8) The challenge for policy makers to strike balance among educational funding and educational values has manifested into four ideals. They are equality, adequacy, A) opportunity, and ability. B) sensitivity, and decency. C) democracy, and spirituality. D) efficiency, and liberty. Answer: D 9) Public education is everyone's business, but some people are more powerful than others in influencing its direction. When people gather around a specific interest to affect change, they are called A) special-interest groups. B) boards of education. C) teachers unions. D) political groups. Answer: A 10) The term special interest group is synonymous with A) pressure group. B) business. C) non-profit organization. D) volunteerism. Answer: A 11) Special interest groups take all of the following actions except: A) educate the public about important issues. B) offer alternative solutions to problems. C) serve as objective observers. D) influence decision-making organizations. Answer: C 12) What type of organization seeks to influence political elections and legislative initiatives? A) political action committee B) unions C) education council D) constituencies Answer: A 13) The largest volunteer educational organization in the U.S. is A) the National Parent-Teacher Association. B) the American Civil Liberties Union. C) the Council for Basic Education. D) the National Association for States Boards of Education. Answer: A 14) School budgets are created in which of the following steps? A) Superintendents analyze needs and costs, the school board discusses the first draft, the superintendent publishes the budget, public hearings are held, and a vote is taken by the board. B) The school board discusses the first draft, publishes the budget, public hearings are held, and the public votes on the budget. C) Budgets are determined by the state dept of education. D) Superintendents analyze needs and costs, the school board discusses the first draft, public hearings are held, and the public votes on the budget Answer: A

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15) The National Organization of Women sponsors a variety of actions to A) promote vouchers and tuition tax credits to support religious education. B) connect educational institutions to the business community. C) transfer pregnant students to institutions that have adequate resources. D) advance girls' and women's rights in education. Answer: D 16) Since its founding in 1909, the National Association for the Advancement of Colored People has worked to A) ensure racial justice for all and improve the living conditions of low-income people. B) overturn civil rights laws. C) segregate schools. D) allow prayer in schools. Answer: A 17) State Boards of Education oversee A) educational operations so that all communities receive at least the minimum level of services required to educate state residents. B) textbook selection and resources to be used in schools within their state. C) teachers' and administrators' benefits and salaries. D) educational operations so that communities with the most resources get the most highly qualified teachers. Answer: A 18) According to Juan Williams, what is the responsibility of journalists and the press in regard to educational issues? A) sway public opinion B) serve as public watchdogs to ensure that taxpayers are not being cheated out of their money C) support educational issues objectively D) make educational policies Answer: B 19) When it is said that the federal government's agenda for education is shaped by the Iron Triangle, what does it mean? A) The federal agenda is shaped by the combination of education interests in the executive branch, congressional committees, and special interests groups outside government. B) The federal agenda for education is developed by the executive branch, the legislative branch, and the judicial branch of the federal government. C) The individual school district is dependent on the agenda decided at the local level, the state level, and the national level. D) The federal government affects local schools by creating laws that pertain to education, providing or withholding educational funds, and setting a national academic agenda. Answer: A 20) The press is often criticized for its coverage of schools and education. What is the saying that represents many critics point of view about this matter? A) If it bleeds, it leads. B) All schools are dying. C) We need our schools to bleed. D) School dismay, cover today. Answer: A


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21) When several federally funded education programs are grouped together so state and local agencies can determine financial need, it is referred to as a A) general grant. B) categorical grant. C) block grant. D) title grant. Answer: C 22) Which event can occur if a school misspends or does not spend allocated federal money A) lose its funding. B) be forced to return the money. C) forfeit receiving federal funds in the future. D) all of the above Answer: D 23) Part of the Education Consolidation and Improvement Act (ECIA) A) awarded money to individual schools. B) combined existing educational programs into a block grant. C) reported school achievement to a national audience. D) developed many categorical grants. Answer: B 24) Which of the following statements about educational control is accurate? A) The federal government has final say regarding all educational issues. B) State governments influence schools to a greater degree than the federal government. C) Teachers are ultimately responsible for the governance of a school. D) Businesses dictate which curricula meets their future needs. Answer: B 25) States set standards for all of the following educational decisions except: A) hiring and firing of teachers. B) building school facilities. C) determining school accreditation. D) licensing school personnel. Answer: A 26) The major source of funding for public schools comes from A) local religious organizations. B) the state or local taxes. C) the federal government. D) private business. Answer: B 27) Sales taxes have drawbacks that include all of the following except: A) sales taxes are economy driven. B) sales taxes are better than income or property taxes. C) sales taxes burden the poor when food and drugs are taxed. D) sales taxes are regressive taxes. Answer: B

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28) State income taxes are different from sales taxes in that they are a form of progressive taxation. This means that A) people pay more when they earn more. B) individuals are taxed on what they spend. C) married couples pay more than single couples. D) money is spent before it is earned. Answer: A 29) As more items become subjected to sales tax, this is occurs people with limited incomes spend a greater percentage of their income on taxes than do wealthy people. A) progressive taxation B) increased sales tax C) regressive taxation D) more money for schools Answer: C 30) Flat grants, foundation programs, and district power equalization plans A) receive their money from private resources. B) are types of federal aid packages to local school districts. C) are illegal sources of education revenue in most states. D) are state aid distribution plans to equalize local funding disparities. Answer: D 31) Since foundation funding plans vary inversely with community wealth, A) poorer communities receive less state aid than wealthier ones. B) poorer communities receive more state aid than wealthier ones. C) wealthier communities contribute part of their local revenues to poorer communities. D) wealthier communities return unused state aid to the state. Answer: B 32) Money allocated for educational services divided by the number of students to be served is called the A) district power equalization formula. B) flat grant equation. C) per-pupil expenditure formula. D) foundation funding equation. Answer: C 33) Under a district power equalization plan, localities establish the tax rate for educational spending and the state A) guarantees an amount of money proportional to the money collected from that local tax. B) doubles the amount raised. C) receives half of the amount raised. D) bills local communities for the differences if the established rate is not raised. Answer: A 34) When a state operates as a one-district state, the state provides A) power equalization plans. B) full state funding. C) local districts with equalizing funds. D) lottery dollars to local districts. Answer: B


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35) Regulating educational practices and advising the state about the conduct of educational business is the charge of A) local school boards. B) school administrators. C) state boards of education. D) state legislatures. Answer: C 36) State departments of education regulate, among other things, A) private and parochial elementary and secondary schools. B) private and parochial institutions of higher education. C) educational unions such as the National Education Association. D) advises the executive and legislative branches of state government on issues. Answer: D 37) Which of the following statements about the governors' influence on educational policy making is accurate? A) The governors of all 50 states rely on their local school boards to make relevant educational decisions. B) Governors, at the National Governor's Conference in 1989, voted to separate state politics from educational decision making. C) Governors have become major players in educational reform by way of the National Governors' Association. D) Governors have preferred to take a back seat in educational decision making because of its potential to become bad politics. Answer: C 38) Which of the following services is an example of an intermediate educational unit or board of cooperative services? A) Every district in the state has its own athletic program that competes with other districts at the regional and state levels. B) Some smaller school districts have to limit curricula offerings to its students. C) Several school districts join together to offer a vocational/technical training program and center to interested students. D) Students can choose to attend a school in one district even though they live in another district. Answer: C 39) Using property tax as a source of support for public schools is widely A) encouraged by special interest groups. B) criticized. C) a reason for diversity at schools. D) accepted as a means to an end by home owners. Answer: B 40) In most states, the local portion of school funding is derived almost exclusively from A) federal income taxes. B) local property taxes. C) state sales taxes. D) casino gambling profits. Answer: B

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41) The following criticisms are leveled at raising funds through property taxes except: A) homeowners shoulder a disproportionate amount of the cost. B) there is a lack of uniformity in schedules for conducting property assessment. C) property owners' taxes do not change when the economy fluctuates. D) localities within a state use different rates of assessments. Answer: C 42) Local school board members are A) selected from local teachers' unions. B) employees of the school district responsible for providing advice and consent. C) responsible for hiring all school personnel. D) elected or appointed public servants responsible for providing advice and consent. Answer: D 43) The generally recognized policy making body for public schools is the A) local board of education. B) teachers' union. C) community at large. D) central staff. Answer: A 44) A twelve month period covered by the annual budget that is set by the school district is called A) an academic year. B) a fiscal year. C) a budget year. D) a tax year. Answer: B 45) When budgeting responsibilities are at the building or site level rather than at the level of central administration, it is called A) school-based budgeting. B) fiscal year budgeting. C) zero-based budgeting. D) biannual budgeting. Answer: A 46) One argument in favor of school choice, according to public polls, says that A) school choice will force some schools to improve in order to keep their population of students. B) the gains made through school choice will exacerbate class distinctions. C) in a deregulated market, for-profit schools will flourish. D) money available for most choice programs is far below cost so that only the wealthy will benefit. Answer: A 47) A tuition tax credit allows a taxpayer to subtract educational costs from A) taxes owed. B) taxable income. C) tax refunds. D) wages earned. Answer: A


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48) Principals lead school-based management teams with parents, teachers and students because A) it is believed that those closest to the school know its culture best and have a stake in its outcomes. B) it is believed that it will quiet unsatisfied parents and teachers. C) it is believed that principals are not able to do their jobs effectively alone. D) it is believed that the other administrators cannot share in the responsibility. Answer: A Short Answer Questions 1) What are individuals or groups who support a particular cause and try to exert pressure on others to do likewise? Answer: special interest groups 2) A type of financial aid provided by states to local communities. Answer: flat grants 3) The type of tax that has people paying more as they earn more. Answer: progressive tax 4) Types of financial aid provided by states to local communities, given in equal amounts of money on a per student basis. Answer: per pupil expenditures 5) A bureaucracy organized to regulate educational practices and advises about the state's educational business. Answer: state department of education 6) Elected or appointed public servants with responsibilities to provide advice and consent on the operation of schools. Answer: local school boards Essay Questions 1) Describe some ways in which special interest groups or pressure groups influence education. Give examples of specific interest groups and describe how they have changed educational policy. Answer: Special interest groups or pressure groups are groups of people that share a common belief that as a group try to influence others about their particular view. Some people unite around particular interests and try to exert pressure for the advancement of their cause. The groups help educate the public about important issues and offer alternative solutions to problems. For example, the American Civil Liberties union defends educational issues that do not impinge on students' civil liberties. The National Organization of Women sponsors a variety of actions to advance women's rights. The Americans with Disabilities Association provides a political voice for the community of individuals with disabilities. The Council for Basic Education advocates for curriculum in the liberal arts. 2) What is the Iron Triangle and how does it affect the federal government's involvement in education? Answer: Some experts suggest that the federal agenda for education is shaped by the "Iron Triangle," which is a combination of education interests in the executive branch, congressional committees, and interest groups outside of education. The executive branch combines beliefs and programs to influence public education. Presidential staffs and cabinets speak publicly about education issues, encourage states' attention to education reform, and designate federal funds for education initiatives. Congress's role in public education involves passing laws and appropriating funds. The federal government is strongly influenced by lobbying groups such as special interest or pressure groups. These groups help educate the public about important issues and offer alternative solutions to problems while at the same time encouraging the federal government to adopt changes in laws and practice that support their agenda.

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3) In what ways are schools influenced by state governments? Answer: According to the Constitution, states are responsible for public education. State governments therefore exercise more influence on public education than does the federal government. States set standards for building schools, educating teachers and school administrators, licensing school personnel, establishing curriculum, in addition to setting the minimum length of the school term, attendance, and school accreditation. States also provide many of the other special services school districts use. The role of state government in public education has grown through the years. 4) How are state education departments organized and managed? Answer: A state education department (SED) is a bureaucracy organized to carry out a state's education business. An SED may administer programs directly and are directed by a state superintendent, a commissioner, or a chief state school officer. The SED organization regulates or oversees the elementary and secondary schools' attention to curriculum and colleges' and universities' conduct of teacher and administrator preparation. An SED advises the executive and legislative branches of state government on a variety of issues including school finance. It engages in staff development and public relations work for itself and for other governmental and non-governmental agencies that have a stake in education. Some states are trying to alter the way their state education departments are organized and the way they do their work. For instance some states, have reduced the number of employees in their state education departments resulting in reduction in the level of services provided at the state level. 5) How have governors and the National Governor's Association influenced education at the federal level? Answer: Historically, governors relied on their appointees to formulate and implement educational policy. In the past fifteen to twenty years, governors have become major players in education reform and become personally involved in state education issues. Through the National Governor's Association, a coalition of state governors, governors have become major participants in education reform. The governors laid out an agenda for reform that addressed seven critical issues before the education system: teaching, leadership and management, parent involvement and choice, readiness, technology, school facilities, and college quality. 6) What role does the school board play in educational decision making at the local level? Answer: The local school board is one of the most common and visible examples of democracy in action. School boards are bodies of elected or appointed public servants responsible for providing advice and consent on the operation of public schools. The local board of education is generally recognized as the policy making body for public schools. For the most part, this means school board members have the right to establish schools, select the executive officer or superintendent, set rules to ensure the smooth running of schools, and raise and spend tax dollars. Like all public representatives, school board members try to interpret the public will, as well as exercise their own personal judgment.


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Chapter 9: The Influence of Law Multiple Choice Questions 1) Which one of the following statements about the U.S. Constitution and education is accurate? A) The U.S. Constitution contains no mention of education. B) The U.S. Constitution specifies that Congress has the power to establish and maintain schools. C) The U.S. constitution yields education to the state level. D) The federal government's legal control over education is authorized in the Fourteenth Amendment. Answer: A 2) When disputes arise over educational practices or policies, the parties involved try to make every effort to settle differences at the A) federal level. B) regional level. C) state level. D) local level. Answer: D 3) Control over education is authorized by the Tenth Amendment, which states that A) powers not delegated to the federal government nor prohibited by the Constitution are reserved to the states or the people. B) all Americans are entitled to free and equal educational opportunities. C) all individuals have the right to be educated in the least restrictive environment. D) there is separation between federal, state, and local governments. Answer: A 4) Which of the following practices might be challenged based on the First Amendment? A) creating charter schools B) requiring outcome-based curricula C) public school policies that advance or inhibit religion D) searching school lockers for drugs Answer: C 5) In 1977, the Supreme Court ruled that the Constitution does not prohibit the use of corporal punishment in schools. What case was this decided in? A) Ingrahm v. Wright B) Baker v. Olson C) Wisconsin v. Yoder D) Rothschild v. Grottenthaler Answer: A 6) In 1990, the U.S. Court of Appeals ruled in Rothschild v. Grottenthaler that a public school system receiving federal financial assistance is obligated to provide A) school vouchers to parents if they want to send their children to private school. B) sign language interpreters for parents at district expense. C) closed caption televisions in each classroom. D) stipends to teachers working extended hours. Answer: B

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7) The establishment clause in the U.S. Constitution prohibits A) establishing schools that are not diverse. B) establishing schools that do not provide for equal access. C) favoritism of a particular religion. D) people being prosecuted for having different religious views than the dominant culture. Answer: C 8) With the passage of the Equal Access Act (EAA) in 1984, Congress indicated that secondary school students were A) mature enough to understand that a school does not condone religion merely by allowing prayer clubs on public property. B) equal on the basis of race and gender. C) obligated to open clubs to anyone that desire to be associated with the group. D) not mature enough to understand that a school does not condone religion merely by allowing prayer clubs on public property. Answer: A 9) What is a possible restriction that states have made regarding the use of corporal punishment? A) States prohibit the use of corporal punishment in any form. B) The federal government prohibits the use of corporal punishment. C) Principals are the only ones that are allowed to use corporal punishment, if in the presence of an adult witness. D) Parents' rights to raise their children take precedence over schools' rights to maintain order. Answer: C 10) Corporal punishment is broadly defined as A) assault and battery. B) any disciplinary action that involves physical contact. C) child abuse by parents or teachers. D) reasonable physical force used by school authorities to restrain unruly students. Answer: D 11) A common restriction for the use of corporal punishment is that A) parents provide written permission for spanking children at school. B) parents must be present during its administration. C) it be used fairly and consistently. D) it must be administered during non-school hours. Answer: A 12) According to court rulings, could parents, with impairments such as deafness, require schools to pay for their special service needs, such as an interpreter, so they can attend school events? A) Yes. Schools pay half and the parents pay half. B) Yes. Schools are expected to accommodate parents with special needs. C) No. Schools are only required to fund special service needs for students. D) No. Schools are not required to fund special service needs for parents or students. Answer: B 13) In 1981, the U.S. Supreme Court ruled that refusing religious groups access to facilities that other groups use is a violation of students' rights of free speech in which of the following cases? A) Goetz v. Ansell B) Wallace v. Jaffree C) Widmar v. Vincent D) Church v. Goodman Answer: C


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14) Which one of the following acts stipulates that secondary public schools accepting federal aid must treat student religious groups in the same way as other extracurricular clubs? A) Equal Access Act B) Equal Opportunity Act C) Equal Rights Act D) Equal Education Opportunities Act Answer: A 15) According to Lee v. Weisman (1992), prayers at high school graduation ceremonies are unconstitutional; however, school systems in some states have skirted the ban by A) allowing religious officials to lead the prayer. B) asking the audience to participate in a moment of silent prayer. C) claiming that the prayers are secular in nature. D) allowing students to initiate, plan, and lead invocations. Answer: D 16) Since 1971, Supreme Court justices have applied the "Lemon test" when deciding whether specific practices constitute an establishment of religion. Each of the following questions must be answered affirmatively to satisfy the Constitution regarding the separation of church and state except: A) Does the challenged practice or policy have a secular purpose? B) Does the challenged practice have the effect of neither advancing nor inhibiting religious practices? C) Does the challenged practice avoid an excessive entanglement between government and religion? D) Does the challenged practice have an extracurricular or non-instructional dimension? Answer: D 17) A principal suspends a student for fighting, without giving the student an opportunity to present his or her side and without informing the parents immediately. According to Goss v. Lopez (1975), what mistake has the principal made? A) The principal suspended the student five days longer than allowed by law. B) The principal denied the student due process of the law. C) The principal suspended the student for an infraction that is not punishable by suspension. D) The principal did not tape record the session describing the nature of the punishment. Answer: B 18) Does a school official have the right to search students if she or he has grounds for suspecting that evidence will be found? A) Yes, school officials are acting in loco parentis. B) Yes, if school officials have reasonable cause to believe evidence will be found. C) No, school officials are the same as any other public official who must obtain a search warrant. D) No, students are protected from searches by school officials, according to the First Amendment. Answer: B 19) School officials may censor students' freedom of expression under which of the following conditions? A) when the school official disagrees with students' political or ideological view-points B) when material is contained in a school-sponsored publication C) when students protest in such a way that could result in disorder or interfere with the rights of other students D) when it is religious in nature and said or practiced during school hours on school grounds E) both B & C Answer: E

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20) The Buckley Amendment is also known as the A) Family Educational Rights and Privacy Act. B) Individual Educational Rights and Privacy Act. C) Family Educational Privacy Act. D) Privacy Act. Answer: A 21) Which of the following laws prohibits schools from releasing information about a student to a third party without parental or student permission? A) Buckley Amendment B) Equal Access Amendment C) Rehabilitation Act D) Child Abuse Prevention and Treatment Act Answer: A 22) When a school board resorts to dismissal or removing a probationary or tenured teacher before completion of his or her contract the board must A) do nothing as it is the board's choice if the teacher is probationary. B) provide a notice, hearing or notification of reasons for dismissal. C) must post the reason for dismissal in a public format. D) contact the state providing a detailed rationale. Answer: B 23) To avoid copyright infringement A) ask permission of the author. B) don't tell anyone you used their work. C) wait for the Supreme Court to rule. D) follow fair use guidelines and standards. Answer: D 24) Probationary teachers work under which one of the following conditions? A) They may not be removed from their positions without good cause. B) They may not be removed from their position for capricious or arbitrary reasons. C) They may be terminated at the end of the school year without cause. D) They have a property interest meriting due process protection. Answer: C 25) Under the Child Abuse and Neglect Act, educators A) are assured immunity from civil liability if reports of abuse are made in good faith later turn out to be inaccurate. B) lose their license if found guilty. C) must file motions with the state immediately if they suspect a crime has been committed. D) will be dismissed if they do not confront the abusers. Answer: A 26) Congressional guidelines state that copyrighted television programs may be videotaped by nonprofit educational organizations, but that they must be erased after A) 5 days. B) 10 days. C) 25 days. D) 45 days. Answer: D


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27) Which of the following statements regarding the reporting of child abuse or neglect by teachers is accurate? A) In every state, educators are discouraged from getting involved in cases of parental child abuse or neglect. B) Under the Child Abuse and Neglect Act, teachers are assured immunity from civil liability if reports are made in good faith. C) Failure of educators to report instances of suspected abuse and neglect in most states is a felony. D) Teachers are protected from civil liability if they act in good faith about reporting suspected abuse. Answer: D 28) Which one of the following teachers would most likely be found guilty of negligence? A) A teacher takes her students to a museum and allows them to view the exhibits without supervision. B) A teacher takes extreme care to explain safety procedures to students in the wood- working class, but a student is injured when she failed to follow the procedures. C) A group of students with mental retardation was left unattended for a half hour and a student received an eye injury when another student threw a pencil. D) A student is injured in gymnastics class when the teacher was present and observing safety procedures. Answer: C 29) When a student is injured because he or she failed to exercise the required standard of care for his or her own safety it is called A) comparative negligence. B) contributory negligence. C) assumption of risk. D) standard negligence. Answer: B 30) When a teacher and student are both held liable for an injury, meaning the teacher is held accountable for a proportion of damages, it is called A) comparative negligence. B) contributory negligence. C) assumption of risk. D) standard negligence. Answer: A 31) When students are aware of possible risks involved in an activity, such as competitive athletics, they voluntarily participate, thus agreeing to take their chances. This is called A) comparative negligence. B) contributory negligence. C) assumption of risk. D) standard negligence. Answer: C 32) When the courts decide individual cases regarding the curriculum and the availability of books, films, and materials in classrooms, they usually consider all of the following except: A) who wrote the material. B) the educational relevance of the material. C) the teaching objectives. D) the age and maturity of the students involved. Answer: A

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33) When selecting curriculum materials, teachers have the freedom to A) replace official supplementary reading lists with their own list of books. B) assign materials that are controversial, but relevant to the topic of study and appropriate to the age of the students. C) delete parts of the curriculum to which they are politically or ideologically opposed. D) determine the appropriateness of all curriculum materials presented in their classrooms. Answer: B 34) Which Supreme Court decision held that a school district receiving federal aid must provide special instruction for non-English speaking students whose opportunities to learn are restricted because of language barriers? A) Brown v. the Board of Education of Topeka B) Peter v. the San Francisco Unified School District C) Lau v. Nichols D) B. M. v. Montana Answer: C 35) Which of the following statements about the Bilingual Act of 1974 is accurate? A) The act specifies what types of programs are appropriate for addressing the needs of students with limited English. B) There is little variation from state to state in the types of assistance offered students who have difficulties with standard English. C) The act supported the students at Martin Luther King, Jr. Elementary School when they opposed the use of standard English rather than "black English." D) The act calls for parental involvement in planning appropriate educational programs for children with limited English speaking ability. Answer: D 36) According to the Peter W. v. San Francisco Unified School District court ruling, can schools be held liable for educational malpractice, A) Yes. The court contended that there was an explicit standard of care that the schools have neglected to provide. B) No. The court stated that there were a variety of physical, emotional, cultural, and environmental contributing factors. C) No. The court reasoned that teachers could be judged to uphold a standard of care and that they had done so in this case. D) Yes. The court ruled that the school district and its teachers had maliciously and intentionally failed to teach the student. Answer: B 37) Students argue that instances of sexual harassment are a violation of A) the Buckley Amendment. B) the Equal Access Act. C) Title IX. D) the Fifth Amendment. Answer: C 38) Which one of the following court rulings states that schools supported by federal funds are susceptible to lawsuits, and in instances of sexual harassment and other forms of sexual discrimination, liable for monetary damages to victims of such mistreatment? A) Lau v. Nichols B) Virgil v. the School Board of Columbia County, Florida C) Hazelwood School District v. Kuhlmeier D) Franklin v. the Gwinnett County Public Schools Answer: D


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39) A private school has denied admission to a student with a disability claiming it cannot accommodate the student's needs. Is this allowable under law? A) Yes, if the school does not have the accommodations or resources to meet the student's needs. B) Yes, but only temporarily until it can provide the resources and services needed. C) No, because the state will reimburse the school for all of its costs to provide the needed services. D) No, it is illegal under federal law to discriminate against a student who has special needs, regardless of where he or she prefers to attend school. Answer: A 40) In which one of the following cases did the Supreme Court rule that parents of students with learning disabilities may be eligible for tuition reimbursement if they send their children to private schools for special help, even if the schools are not approved by the local school district? A) Florence Country School District Four v. Carter B) Davis v. Grover C) School District of Abington Township v. Schempp D) Lemon v. Kurtzman Answer: B 41) The Supreme Court stated that school officials act A) as agents of the state when they search students under their authority. B) in loco parentis when they search students under their authority. C) Both A & B D) Neither A &B Answer: A 42) In 1992, the case of Lee v. Weisman decided that A) prayers at high school graduation were unconstitutional. B) prayers at high school graduation were constitutional. C) educators cannot require students to pause for a moment of silence. D) prayer and bible reading in public school classrooms was unconstitutional. Answer: A 43) In 1963, prayer and bible reading in public school classrooms was determined to be unconstitutional by which of the following cases? A) School District of Abington Township v. Schempp B) Wallace v. Jaffree C) Lee v. Washington D) Guyer v. School Board of Alachua County Answer: A 44) In loco parentis is A) acting in place of the parents. B) telling parents. C) in spite of parents. D) with permission of parents. Answer: A 45) The free exercise clause of the U.S. Constitution A) ensures religious freedom. B) prohibits favoritism toward a particular religion. C) mandates physical education in schools. D) guarantees citizens the rights to practice religion in public schools. Answer: A

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Short Answer Questions 1) "Congress shall make no law respecting an establishment of religion" is stated in Answer: the First Amendment. 2) A 1984 law passed by Congress that recognizes that secondary school students are mature enough to understand that a school does not condone religion by merely allowing prayer clubs on public property. Answer: Equal Access Act 3) Prayer and bible reading in public school classrooms was determined to be unconstitutional in this case. Answer: School District of Abington Township v. Schempp 4) A term meaning "in place of the parent" that suggests educators possess a portion of a parents rights, duties, and responsibilities. Answer: in loco parentis 5) Part of the Family Educational Rights and Privacy Act that prohibits school personnel from releasing information about a student to third parties without parental or student permission. Answer: Buckley Amendment 6) Failure to exercise reasonable care to protect students from injury is called Answer: negligence. 7) Failure of a person who is injured to exercise the required standard of care for her or his own safety is called Answer: contributory negligence. 8) Situations in which teacher and student are held negligent for an injury are called Answer: comparative negligence. Essay Questions 1) What Supreme Court decision allow parents to exempt their children from school if they have religious or philosophical objections to a school program? Answer: The Supreme Court's 1972 decision in Wisconsin v. Yoder allowed members of the Old Order Amish religious community to exempt their children from school attendance beyond eighth grade, even though home instruction provided by the Amish was not equivalent to instruction in public schools. The Amish had argued that compulsory attendance in the upper grades would have a negative effect on the established way of life in their farm-based, traditional community. The Court's decision was based on the religious freedom clause of the First Amendment and evidence that the Amish way of life was an acceptable alternative to formal education. However, litigation since Yoder suggests that the "Amish exception" cannot be used by parents who wish to exempt their children from schools for philosophical or religious reasons unless evidence suggests such schooling might destroy their religion. For those dissatisfied with the public schools, however, compulsory attendance requirements may be fulfilled in private, alternative, or parochial schools. 2) According to the U.S. Supreme Court, can schools use corporal punishment as a disciplinary tactic? Answer: The Supreme Court of the United States ruled in Ingraham v. Wright (1977) that the Constitution does not prohibit the use of corporal punishment in the schools. In so ruling, the Court concluded that cases dealing with corporal punishment should be handled at the state rather than the federal level. Whether or not school officials can use corporal punishment as a disciplinary tactic depends on state and local school board policies. In states that allow corporal punishment, parental objection to the practice does not necessarily take precedence. Teachers working in schools in which corporal punishment is allowed must avoid excessive force and follow local guidelines when administering such punishment.


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3) From major cases presented on the issue of separation of church and state, what can teachers do and not do regarding students and their religious beliefs? Answer: According to major court cases, teachers cannot require students to recite the Pledge of Allegiance to the American flag if they have personal or religious objections to doing so. Teachers cannot require students to stand quietly or to leave the room during the Pledge of Allegiance. Teachers cannot require students to read the Bible unless doing so is part of a secular program of education focusing on its literary and historic value. Teachers cannot require a moment of silence for meditation or voluntary prayer. Since 1971, Supreme Court justices have often applied the three-part Lemon test, developed from the Lemon v. Kurtzman case (1971), when deciding whether specific practices or policies constitute an establishment of religion. Under the Lemon test, each of the following questions must be answered affirmatively to satisfy the Constitution: 1. Does the challenged practice or policy have a secular purpose? 2. Does it neither advance nor inhibit religious practice? 3. Does practice or policy avoid an excessive entanglement between government and religion? 4) When is it acceptable for school officials to search a student suspected of possessing illegal drugs or drug paraphernalia? Answer: In New Jersey v. T.L.O (1985), the Supreme Court stated that school officials were acting not in loco parentis but as agents of the state when they searched students. While this means that school officials are subject to the Fourth Amendment, the Court ruled that schools are special settings; therefore, school officials are not required to obtain a warrant or show probable cause when searching a student suspected of violating school rules or laws. When determining the legality of school searches, officials' actions are to be guided by reason and common sense. At the inception of the search there must be reasonable grounds for suspecting evidence will be found to prove a student is in violation of school rules or laws and the scope of the search must be reasonably related to the objectives of the search, the age and sex of the student, and the nature of the infraction. In 2002, the Supreme Court expanded its view of authorized drug testing. It ruled that testing all students in extracurricular activities (not only athletics) does not violate the Fourth Amendment. 5) Describe the rights of teachers regarding retention and dismissal. Answer: According to the Supreme Court, tenured teachers may not be removed from their positions without specific or good cause, nor may they be dismissed for capricious or arbitrary reasons. Thus, tenured teachers have a property interest meriting due process protection. The contract of a teacher with probationary status may be terminated at the end of a school year without cause. This means a probationary teacher's property interest is only for the duration of a one-year contract. In other words, the teacher is protected by due process during that term, but not afterward. However, if the probationary teacher can present evidence to suggest that nonrenewal is in retaliation for exercise of constitutional rights (e.g. freedom of speech), the employer must follow the due process. If the school board resorts to dismissal (removing a probationary or tenured teacher before the completion of his or her contract), the board must provide a notice, hearing, or notification of reasons for dismissal.

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Chapter 10: Curriculum and Instruction Multiple Choice Questions 1) Curriculum is defined as A) the knowledge and skills that schools are supposed to help students master. B) a method by which content is delivered to students in school. C) an assessment tool to measure learning. D) an administrative concern. Answer: A 2) Which of the following teachers is most directly addressing a curriculum issue? A) The teacher that makes a list of classroom rules. B) The teacher that goes over the yearly budget for chemistry lab equipment. C) The teacher that plans for the new gymnasium are approved by the school board. D) The teacher that serves on a committee that selects textbooks for the district. Answer: D 3) Which of the following is most likely to make curriculum decisions difficult or controversial? A) a homogeneous population B) stable socioeconomic conditions C) conflicting ideas about the definition of curriculum D) productive certainty regarding educational aims Answer: C 4) Explicit curriculum is A) unintended and unvoiced. B) the knowledge and skills that dominate the public view. C) the skills in after school programs. D) the null curriculum. Answer: B 5) All of the following are examples of the implicit curriculum except: A) unofficial classroom routines and rituals. B) a teacher's beliefs about a subject. C) classroom atmosphere. D) state standards. Answer: D 6) One teacher focuses their classroom activities on the relevance of text content while another teacher, using the same book, examines how the text is relevant to students' lives. Even though both teachers use the same book, their value orientation results in different outcomes for their students. This is an example of the A) null curriculum. B) explicit curriculum. C) extracurriculum. D) implicit curriculum. Answer: D 7) What is another term for implicit curriculum? A) out-of-school curriculum B) explicit curriculum C) hidden curriculum D) null curriculum Answer: C

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8) The null curriculum is best described by which of the following definitions? A) non-credit bearing educational activities B) that which is not taught C) the hidden curriculum D) statements of educational policy Answer: B 9) Which of the following can contribute to the null curriculum? A) textbooks B) time schedules C) locations of instruction D) all of the above Answer: D 10) All of the following are examples of the extra curriculum except: A) cheerleading. B) school plays. C) history. D) study groups. Answer: C 11) What is a common counter-argument to the teacher that tries to prevent a student with poor grades from participating in extracurricular activities? A) Sports, band, clubs and other activities are part of the regular curriculum and should be taken regardless of a student's academic performance. B) Students with academic problems might drop out of school if not allowed to participate in extracurricular activities. C) Extracurricular activities decrease feelings of self-efficacy and the desire to attend school, therefore, they should be eliminated altogether. D) Students should not be allowed to participate in academic programs if their extracurricular performance is poor. Answer: B 12) A curriculum that combines concepts and skills from different subject areas so they are mutually reinforcing is called a(an) A) integrated curriculum. B) implicit curriculum. C) mixed curriculum. D) primary curriculum. Answer: A 13) Which of the following traditional teaching practices is being challenged by educators who argue that it has little or no resemblance to life outside schools? A) cooperative learning B) multidisciplinary studies C) mixed ability classes D) compartmentalizing subject matter Answer: D

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14) Which of the following has made interdisciplinary teaching and learning and multidisciplinary studies easier? A) declining standardized test scores B) emerging technologies C) federal government mandates D) increases in state and federal money for education Answer: B 15) National interests, state testing programs, local priorities, mass media , educational publishing, professional groups, and public opinion A) eliminate the need for curriculum debates. B) guide objective, non-partisan educational policy making. C) are forces that shape the curriculum. D) are shaped by educational publishing companies. Answer: C 16) What does a "back to the basics" curriculum encourage? A) null curriculum B) standardized curriculum C) integrated curriculum D) higher attendance rates Answer: B 17) What act of Congress influenced vocational education? A) Smith-Hughes Act B) Economic Opportunity Act C) Education for All Handicapped Children Act D) Vocational Education Act Answer: A 18) Which of the following teachers will most likely be publicly scrutinized by special interest groups because the content may be controversial? A) a chemistry instructor B) a math teacher C) a character-building educator D) a teacher for the gifted Answer: C 19) Educational organizations for teachers such as the National Council of Teachers of Mathematics (NCTM) have influenced curriculum decisions by A) developing standards to guide educational reform. B) giving money to teachers who perform well. C) arguing against a results-oriented approach to decision making. D) supporting non-licensed individuals to teach in public schools. Answer: A 20) What is perhaps the most controversial curriculum reform? A) history B) family life education C) mathematics D) English Answer: B


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21) Some curriculum designers in the 1970's attempted to make teacher-proof curricula to counteract teachers' A) influence on students. B) lack of subject matter knowledge and ill-preparation. C) time constraints. D) access to resources. Answer: B 22) The instructional approach involved in a teacher centered classroom where students receive instruction and demonstrate competencies is called A) scaffolding. B) mastery learning. C) direct instruction. D) information processing. Answer: C 23) The instructional approach involved in a student centered classroom where students think about academic tasks and construct meaningful knowledge in relationship to their prior experiences is called A) scaffolding. B) direct instruction. C) internships. D) mastery learning. Answer: A 24) Mastery learning is based on A) the idea that student learning is a function of a students aptitude. B) student centered learning. C) experiential learning. D) informal educational approaches. Answer: A 25) A highly structured, teacher-centered strategy is called A) cooperative learning. B) objective based learning. C) academic rationalism. D) direct instruction. Answer: D 26) Which of the following ideas has been described as the thread that weaves the curriculum with instruction? A) student learning B) personal relevance C) standardized testing D) teacher planning Answer: D 27) As a teacher considers the goals and objectives of a lesson, they may crate time lines indicating approximate dates when concepts and skills will be introduced is called A) curriculum planning. B) records books. C) curriculum maps. D) teacher time lines. Answer: C

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28) What are four general models of instruction? A) behavioral, social, information processing, personal B) mastery, objective, outcome-based, standard C) social, mastery, outcome-based, personal D) behavioral, cooperative, competitive, information processing Answer: A 29) Which model of instruction best fits the principal's beliefs about teaching and learning if he or she wants teachers to capitalize on students' natural curiosity about each other by using group learning activities? A) behavioral B) social C) outcome-based D) information processing Answer: B 30) Which of the following definitions of learning would be cited by a proponent of mastery learning? A) Learning is the ability to take in, work with, store and retrieve information about the world. B) Learning is the use of one's native ability. C) Learning is self-exploration and the development of personal identity. D) Learning is the amount of time needed to accomplish a goal or objective. Answer: D 31) Which of the following statements is an example of a behavioral objective? A) students will know how to dance the samba and the tango B) given a map, students will locate all 50 state capitals accurately in less than 10 minutes C) students will understand Einstein's theory of relativity D) given a recording of Beethoven's Fifth Symphony, students will appreciate classical music Answer: B 32) Many teachers use Bloom's taxonomy of educational objectives because it helps guide them in developing curricula by A) allowing teachers to measure learning in quantifiable ways. B) specifying the criteria for success. C) identifying simple and complex thought processes. D) allowing students to succeed at a high rate. Answer: C 33) Social instructional models define the teacher's role as that of a(n) A) imparter of knowledge. B) lecturer. C) guide. D) learner. Answer: C 34) Which of the following is an attribute of cooperative learning? A) influences self-esteem B) develops intergroup relations C) promotes acceptance among students D) all of the above Answer: D


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35) Project-based learning A) helps students pursue solutions to important problems raised by students or teachers. B) encourages students mini-project out of the school setting. C) is developed by teachers asking students questions. D) is similar to mastery learning and direct instruction. Answer: A 36) A teacher has a group of middle school students write a history of a particular address in their home town by considering how the history of the address relates to the history of the city, state, nation, and world. Over several weeks the students collect and analyze data, draw conclusions, and report results. Which of the following strategies is represented? A) mastery learning B) drill and practice C) service learning D) project-based learning Answer: D 37) A teaching model that seeks to increase students' problem-solving abilities, creative expression, empathy, and insight into social relations is called A) inquiry learning. B) concept formation. C) synectics. D) direct instruction. Answer: C 38) The method of instruction that wants students to analyze and synthesize data to construct knowledge about a specific idea is called A) synectics. B) concept formation. C) inquiry learning. D) cooperative learning. Answer: B 39) The five phases of the nondirective model are description, agreement, interaction, identification, feedback which are based on the work of A) John Dewey. B) Carl Rogers. C) E.D. Hirsch, Jr. D) Grant Wiggins. Answer: B 40) Which of the following statements about nondirective teaching is accurate? A) the teacher determines what will happen during the lesson B) the teacher and students take turns providing criticism C) the teacher paraphrases and asks open-ended questions D) the teacher provides the model to be copied Answer: C 41) When students engage in inquiry learning, they A) try to answer questions based on facts and observations. B) ask questions of their teacher. C) encourage the teacher to ask questions of the administration. D) act as tutors to other students. Answer: A 42) The collective ability of teachers, students, administrators, school boards, and even police to establish a

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common framework for social and academic interaction is referred to as A) school management. B) classroom management. C) classroom structure. D) none of the above Answer: B 43) Teachers judgments about students A) determine what students already know, plan more challenging instruction, motivate student performance, assess progress towards affective and cognitive goals. B) are discriminatory. C) are communicated to other teachers. D) are accurate. Answer: A 44) According to Jere Brophy (1996) a classroom management system is primarily designed to A) minimize student misbehavior. B) maximize student engagement. C) minimize lesson planning. D) create a happy classroom. Answer: B 45) Which of the following is not a good technique for encouraging student control? A) using physical proximity B) showing an interest in student’s appropriate behavior C) using nonverbal skills to alert students that they recognize inappropriate behavior D) changing routines every week Answer: D Short Answer Questions 1) Issues of gender, social class, poverty, and disability that are not taught are referred to as this kind of curriculum. Answer: null curriculum 2) Curriculum that combines concepts and skills from different subject areas so they are mutually reinforcing is a(n) Answer: integrated curriculum. 3) Conditions under which learning will occur and the criteria for success. Answer: behavioral objective 4) Provide an example of one of four teaching strategies that contribute to an individual teacher's instructional repertoire. Answer: social, behavioral, personal or information processing 5) The type of learning that focuses on the scientific method of problem solving. Answer: inquiry learning


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Essay Questions 1) Define and explain the following terms: null curriculum, extracurriculum, integrated curriculum. Answer: The null curriculum is that which is not taught is the tendency to ignore issues of gender, social class, poverty, and disability, for example. Time schedules for different classes and locations for instruction can also be part of the null curriculum because they communicate 'what counts' in schools. The extracurriculum is outside of the core of a student's studies and is not credit bearing. The extracurriculum includes such activities such as sports, band, clubs, study groups, school plays, cheerleading, and dance. People frequently make conceptual and policy ties between the curriculum and extracurriculum. The integrated curriculum combines concepts and skills from different subject areas, often through the use of a theme, so they are mutually reinforcing. It is believed that the integrated curriculum will better prepare students for life beyond school, where subject matter is not so segregated. 2) How do national, state, and local interests play a role in curriculum implementation? Answer: National interest in curriculum is noted in the passage of education laws relating to the environment, vocational education, preschool education, and expanded school access for students with disabilities. much of its work is said to be on behalf of the "national interest," which can be thought of those ideas, skills, and values that build a strong democratic nation. Federal influence on curriculum development also occurs through funding and advertisement. State laws and local policies have focused on prescribed graduation requirements, an array of state achievement tests, new textbook selection, and instructional practice recommendations. State and local interests are promoted by many different special-interest groups and influence everything in public schools from textbooks to discipline. States dictate graduation requirements and require textbooks to match recommended instructional approaches. Curricula can often be influenced by local history and geography. 3) Describe the Channel One Network and its implications. Answer: An example of a direct curriculum production is the Channel One Network. It is the leading provider of television news and educational programs for students. Channel One delivers programs via satellite to some twelve thousand middle and high schools across the country. Participating schools receive a satellite dish and classroom television monitors in exchange for showing the programming. In turn, schools agree by contract to make Channel One available to their students 90 percent of the school days. Channel one has approximately 8 million viewers. Liberals and conservatives have differing views on Channel One. Some worry about the program's affect on students, criticizing the introduction of commercials into the school setting. Others praise the public/private partnership. Some believe that Channel One may have peaked and the company now faces replaces technology with no new subscribers in view. 4) List ways in which teachers plan for instruction. Answer: Teacher planning has been described as the thread that weaves the curriculum, or 'the what' of teaching with the instruction, or 'the how' of teaching. When planning instruction, teachers consider the curriculum, state and local goals and objectives for student learning, instructional strategies for meeting those goals, means of assessing students' understanding, in addition to the needs and interests of their students so as to develop a curriculum that is both meaningful, worthwhile and aligned to prescriptions from state and local agencies. Teachers should never underestimate the importance of planning how to evaluate student learning and the effectiveness of a lesson. 5) Describe four general models of instruction. Answer: No single best way exists to teach all things to all people. Different learners and different objectives often require different instructional models, or systematic approaches to teaching. Successful teachers use a variety of teaching instructional models in order to reach all their students. According to Bruce Joyce and his colleagues, there are four general models of instruction. The four general models of instruction include the behavioral family, the social family, the information processing family, and the personal family. The behavioral family uses ideas about manipulating the environment to modify students' behaviors. The social family capitalizes on people's nature as social beings to learn from and relate to one another. The information processing family focuses on increasing students' abilities to think. It is organized to seek, organize, interpret, and apply information. The personal family encourages self-exploration and the development of personal identity.

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6) Select an instructional strategy from each of the four general models of instruction and describe how it might be used in the classroom. Answer: Instructional strategies for the behavioral family include mastery learning and outcome-based education. Instructional strategies for the social family include cooperative learning, project-based learning and reciprocal teaching. Instructional strategies for the information processing family include concept formation, synectics, and inquiry learning. Instructional strategies for the personal family are nondirective with the teacher serving as a facilitator.


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Chapter 11: Recognizing the Educational Success: Standards and Assessment Multiple Choice Questions 1) Required levels of knowledge and ability a student should possess are called A) tests. B) standards. C) lesson plans. D) foundations. Answer: B 2) The level at which students should be able to use the knowledge they possess to solve problems is indicated by A) performance standards. B) content standards. C) opportunity standards. D) curriculum-based assessment. Answer: A 3) Assessment and measurement are synonyms for A) formal attempts to determine students' knowledge, skills, and attitudes. B) the process of examining student performance to determine whether students have met or exceeded standards of performance set by the teacher. C) the process of monitoring student progress during instruction. D) none of the above Answer: A 4) A student's performance in an assessment is a direct indication of how well they A) listen to the teacher. B) remember information. C) attend class. D) are being taught. Answer: D 5) How are the National Education Goals relevant to a new teacher? A) They provide standards. B) They focus attention on education. C) They provide a context for evaluation. D) all of the above Answer: D 6) The knowledge, skills, and attitudes students must attain to master a subject matter are called A) assessment. B) content standards. C) performance standards. D) evaluation. Answer: B 7) Which of the following is not a National Education Goal as listed in 1998? A) All children in America will start school ready to learn. B) United States students will be first in the world on mathematics and science achievement. C) All students with disabilities shall be taught in an inclusive setting. D) The high school graduation rate will increase to at least 90 percent. Answer: C

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8) The National Assessments of Educational Progress (NAEP) is a congressionally mandated set of tests developed used to give policy makers and the general public information about the nation's school by assessing A) teaching competence. B) programs and schools that use the National Education Goals. C) students' knowledge and skills in a variety of subject areas no matter the curriculum they have in school. D) students' aptitude for success in college or the workforce. Answer: C 9) Why are state standards so important for teachers to understand? A) Teachers are held accountable for state standards. B) Teachers shape instruction to match state standards. C) Teachers assess students based on state standards. D) all of the above Answer: D 10) Standardized tests that are used to determine whether students who do not meet standards will be allowed to graduate are called A) norm-referenced tests. B) performance tests. C) criterion-referenced tests. D) high-stakes tests. Answer: D 11) Assessments that produce observable indications of how well students can apply what they have learned are called A) high-stakes tests. B) norm-referenced tests. C) summative evaluations. D) performance tests. Answer: D 12) Who is held responsible for giving students a fair chance to succeed in school with reference to the opportunity or opportunity-to-learn standards? A) parents B) students C) school leaders D) communities Answer: C 13) In order to satisfy requirements of NCLB, schools must have A) at least 95 percent of all students participate in reading and math assessments. B) at least 90 percent of all students participate in reading and math assessments. C) at least 80 percent of all students participate in reading and math assessments. D) at least 50 percent of all students participate in reading and math assessments. Answer: A 14) Which is not a responsibility of teachers in terms of classroom assessment? A) Teachers need to know what is expected of students. B) Teachers need to be able to determine what students presently know or can do in relation to learning goals. C) Teachers need instructional strategies and methods. D) Teachers need to test and evaluate students at least monthly. Answer: D


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15) A collective measure of the numbers of students succeeding in a particular school is referred to as A) student success ratio. B) adequate yearly progress. C) collective student achievement progress. D) performance standards. Answer: B 16) Academic progress is assessed formally most often by A) standardized tests. B) criterion-referenced tests. C) minimum competency tests. D) IQ tests. Answer: A 17) Which of the following statements about standardized tests is correct? A) They are complete measures of students' knowledge. B) They test students' performance on real-life situations. C) They help teachers to plan instruction. D) They prevent national comparisons of students at the same grade level. Answer: C 18) A standardized test is reliable when A) when it can be scored by machine. B) when the test has variable answers. C) it does not yield erratic results. D) all of the above Answer: C 19) A standardized test is valid when A) the questions relate to what has been taught. B) it measures what it is supposed to measure. C) it is scored by an impartial third party. D) none of the above Answer: B 20) What is the difference between norm-referenced and criterion-referenced tests? A) A norm-referenced tests assess students' performance against a clear, external standard, whereas criterion-referenced tests measure students' test scores as compared to the scores of similar students. B) A norm-referenced tests measure students' test scores as compared to the scores of similar students, whereas criterion-referenced tests assess students' performance against a clear, external standard. C) A norm-referenced tests compare students' scores against one another while criterion-referenced tests compare students' scores against their own earlier scores. D) none of the above Answer: B 21) Which of the following testing situations uses a criterion-referenced measure? A) a student receives a score of 72 percent, good enough to pass the history final B) a student scores at the 85th percentile on a standardized test of reading achievement C) a student receives a blue ribbon for her science project, which was judged best of all those who entered D) a student is ranked 25th in his graduating class of 345 students Answer: A

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22) Supporters of which type of testing argue that there is a common body of knowledge that all of society's children need to learn, at least at basic levels? A) aptitude testing B) criterion-referenced testing C) National Assessment of Educational Progress testing D) minimum competence testing Answer: D 23) One reason the minimum competency test movement began in the 1970's was as a reaction against A) social promotion. B) high-stakes testing. C) the lack of advancements in teaching literacy. D) the use of portfolios. Answer: A 24) Critics of the minimum competency movement would argue that schools drop particular area of the curriculum overemphasize A) basic skills promotion. B) high- stakes testing. C) social advancement. D) forced assessment. Answer: B 25) Which of the following educational ideas resulted from a concern with the results of learning as a reflection of students' time spent in school? A) outcome-centered learning B) cooperative education C) conflict resolution D) discovery and exploration Answer: A 26) The practice of promoting children through the grades to keep them with their peers even if they could not keep pace academically is called A) age-level promotion. B) peer promotion. C) social promotion. D) competency promotion. Answer: C 27) A main purpose of a teacher asking questions while they teach is to A) assess student thinking. B) ensure students are paying attention. C) improve student-teacher relations. D) keep students interested. Answer: A 28) Convergent questions A) elicit narrow responses from students. B) require students to elaborate on their answers. C) enable students to give many answers. D) do not allow students to analyze and apply what they have learned. Answer: A


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29) A teacher asks the question "Why do you think George Bush was victorious in the presidential race?" This category of question A) establishes or puts information in to students' minds. B) elicits information from students. C) expands students' thinking about particular topics. D) closes down student thinking. Answer: B 30) An alternative to traditional standardized testing where student performance on real-life tasks is evaluated in many forms is called A) high-stakes testing. B) authentic assessment. C) summative assessment. D) portfolios. Answer: B 31) The idea behind authentic assessment is to A) test students' ability to perform a given task with a multiple-choice test. B) allow students to select responses to highly structured problems from a limited list of choices. C) encourage the application of knowledge to problems that students can expect to encounter in real life. D) none of the above Answer: C 32) A set of specifications for the content and objectives to be assessed by a test is called a A) blueprint. B) rubric. C) portfolio. D) curriculum-based assessment. Answer: A 33) If students were to go to a pond and collect and analyze water samples then report their findings to a local natural resources department, the teacher's instructional and assessment processes would be called A) minimum competency. B) outcome-based. C) inclusion. D) authentic. Answer: D 34) What assumptions are curriculum-based assessment based on? A) That academic success is heavily dependent on math and science skills. B) That academic skills are most fairly and accurately measured using materials unfamiliar to students. C) That it measures students' competence in various areas using the materials students encounter in the classroom. D) none of the above Answer: C 35) Grades are used to A) reward students. B) provide feedback to parents. C) provides estimates of students' potential. D) all of the above Answer: D

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36) Research has indicated fifty percent of student's success with learning can be explained by A) prior knowledge and attitudes. B) standardized test results. C) rigorous curriculum. D) study habits. Answer: A 37) Qualities of an assessment instrument that offend or unfairly penalize a group of students because of gender is called an A) assessment bias. B) multiple measure. C) high-stakes test. D) all of the above Answer: A 38) What is assessment bias? A) Qualities of an instrument that unfairly penalize a group of students. B) Qualities of a test giver that unfairly penalize a group of students. C) neither A or B D) both A and B Answer: D 39) What do some people use the phrase "teaching to the test" to mean? A) Teaching specific items on the test or teaching the test itself. B) An illegal way of preparing students to take standardized tests. C) Regular classroom teaching. D) none of the above Answer: A 40) Nebraska's Student-based, Teacher-led Assessment Reporting System (STARS) is based on the assumption that A) the best way to ensure fairness in testing is to use only those assessment tests produced by commercial publishers. B) no single assessment can provide a full, round representation of educational success. C) norm-referenced assessments are the best way to measure student success. D) criterion-based assessments are the best way to measure student success. Answer: B 41) What is the best way to protect against unfairness in assessment? A) Use different measure of success by creating multiple opportunities for students to demonstrate what they know. B) Do not have assessments in the classroom. C) Requiring everyone to take the standardized test on the same day. D) both A and C Answer: A 42) Measuring students' competence in various areas using the material students encounter in the classroom is referred to as A) curriculum-based assessment. B) rubrics. C) blueprints. D) self-assessment. Answer: A


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43) Asking students to evaluate themselves and their own participation and products is called A) blueprinting. B) self-assessment. C) rubric. D) curriculum-based assessment. Answer: B 44) Which of the following questions would not be part of a teacher using the process of self-assessment with his or her students? A) How hard did you try? B) How difficult was the assignment for you? C) What did you learn? D) What is the correct answer? Answer: D 45) An example of a curriculum-based assessment would be which of the following A) a time oral reading assessment. B) a standardized-test. C) the use of a rubric. D) a nonthreatening question. Answer: A Short Answer Questions 1) Standards that indicate the level at which students should be able to use the knowledge they possess to solve problems. Answer: performance standards 2) What type of standards represent the knowledge, skills, and attitudes students must attain in order to master a subject matter? Answer: content standards 3) Formal attempts to determine students knowledge, skills, and attitudes. Answer: assessment 4) The process of examining student performance to determine whether students have met or exceeded standards of performance set by a teacher. Answer: evaluation 5) The standards that are meant to hold school leaders accountable for giving students a fair chance to succeed. Answer: opportunity standards 6) The type of assessment is that is an alternative to traditional standardized tests, because it assesses student performance on real-life tasks in many forms. Answer: authentic assessment 7) A scoring key. Answer: rubric

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Essay Questions 1) Discuss what is meant by "performance standards" and why they require teacher judgment. Answer: Performance standards assess the degree to which students have attained standards in an academic area. Such determination requires teachers to make judgments because determining the precise level of attainment is rarely quantifiable in a meaningful way and often requires knowledge of more than a student's score on a test or even on a series of tests. 2) Describe what is meant by authentic assessments. Answer: Assessment and measurement are synonyms for formal attempts to determine students' knowledge, skills, and attitudes. When the assessment is authentic it requires students to use higher-level thinking skills to perform, create, or solve real-life problems. These assessments require students to solve problems or to work on tasks that simulate as much as possible the kinds of problems students may engage outside of the classroom and the school. Authentic assessment has the potential to evaluate a range of skills, promote reflection, illustrate growth, and provide continuity in a student's education from year to year; however, the cost can be immense, both financially and in terms of the time it requires of teachers. Examples of authentic assessment can include journals, portfolios, rubrics, teacher-made tests, curriculum-based assessment, and self-assessment. 3) What are rubrics and how do teachers use them? Answer: A rubric is a scoring key. Teachers create and use rubrics to help assess how well students have grasped important aspects of learning activities. Rubrics are rating scales composed of predetermined performance criteria. Teachers employ scoring rubrics to differentiate between levels of student performance on a rating scale. They can be used to specify performance criteria for a wide variety of learning activities. Rubrics can also be used to note the strength of various aspects of students' work. These sliding scale judgments replace the all-or-nothing characteristic of a checklist. 4) Describe arguments that might support or oppose the position of outcome-centered learning. Answer: The minimum competency movement is also referred to as outcome-centered learning. Outcome-centered learning considers the products of learning as a reflection of students' time spent in school. The argument for the idea is simple: The nation must be able to assess student progress systematically; that is, to evaluate student performance across locales and over time. This is the only way of knowing (1) how well or how poorly students are performing, (2) what might be done to improve weak results, and (3) whether various reform measures actually make any difference. Outcome-centered learning is results focused and ensures that schools are rigorous. In addition, students that can not keep pace academically with their peers are not socially promoted. Critics contend that the minimum competency movement has led to an overemphasis on high-stakes tests, which determine students' grade promotion, graduation, and access to specific fields of study. Some critics argue that high-stakes tests limit the curriculum to simplistic ideas and punish students who do not score well. 5) Describe what is meant by the term assessment bias. Answer: Assessment bias refers to qualities of an assessment instrument that offend or unfairly penalize a group of students because of the students' gender, ethnicity, socioeconomic status, religion, or other such group-defining characteristic. Assessments can often people when they depict negative or stereotypes of certain subgroups. Test items that show groups in stereotypical roles such as service work or sports may offend, for example African American students. If you take a test when you are offended or angry, the result probably will not be a fair or accurate representation of what you know or can do. Students are also unfairly penalized when their test scores are distorted because the test content puts the student at a disadvantage. The content does not need to offend, but can also be out of reach for one reason or another.


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Chapter 12: A Global Educational Context Multiple Choice Questions 1) Learning about education outside the United States A) helps students prepare for the future by understanding what others value and how they think. B) is important for personal growth. C) helps to track the movement of populations around the world. D) deflects emotional responses to other cultures. Answer: A 2) The International Baccalaureate Organization, a non-profit educational foundation based in Geneva, Switzerland, was founded to A) establish a common curriculum and university entry credential for geographically mobile students. B) make international students more competitive when compared with students from the United States. C) offer university degrees to students from the United States living abroad. D) provide exchanges among students of various cultures. Answer: A 3) A goal of the International Baccalaureate Organization is to A) award advanced degrees in comparative education. B) teach skills beyond the academic classroom in order to create a better world. C) promote global technology. D) prepare students for careers in science and math. Answer: B 4) The International Baccalaureate Organization (IBO) provides A) college degrees to qualifying students. B) provides schools within their network with curriculum and assessment development. C) conservative thought and resources to educators. D) global awareness about problems in schools are the world. Answer: B 5) Students abilities to recognize their connections to other people and other nations around the world is referred to as A) multiculturalism. B) economics awareness. C) global awareness. D) competition awareness. Answer: C 6) NGOs are A) nongovernmental organizations. B) new governmental organizations. C) new global organizations. D) no guarantee organizations. Answer: A 7) All of the following organizations are NGOs except: A) churches. B) the Boy Scouts and the Girl Scouts. C) chambers of commerce. D) the U.S. Department of Education. Answer: D

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8) The Global Education Motivators (GEM) NGO that focuses on developing global education programs for schools and communities is endorsed by A) the U.N. Secretary General. B) Fred Rogers. C) United States of America. D) both A & B Answer: D 9) Canadian educational reform focuses on A) the same issues as in the United States. B) technology. C) teacher accountability. D) all of the above Answer: D 10) Studying problems of educational development that are common in many societies is called A) educational development analysis. B) international comparative education. C) Edutopia. D) Global Education Motivators. Answer: B 11) What is a common answer to the question of how might teachers in U.S. schools help Latino children succeed? A) Provide more bilingual programs. B) Provide fewer bilingual programs so student learn English faster. C) Raise academic standards. D) all of the above Answer: D 12) Although Canada is a federal state, education is controlled by A) Great Britain. B) the Central Office of Education. C) a national Ministry of Education. D) the provincial governments. Answer: D 13) Rather than having a central office of education in Canada, each province has its own A) Department of Education. B) Central Office of Education. C) Ministry of Education. D) Royal Canadian Education Office. Answer: C 14) In order to preserve the prominence of Francophones, in 1977 the Quebec government passed Bill 101 to A) limit the number of immigrants from non-English speaking countries. B) establish French as the only official language in the province. C) require schools receiving provincial aid to offer bilingual (English and French) classes. D) impose restrictions of the use of French in business and education. Answer: B


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15) The most serious problem at the basic level of education in Mexico is A) the amount of illiterate people. B) the lack of resources for teachers and students. C) high and persistent drop out rate. D) none of the above Answer: C 16) The Austin School District signed an agreement with the Mexican state of Nuevo Leon to allow students A) to attend course at each others schools. B) finish high school requirements in Mexico. C) to compete against each other in sports. D) to compete against each other in academics. Answer: C 17) How does Japan resemble the United States? A) It is rich in cultural, ethnic, and racial diversity. B) The structure of its education system is similar to that found in the United States. C) It is a densely populated country of ethnically homogeneous city dwellers. D) Neither country has enjoyed much economic success since the mid-1940's. Answer: B 18) The Japanese attend school in A) mixed ability classrooms. B) homogeneous classrooms. C) a required or compulsory manner through high school. D) only small neighborhood schools. Answer: A 19) What type of assessments determine whether a Japanese student gets promoted to the next grade level? A) school-system developed, internal testing B) external, private testing C) external, public testing D) private developed, internal testing Answer: A 20) Supplementary classes in academic subjects in Japan are called A) goto-juku. B) okeiko-goto. C) juku. D) okeiko. Answer: C 21) The sensitive gap between what is leaned in public schools and what students must know in order to move up the educational ladder is closed by A) juku. B) okeiko-goto. C) nissan. D) both A & B Answer: D

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22) The Japanese okeiko-goto and juku can be compared to what in the U.S.? A) special education B) for-profit educational enrichment ventures C) bilingual education D) in-school remedial reading Answer: B 23) According to Westbury, which of the following is an accurate comparison between American and Japanese students? A) When exposed to similar curricula, American eighth grade students' math achievement matches or exceeds that reported for the same Japanese group. B) Japanese students spend more days in school than do American students, which accounts for the superior academic achievement levels. C) American students generally engage in free time or non-academic activities to a much greater degree than do their Japanese counterparts. D) American students enjoy longer lunch periods and breaks between classes than do Japanese students. Answer: A 24) The Indian Constitution set forth in 1950 directs the government to provide A) tuition tax credits to poor families so that their children can attend private schools. B) English-only educational experiences for upper class citizens. C) free and compulsory education for all children up to age fourteen. D) educational opportunities that are religious in nature. Answer: C 25) As the largest democracy in the world, India may be A) the least culturally and ethnically diverse country. B) the most culturally and ethnically diverse country in the world. C) the least tolerant of diversity. D) the largest country speaking the same language. Answer: B 26) In 1986, the federal parliament in India adopted its National Policy for Education and Policy of Action which formed the A) foundation for the National Curriculum for Elementary and Secondary Education. B) Ministry of Education. C) the best method to bring about changes. D) National Institute of Educational Planning and Administration. Answer: A 27) The greatest challenge facing educational planners in the Indian educational system is A) the size of its population. B) the value placed on education. C) the economy. D) the number of teachers available. Answer: A 28) In the United Kingdom, publicly-supported schools are called A) state schools. B) government schools. C) maintained schools. D) all of the above. Answer: D


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29) Every school in the United Kingdom is run by A) only a head teacher. B) a head teacher and a board of governors. C) board of governors. D) principal. Answer: B 30) The British educational system had a long tradition of noninterference by the central government, however the Education Reform Act emphasized A) merit pay for teachers based on achievement of national education goals. B) back to basics and a link between education and the economy. C) a standardized curriculum with parental involvement. D) expansion of educational services. Answer: B 31) Singapore is considered the A) world's laboratory for experiments in social engineering. B) the education capital of the world. C) the most educationally advanced country in the world. D) the gateway to educational advancement. Answer: A 32) Singapore is a diverse country and it schools A) are diverse and classroom's are representative of this diversity. B) are ethnically segregated. C) are ethnically integrated. D) mirror this diversity. Answer: B 33) The South African education is highly A) influenced by the arts and humanities. B) teacher-centered and student-passive strategies. C) involved in Eastern philosophical thought. D) recommended for black South Africans. Answer: B 34) In general, South African schools have adopted the A) British view of liberal education. B) United State's view of liberal education. C) Singaporian view of liberal education. D) Canadian view of liberal education. Answer: A 35) Researchers found that U.S. math teachers focus on A) drill and practice. B) application. C) real life problem solving. D) none of the above Answer: A

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36) Bracey (2002) argues that the United States has A) two school systems. B) one school system for poor and minority students. C) one school system for middle and high income students. D) all of the above Answer: D 37) In South Africa, the term Apartheid referred to A) the separation of races. B) the program of secondary schools. C) elementary schools. D) the schools for white children. Answer: A 38) The white, so-called coloured, and Indian schools in South Africa use which language as the primary for instruction? A) English B) Afrikaans C) both A & B D) neither A or B Answer: C 39) In the late 1950's, in an effort to build a nation with its own unique identity, the government of Singapore A) unified English and non-English speaking schools. B) developed a national curriculum. C) separated English speakers from non-English speaking students. D) required four languages of study for all students. Answer: A 40) Which country in the middle east has initiated educational reforms aimed at changing teaching and learning in government sponsored schools? A) Israel B) Jordan C) Iraq D) Saudi Arabia Answer: B 41) How might children in Oriana be educated? A) Children are educated at home by their parents. B) Children are educated in a traditional school. C) Children attend the community's model school. D) any of the above are correct Answer: D 42) What are the important skills for students to gain in Singaporian schools? A) technology B) math C) history D) science Answer: A


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43) In the United Kingdom, the Eden Project was developed to A) teach religion in council schools. B) help people understand the relationship between people and plants though an integration of art, science and technology. C) support a national science curriculum. D) promote basic skills. Answer: B 44) In the United Kingdom, public schools are A) privately funded schools. B) funded by the government. C) the same as state or maintained schools. D) the same as council schools. Answer: A 45) Students in Japan attend how many days of school each school year? A) 180 B) 200 C) 240 D) 360 Answer: C Short Answer Questions 1) The extent to which we recognize connections to countries and people of the world Answer: global awareness. 2) Voluntary organizations such as churches, scouts, and chambers of commerce, for example, that attempt to cultivate global perspectives are called Answer: nongovernmental organizations (NGOs) 3) The study of how educational systems of one country are alike and different from other countries of the world Answer: international comparative education 4) Supplementary classes in academic subjects offered to Japanese students. Answer: juku 5) Enrichment classes in such areas as music, the arts, and physical education offered to Japanese students. Answer: okeiko-goto 6) Until 1993, the official South African policy that separated races Answer: Apartheid Essay Questions 1) What responsibilities do educators have to make students aware of their global neighbors? Answer: Anticipating the future with any sense of confidence requires knowledge. Educators must anticipate the future. To do so with any sense of confidence requires that we learn what others value, how they think, what they are likely to do and not do. As we gain such knowledge, we can enhance our chances to perform our professional roles with sensitivity and intelligence. To learn about diversity of life today and to imagine what it might be like tomorrow, we have only to look in schools around the world. The future politics, business, art, science, and much more depends on today's students knowing the world in which they live. There we will find the future leaders and followers who in one way or another will affect our own lives.

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2) How does the International Baccalaureate Organization (IBO), a nonprofit educational foundation based in Switzerland, work to make comparative education relevant to teachers and students around the world? Answer: The International Baccalaureate Organization (IBO) is one unusually creative way to shape international citizens of the future. Founded in 1968 in Geneva, Switzerland, the IBO grew out of international school efforts to establish a common curriculum and university entry credential for geographically mobile students. IBO students are to become critical and compassionate thinkers and informed participants in local and world affairs who value the shared humanity that bind all people together. The IBO mission statement emphasizes teaching skills beyond the academic classroom. The IBO provides their schools with curriculum and assessment development, teacher preparation and information seminars, and electronic networking. With these materials, teachers can help students understand ideas and events around the world as they occur. The IBO offers three programs: the diploma program for students in the last two years of high school, the middle years program for students eleven to sixteen years old, and the primary years program for ages three to twelve. Classes at all levels are offered in English, French, and Spanish. All programs promote international understanding and academic excellence. 3) Why is global awareness important? Answer: Global awareness refers to students' abilities to recognize their connections to other people and other nations around the world. Such awareness is important because the welfare of the United States is tied to the welfare of other countries by economics, the environment, politics, culture, and technology. As more people travel and work in countries other than those in which they were born, and as more people employ the dramatic advances in communications technology, the interplay of cultures increases. 4) Describe Canada's educational system in terms of national, provincial, and local control as well as how the system is funded. Answer: Although Canada is a federal state, provincial governments control education. Canada has neither a national system of education nor a central office of education. Each province has its own Ministry of Education headed by an elected minister. In all provinces, schools are operated by local boards of education; the degree of decentralization varies across provinces. Both the provincial governments and local governmental units fund the educational enterprise. 5) Describe the educational systems in Japan in comparison to that of the United States. Answer: Structurally, the Japanese education system and the American education system closely resembles each other. The vast majority of Japanese students attend public schools in mixed-ability classrooms. Unlike the United States, there is no external examination scheme in Japan. There is no public or private testing service that creates, sells, distributes, and scores a set of examinations common to students across the country. Japanese students begin school at age six, attending elementary schools (grades one to six) with an average pupil/teacher ration of twenty to one. After completing elementary school, students attend a three-year lower-secondary school, with fifty-minute class periods and an average pupil/teacher ratio of about seventeen to one. Nearly all low-secondary school students study English as a foreign language. Students at all levels wear uniforms. 6) Explain how public schools in the United Kingdom differ from schools in the United States. Answer: Schools in the United Kingdom differ from schools in the United States in several different ways. First, the names of the schools are different. Publicly-supported schools are often called state schools, government schools, or council schools to differentiate them from the privately funded schools, which, ironically, are called public schools. This is a completely opposite meaning of the term public as it is used in the United States. Also, religious organizations operate some primary and secondary schools, even though these schools are supported with public funds contrary to what is required or not allowed in schools using public funding in the U.S.


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Chapter 13: What Lies Ahead Multiple Choice Questions 1) One of the most important moves toward common education expectations is the A) Elementary and Secondary Education Act. B) No Child Left Behind Act. C) National Assessment of Educational Progress (NEAP) test. D) none of the above Answer: B 2) Critics of the American Public Education system worry that A) students are not learning the skills they need. B) teachers are not fully trained prior to entering the classroom. C) there is a dangerous rift forming between rich and poor schools. D) all of the above Answer: D 3) The No Child Left Behind Act affects every public school in the United States in every each of the following ways except: A) All states must begin testing grades three to eight in reading and mathematics. B) States must document student achievement by subgroup and district. C) All newly hired teachers must be licensed for the content areas for which they are teaching. D) All first grade students must be tested on reading comprehension. Answer: D 4) Part of the No Child Left Behind Act of 2001, requires the federal government to change funding of schools by A) raising sales, property, and income taxes. B) making more money flow to poorer school districts and these districts will have more flexibility on how to spend the money. C) privatizing school libraries. D) restricting the amount of flexibility school districts have to spend the money. Answer: B 5) Educators will develop which of the following to measure students' capacities to think reason, think divergently, solve problems creatively, and express themselves clearly? A) comprehensive assessment strategies B) outcome-based teaching systems C) national testing standards D) distance learning procedures Answer: A 6) Since school districts are undergoing reform to help prepare both teachers and students for the demands of the future, it is especially important to ensure success that they are characterized by A) strong leadership. B) supportive culture. C) partnerships with other organizations. D) all of the above Answer: D

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7) Curricula designed to avoid sex-role stereotyping and to promote equal educational opportunities for girls and women encompasses A) girls-only curricula. B) gender sensitivity training. C) gender awareness curricula. D) sexism sensitivity training. Answer: B 8) According to Nel Noddings and others society's prevailing conceptions of gender will be changed only by transforming what and how individuals are taught about A) civil rights. B) stereotypes. C) caring and ethics. D) male and female roles in society. Answer: C 9) The teaching of all children in general education classrooms instead of self-contained or separated special education classrooms refers to what practice? A) mainstreaming B) pull out C) inclusion D) developmentally appropriate Answer: C 10) According to a policy report by the Century Foundation (2002) public schools are becoming increasingly segregated by A) race. B) gender. C) economics. D) religion. Answer: C 11) Teaching or clarifying values or a way that educators try to shape young people's lives is through A) character education. B) the cure for dysfunctionalism. C) watered-down morality. D) service learning. Answer: A 12) Many service learning programs encourage students to adopt all of the following except: A) an intellectual stance on the importance of engaging in experiences that transform the way people think. B) a political view of the value of reconstructing society. C) a Christian view of the creation of the world. D) a moral stance of caring. Answer: C 13) Schools provide students with character education by having them to participate in the responsibilities of the community, state and nation by encouraging volunteerism or A) service learning. B) Americorps. C) inclusion. D) social reconstruction. Answer: A


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14) What is the kind of character education that is the most popular and teaches students that values are what people want, desire, or assign worth to? A) virtues approach B) values approach C) views approach D) service learning Answer: B 15) An approach to character education that is mean to help students develop and explicitly state their intellectual positions on controversial issues related to laws, politics, wealth, poverty, religion, and the like is called A) views approach. B) virtues approach. C) service learning. D) inclusion. Answer: A 16) An attempt to develop good habits and dispositions that help students develop into responsible adults is sometime called the A) views approach. B) virtues approach. C) service learning. D) inclusion. Answer: B 17) A student, as part of a service learning project, volunteers time at a local Humane Society. The student walks, feeds, and gives attention to the animals at the shelter. In which type of service learning program is the student participating? A) charity program B) change program C) restructuring program D) transforming program Answer: A 18) When students use technology to study particular content areas, the technology have been A) cooperative. B) part of the active role for students. C) is using the tools approach. D) integrated into content-area instruction. Answer: D 19) The electronic network that links computers that has steadily increased in schools is called the A) technology portal. B) Internet. C) mainframe. D) electronic school network. Answer: B 20) All of the following conditions need to exist if computers are going to be used successfully in classrooms except: A) computers need to be available in sufficient numbers. B) teachers need training and opportunities to use computers. C) teachers need time to restructure their curricula around computers. D) students need to be rewarded with computer time when work is done. Answer: D

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21) An history teacher who encourages students to learn and use a word processing program for composing research essays is using which technology theme? A) cooperative learning approach B) integrated approach C) tool approach D) supportive approach Answer: C 22) What is a form of real-time or synchronous communication on the Internet? A) file transfer protocol B) electronic mail C) world wide web D) chat Answer: D 23) What are asynchronous electronic message services that post to local, regional, national, and international web servers? A) Electronic mail B) Web browser C) Newsgroups D) World Wide Web Answer: C 24) Parties involved in e-mail and news groups do not have to be online at the same time because they are a form of A) synchronous communication. B) asynchronous communication. C) real-time communication. D) instant communication. Answer: B 25) The World Wide Web is a system of interconnected A) Websites. B) Internet servers. C) news groups. D) Web browsers. Answer: B 26) Which of the following groups would find distance learning especially beneficial? A) students located in geographically remote areas B) students who need flexible time schedules C) students who are nonliterate but of low-income status D) students who are technologically skilled Answer: A 27) The gap between those who have access to technology and those who do not is often referred to as the A) digital distance. B) achievement gap. C) digital divide. D) technology gap. Answer: C


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28) What is the federal program providing discounts on telecommunications and Internet technologies to elementary and secondary schools that is also known as the Universal Service program? A) STaR B) E-rate C) 2000 Tech D) ERIC Answer: B 29) In 2000, the CEO Forum on Education and Technology created a STaR Chart to help people plan, evaluate, and gauge A) School Trends and Resources. B) School Technology and Readiness. C) Sources of Technology and Resources. D) State Technology and Readiness. Answer: B 30) Groups of people formed voluntarily to help each other explore and advance particular educational agenda are called A) accelerated participants. B) collaborative networks. C) action groups. D) service committees. Answer: B 31) James Comer developed a strategy for working with students at risk in which teams of professionals participate in A) leadership training programs. B) competitions for increased student achievement. C) consensual and collaborative decision making. D) mentorship training activities. Answer: C 32) Which of the following mottos would be expressed by an advocate of the Coalition of Essential Schools? A) Planning for the Future Together B) No-Fault Problem Solving Used Here C) Less is More D) School-Centered Education Answer: C 33) What is a professional development school? A) A college-school partnership that stimulates cooperation among professors, teachers, student teachers, and pupils. B) A school that trains individuals for various professions. C) A school that supports the use of vouchers and are strong proponents of school choice. D) A college of education at a university that trains teachers. Answer: A 34) An example of a collaborative network that uses the power of the Internet to offer opportunities for teachers to work collaboratively on common problems of teaching and learning is called A) a professional development school. B) Coalition of Essential Schools. C) Success For All. D) CaseNEX. Answer: D

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35) A college-school partnership that stimulates cooperation among professors, teachers, student teachers, and pupils is called a A) professional development school (PDS). B) private development school (PDS). C) parochial development school (PDS). D) progressive developmental school (PDS). Answer: A 36) Which of the following is not a use of a collaborative network? A) advance subject area studies B) pilot innovative educational programs C) enhance collegiality amongst educators D) share copyrighted materials Answer: D 37) According to Brophy (1999), effective teaching principles include all of the following except: A) a supportive classroom climate. B) practice and application activities. C) intuition. D) cooperative learning. Answer: C 38) The blending of content knowledge and teaching knowledge has been called A) pedagogical content knowledge. B) content-teaching knowledge. C) concrete and formal knowledge. D) professional knowledge. Answer: A 39) A way of organizing relationships of ideas is called A) organizational charting. B) concept mapping. C) effective blending of teaching and content knowledge. D) pedagogical content knowledge. Answer: B 40) According to Harold Mitzel (1960), instructional variables that describe teaching and learning as interrelated activities include presage characteristics, teaching processes, student products, and A) classroom atmosphere. B) instructional context. C) administrative support. D) reflection. Answer: B 41) According to Mitzel, instructional context variables include A) factors both inside and outside the classroom that influences teaching and learning. B) questions teachers ask during a lesson. C) teachers personalities. D) teachers background knowledge. Answer: A


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42) According to Mitzel, which of the following examples would be identified as a process variable? A) A teacher using effective examples to make points clear to students during lessons. B) The teacher has a masters degree in physics. C) A teachers uses writing students keep a composition portfolio. D) The teachers insists on extra resources for class supplies. Answer: A 43) Practical knowledge of teaching is constructed through teachers' A) own experiences. B) understanding of empirical studies. C) ability to discuss theoretical concepts. D) observations of other teachers. Answer: A 44) Combining knowledge of one's discipline with effective teaching strategies is referred to as A) perceived knowledge. B) practical knowledge. C) pedagogical content knowledge. D) subject matter knowledge. Answer: C 45) How many Americans are involved in AmeriCorps, a national service program that meets critical needs in education, public safety, health, and the environment? A) 0 B) 40, 000 C) 80, 000 D) 150, 000 Answer: B Short Answer Questions 1) This kinds of assessment measures students' capacities for reasoning, thinking divergently, and solving problems creatively. Answer: comprehensive assessment 2) Learning that results from volunteer work performed outside school hours. Answer: service learning 3) A form of communication without needing to be connected to the Internet at the same time. Answer: asynchronous communication 4) A form of synchronous communication that allows people to see and hear one another over computers. Answer: videoconferencing 5) The capacity for teachers to communicate interactively with students over long distances. Answer: distance learning 6) Groups of people gathered voluntarily to help each other explore and advance particular educational issues. Answer: collaborative networks 7) The blending of content knowledge and teaching knowledge. Answer: pedagogical content knowledge.

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Essay Questions 1) What is meant by the idea of seeking common educational experiences for all students? Answer: The idea of seeking common educational experiences for all students is an argument which has created trends in the American educational system so that all students have the same education and are expected to make the same progress in terms of knowledge, skills, and attitudes. Critics of American Public Education worry that students are not learning the information and skills they need, that teachers are not fully trained before entering the classroom, and that a dangerous rift is forming between rich and poor schools. Implementing common educational experiences for all schools, teachers, and students is one way to address these issues. Common expectations will provide educators with guidelines and ways to evaluate how well schools are doing compared to one another. One of the most important moves toward common education expectations is the No Child Left Behind Act passed in 2001. A revision of the Elementary and Secondary School Act of 1965, NCLB is the most comprehensive federal legislation covering K-12 education. It affects every public school in the United States through: annual testing, academic progress measurements, report cards, teacher qualifications, reading funding, and overall funding changes. 2) Describe pedagogical content knowledge. Answer: The blending of content knowledge and teaching knowledge has been called pedagogical content knowledge. Teachers' need for professional knowledge is closely connected to their disciplines. It is not enough to possess general teaching knowledge at the expense of content knowledge, any more than it is to know the content and be ignorant of teaching practice. With time and experience, good teachers learn how to apply their professional knowledge differently with different students. 3) Describe the purpose and function of a professional development school. Answer: One visible attempt to encourage education professionals to work together on relevant task has been the concept of the professional development school, or PDS. A PDS is a college-school partnership that stimulates cooperation among professors, teachers, student teachers, and pupils. A professional development school is a place where theory, research, and practice mix at the precollege and in-service levels. Thus, reform is cultivated in colleges as well as schools. 4) Describe and give two examples of service learning. Answer: Service learning encourages students to participate (volunteer) in the responsibilities of community, state, and nation. Service learning programs fall into two general categories: those that encourage the goal of changes and those that foster the goal of charity. Change programs encourage students to adopt a moral stance of caring, a political view of the value of reconstructing society, and an intellectual stance on the importance of engaging in experiences that transform the way people think. Charity programs are organized around the moral principle of giving, the political ideal of performing one's civic duty, and the added intellectual value of gaining experience from engaging in service activities. 5) What are collaborative networks and how are they transforming teaching and learning? Answer: Collaborative networks are groups of people gathered voluntarily to help each other explore and advance particular educational issues. Such groups are at the hub of efforts to improve the education of targeted student groups, such as students at risk of school failure. Many programs operate across the country and around the world. The collaborative networks offer specially designed curricula, innovative teaching methods, and specific ways to get parents and the community involved in schools and students' lives. Some examples of collaborative networks include: The Coalition of Essential Schools, Comer's School Development Program, and Success for All.


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Handout Masters

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Characteristics of Teaching as a Profession

• A Sense of Collegiality

• Teachers Are Salaried

• Teachers Are Achievement-Oriented

• Teachers Add Value to the Organization

• Teachers Have a “Calling”

• Teachers Abide by Technical and Ethical Standards

Characteristics of Teaching as a Semiprofession

• Teachers Experience a Lack of Control over Entry and Exit

• Teachers Experience a Lack of Control over Schedule and Workload

• Teachers Have Lower Salaries than Other Professions

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Handout Master 1.1

Scenario for Chapter 1 — Lori Anderson

Instructions: Read the scenario involving Lori Anderson’s third period class. Compare her class with the five-step reflective teaching process. Using Handout Master 1.3 as a recording sheet, list examples of events or behaviors illustrating each of the five steps on the chart. How does Lori use the five-step process for planning and teaching? Scenario: Lori Anderson, a second-year teacher, sat at her dining room table, reviewing her lesson plans. She was teaching a unit on “The Westward Expansion” to her eighth-grade social studies class. It was one of her favorite topics. She had loved her American History courses in college, and wanted her students to have the same enthusiasm for studying the country’s growth and diversity that she had. Last year, she followed the textbook pretty closely. The students learned the material, but Lori didn’t think they were very excited about it. This year, she decided to have them investigate topics in small groups. For the past two weeks, four groups of students were busy researching the topics they had chosen: the Mormon Trail, the Oregon Trail, Building the Transcontinental Railroad, and the Gold Rush. Each group was learning about the people involved, dates and events, how they made the journeys, and the communities they built. Next week, each group would present their projects to the rest of the class. So far, Lori thought the unit was going fairly well. The students seemed interested in the topics, were gathering materials from the library and the World Wide Web, and were working together to plan their presentations. One of the groups was planning a dramatic reenactment of pioneers’ experiences across the Oregon Trail. They were building a large timeline and map as a backdrop for their presentation. Another group had discovered diaries of early pioneers on the World Wide Web; they were very excited about the firsthand stories they were reading. They were now discussing how to share the stories with the rest of the class. Lori was also concerned about a few things. Although two of the groups were doing really well, she had concerns about two others. She noticed that the group studying the Gold Rush did not seem very organized. They had very few materials, did not seem to know how to find more information, and did not appear to be thinking at all about next week’s presentation. She wondered if she should be more directive with them. In another group, one student (the brightest student and a perfectionist) appeared to be doing all the work. Were the other students doing their share? Was he taking over because he wanted the project to be perfect? She also realized that she had not thought enough about how to give grades for the projects. This would not be as easy as grading a test at the end of the unit. She wanted to be sure that each student was assessed for his or her contributions, but she also wanted to evaluate each project as a group effort. Most of all, she wanted the project presentation day to be fun for the students — a chance to show what they learned and to teach the others. Despite those concerns, Lori was generally happy with the small group project approach so far. With six more class meetings before the project presentations, she still had plenty of time to make adjustments, and the groups still had time to finish their tasks. She began making notes to herself as she thought about the next few days.

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Handout Master 1.2

Professional Practice in Action: Using the Five Steps of Reflective Teaching

How did Lori Anderson use the five-steps of reflective teaching in her planning and teaching? List examples of events or behaviors that illustrate each of the five steps.

1. Perceive: Identify issues, problems, dilemmas, and opportunities.

2. Value: Consider different relevant perspectives or take into account the values underlying individuals’ actions.

3. Know: Recall professional knowledge from academic preparation, educational theory and research, and practical experience.

4. Act: Apply knowledge and skills to make decisions.

5. Evaluate: Assess the consequences of decisions and outcomes of actions.

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Handout Master 3.1

Involving Parents: One Teacher’s Approach Jeanette Johnston, a kindergarten teacher for more than 25 years, is a strong believer in parental involvement. “If parents become really involved in their children’s education right from the start, if they know that they are welcome in the classroom at an time and that they are a powerful part of their children’s school learning, then children are much more likely to be successful in elementary school,” Jeanette says. “My job as a kindergarten teacher is not only to give the kindergarten children a successful start in their education, but to make sure that the parents are involved right from the start.” Jeanette does many things to make parents part of the kindergarten experience.

• Before school starts, she holds an “open house” for parents and children, giving them a tour of the classroom and conducting a “mini-schedule” of a typical kindergarten day. • She sends a weekly newsletter home each Friday, telling parents what took place during the week, what will take place next week, and giving suggestions of activities and games parents can do at home to help reinforce skills and concepts being learned at school. • She has a “Parents’ Corner” in her room, filled with books and materials that parents can check out, useful information about other family-related agencies and services, and a sign-up sheet for parent volunteers. • She encourages parents to volunteer in the classroom. When parents are in the classroom, they participate in a variety of instructional activities, not just “busywork.” Often parents work with children at one of the many learning centers in the room; Jeanette has written instructions at the centers so volunteers will know what to do. • She invites parents into the classroom to share their knowledge and work experiences. • Two times per year, she makes a videotape of a kindergarten day and sends the videotape home overnight so parents can see what’s taking place. Parents without a VCR can watch the tape at school in the media center. • Every week, she sends a child home with a “literacy suitcase” that contains Brownie, the class’s reading bear, and a book that the child has chosen. Parents read the book with Brownie and their child and write a letter with their child to the teacher and class about the book. • Every quarter, Jeanette holds conferences with parents, scheduling many of them in the evening or before school to accommodate working parents. She shares samples of student work, her observation notes, and anecdotes about the child in the classroom. Parents, in turn, can share their perspectives about the child at home, their reactions to school, and ask any questions they have. “I believe that the education of children is truly a partnership between school and home,” Jeanette says. “We need each other, and the children need us.”

Discussion Questions:

• What is Jeanette’s approach to parental involvement? • What are her goals for parental involvement? Do you think her strategies will help her

meet those goals? • What other ideas might Jeanette or other teachers use to increase parental involvement? • What are the strengths in Jeanette’s approach? What questions does her approach raise?

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Handout Master 2.1

Exploring Our Own Diversity Everyone has a unique history, culture, and set of experiences. In this exercise, we will explore diversity in this class by thinking about the obvious elements of diversity and some that might be less obvious. For the next ten minutes, write about yourself and your family. Some people know a great amount about their family backgrounds; others know little. That is part of your story, too. Think about some of the items listed below, but write whatever you think is important to help others understand your unique background, culture, and experiences. • What is your racial/ethnic background? Were family members in the United States for many years, or were they recent immigrants? • What is your family’s linguistic background? Does everyone in your family speak English? Is another language the primary language? Was that always true? • What is your family’s geographical background? Did you grow up in a city, a suburb, a rural area? Did your parents or grandparents grow up in the same environment? • What are some of the traditions in your family? For example, what takes place at certain holidays, birthdays, or other important events? • What else would you like to tell others in the class that would help them understand the uniqueness of your life story?

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Handout Master 3.1

Using Banks’s Approaches to Multicultural Curricular Reform

Jamie Sanderson and Tony Bianca are members of a fifth-grade team. Together, they are responsible for teaching language arts and social studies. They are planning a unit on “The American Revolution.” How might they use Banks’ model? Give examples of activities they might develop, using each of Banks’ four levels. Level Example

Level 1 The Contributions Approach

Heroes, heroines, holidays, foods, and discrete cultural elements are celebrated occasionally.

Level 2 The Additive Approach

Content, concepts, lessons, and units are added to the curriculum without changing its structure.

Level 3 The Transformation

Approach The structure of the curriculum is changed to enable students to view concepts, issues, events, and themes from the perspectives of diverse ethnic and cultural groups.

Level 4 The Action Approach

Students make decisions on important personal, social, and civic problems and take actions to help solve them.

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Handout Master 3.2

A Case: Leslie Turner Moretown is a small town in a rural, Midwestern state. Its population is 3,500. The senior high school serving Moretown also serves three other rural towns. Two of the four towns are essentially bedroom communities for the only large city in the region. Ten years ago they were farming areas. The commuters from these towns work at such places as a large electronics plant, a regional hospital, the state university, banking and insurance organizations, and a variety of businesses. The other two towns are largely farming communities, and the individuals in these towns generally have no more than a high school education, although some of the farmers have graduated from the state agricultural college. Moretown and the three other towns are Ninety-one percent white. The remaining nine percent are composed of recent immigrants from Latin America who work on farms, and a small number of African Americans with roots dating back to the 1860s. Forty percent of the people are Catholic. Two percent of the population is Jewish. The remainder who identify themselves as belonging to any formal religious group are scattered among various Protestant churches. There is also a small evangelical Christian community that maintains its own school. Leslie Turner is a first-year social studies teacher, a graduate last June from the state university. She grew up in another state. Her parents were university professors and social activists. She herself has been active since her early high school days on social issues. A magna cum laude graduate in history, she sees her job as that of raising the academic potential of the students and awakening their social conscience. Among her several classes, Leslie teaches a 12th grade American history section with twenty-three students, about half of whom are planning on going on to college. During the first seven months of the year, Leslie and the students established good working relationships. The students are cooperative, do their homework, participate in class, and get along well with one another. Despite these positive conditions, Leslie has come to believe that, while they are nice kids, they need to be shaken up a bit in their beliefs. Her social activism habits emerge. As part of the curriculum for this class during the last two months of the academic year, Leslie decides to focus on prejudice in America in the 20th century. She has obtained books, films, periodicals, and other materials detailing American reactions to the Nazi treatment of Jews in the 1930s and 1940s; controversial papers about the role of the Catholic Church in the Holocaust, Franklin Roosevelt’s positions, and the American Nazi Party; the internment of Japanese Americans in the 1940s; Ku Klux Klan activities in the 1930s and 1940s, even to the extent of demonstrating the existence of a local 1940s chapter in this Midwestern state; and tapes of Father Coughlin’s radio talks in the 1940s. Leslie introduces the materials and the implicit ideas in them. The students become very excited. They eagerly ask questions, engage in discussion, and ask one another about their families. They go home and talk about what they are reading and studying, raising questions with their parents about what their grandparents did during those times. Some come to class with old letters and journals. One student finds a complete collection of photos of her ancestors. All is going well.

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Handout Master 3.3 (Page 1 of 3)

The scene shifts forward three weeks. Suddenly, all is not going well. Excited students have been exploring things that have upset some of the parents. One student has been examining documents and records about the internment of Japanese Americans in the Midwest during World War II, and learned that at least one local person served as a guard. Another student discovered a membership list of a regional KKK group from the 1920s. One of the African American students in the class learns that, while most members of the community were sympathetic to the plight of slaves and were generally Abolitionists, one family held slaves. The lone Jewish student in her class learns that several communities practiced “unwritten” discrimination against Jews owning property. Leslie is excited with the “discoveries” of these and other students, but some parents are displeased. They do not like the idea of exposing the negative sides of the communities’ histories. One parent sends a note to Leslie that reads, “That is all in the past and best forgotten. I don’t want my kids getting cynical about this great country.” A group of parents contact the principal to object to Leslie’s curriculum. In response to the controversy, other parents who favor Leslie’s curriculum have also been calling the principal. As a result, the principal invites Leslie to meet with a few of the parents to explain her curriculum in more detail. Leslie sits in the principal’s office with the principal and some parents from both sides of the issues. The concerned questions on the agenda include: “What has this stuff got to do with American history and when are you going to start teaching my kids some good things about American history?” and “Why should my kids learn unpleasant things about this community that were resolved a long time ago?” The questions from supporting parents were: “What’s the matter with this curriculum?” and “Why shouldn’t the schools teach about the weaker aspects of American history?” The meeting goes on for about an hour. Leslie tries to explain her curriculum and her reasons for using the approach she has used. “I did this to help the students begin to think about how complex the world is,” she says. “I want them to be able to function effectively in the 21st century. The world is changing. They’re not always going to live in Moretown, and even if some of them do, Moretown is changing, too.” Her remarks provoke resentment in the parents who don’t like the curriculum: “Well, I don’t know about anybody else’s kids, but mine are staying right here in Moretown when they get out of high school.” “Maybe things are changing in other places, but Moretown is going to stay the same.” Those who like the curriculum are full of praise: “It’s about time someone helped these kids think about tomorrow.” “My son actually is curious about history now.” And so on. Finally, the meeting ends. As a consequence of the meeting, an uneasy truce is reached. The principal makes a couple of suggestions, advising Leslie to contact parents when she is planning a controversial curriculum. Leslie agrees to shorten the unit. Both sides of parents agree, some reluctantly, that their children were learning some good things from the curriculum. The weeks go by and the semester ends. Leslie is exhausted. She had remained uncertain during the last few weeks. For the first time, she questions her approach and her values. She wonders: “Was I right to try to teach so many things that would cause students and parents so much concern?”

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Questions to Consider

• What are the issues and problems in this case? How are those issues related to multiculturalism and diversity?

• Think about this case from the perspectives of the individuals involved. What is Leslie’s perspective? What are the parents’ perspectives? The students’ perspectives? What is the principal’s perspective? • What are the academic, developmental, and social rationales for what Leslie is teaching? Should Leslie be teaching what she is? Why or why not? • What do you think should happen next? What would be the consequences, both positive and negative, of that action?

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Influence of European Thinkers McNergney and McNergney note “Most early American colonists emigrated from England and Europe. Not surprisingly, European thinkers shaped the colonists’ formal educational system” (page 94 in the text). Use the matrix below to identify key ideas of each of the European thinkers and how of their ideas still influence current American education.

European Thinker Key Ideas Vestiges in Current Education

Comenius

Locke

Rousseau

Pestalozzi

Froebel

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Handout Master 4.1

The Eight-Year Study,1932-1940 A Study of Progressive Education

Outcomes of Graduates of the 29 Schools • Earned a slightly higher total grade average • Earned higher grade averages in all subject fields except foreign language • Specialized in the same academic fields as comparison students • Did not differ in number of times on probation • Received slightly more academic honors • More often judged to have a higher degree of intellectual curiosity and drive • More often judged to be precise, systematic, and objective in thinking • Demonstrated high degree of resourcefulness • Similar ability to plan time, quality of adjustment • Participated somewhat more frequently in the arts • Demonstrated a more active concern for what was going on in the world (William Aiken, 1942: Story of the Eight-Year Study)

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Handout Master 5.1

Seven Cardinal Principles of Secondary Education (1918)

• Health • Command of fundamental processes • Worthy home membership • Vocational efficiency

• Civic participation • Worthy use of leisure time • Ethical character

The National Education Goals (1996)

By the year 2000, • All children in America will start school ready to learn. • The high school graduation rate will increase to at least 90 percent. • All students will leave grades 4, 8, and 12 having demonstrated competency over challenging subject matter including English, mathematics, science, foreign languages, civics and government, economics, arts, history, and geography. • Every school in America will ensure that all students learn to use their minds well, so they may be prepared for responsible citizenship, further learning, and productive employment in our Nation’s modern economy. • The Nation’s teaching force will have access to programs for the continued improvement of their professional skills and the opportunity to acquire the knowledge and skills needed to instruct and prepare all American students for the next century. • United States students will be first in the world in mathematics and science achievement. • Every adult American will be literate and will possess knowledge and skills necessary to compete in a global economy and exercise the rights and responsibilities of citizenship. • Every school in the United States will be free of drugs, violence, and the unauthorized presence of firearms and alcohol, and will offer a disciplined environment conducive to learning. • Every school will promote partnerships that will increase parental involvement and participation in promoting the social, emotional, and academic growth of children.

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Handout Master 5.2

Reflective Writing Beliefs about Teaching and Learning

I believe that . . . Students learn best when . . . The most important role of the school is . . . Students fail because . . . Students succeed because . . . The most effective way to teach is . . . Learning should be measured by . . . The greatest strength I bring to teaching is . . .

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Handout Master 6.1

How Many Types of Schools Did You Attend? (Check all that apply)

Public Schools Prekindergarten (PreK) Primary (K-2) Intermediate (3-6) Middle School (5-8) Junior High School (7-8 or 7-9) High School Community Colleges (7-12, 9-12, 10-12) State Universities State Colleges Public Alternative Schools and Programs Head Start Prekindergarten Programs Laboratory Schools Nongraded Schools Magnet Schools Charter Schools Vocational-Technical Schools Department of Defense Dependent Schools Native-American Schools Private Schools Nursery Schools and Preschools Montessori Schools Waldorf Schools Steiner Schools Afrocentric Schools (Black Academies) Reservations Schools Catholic Schools Christian Academies Hebrew Schools Islamic Schools College Preparatory Schools Trade Schools Military Academies Junior Colleges Colleges and Universities Adult Education

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Handout Master 7.1

To Track or Not to Track, That Is the Question

Homogeneous grouping, or tracking students by academic ability, is a common practice in many U.S. secondary schools. It is also a highly controversial topic, as McNergney and McNergney point out in the text. List arguments supporting and opposing tracking in secondary schools. Consider academic, social, and personal consequences of homogeneous and heterogeneous grouping. Arguments FOR:

Arguments AGAINST:

• What was your high school experience with tracking or homogeneous grouping? How did you feel about it? How did other students feel about it? • How did the pattern used in your school affect you and your classmates academically, socially, or personally, in either positive or negative ways? • What is your reaction to the debate about tracking?

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Handout Master 7.2

Four Ideals for Policy Makers to Consider

• Equality Equal educational opportunity; equal access to appropriate schooling • Adequacy Minimum resources sufficient to achieve some educational result • Efficiency Getting the maximum benefit from dollars spent on education • Liberty Control over where, how, and for what purposes students are educated

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Handout Master 8.1

Types of Curriculum McNergney and McNergney describe five types of curriculum. Think back to your own school experiences and give examples of each type of curriculum that you might have experienced and how it affected you. Examples of student responses to the Implicit Curriculum: “My English teacher always acted as if the ‘classics’ were for everyone and part of everyday life. When he talked to us, in or out of class, he quoted Hamlet as if he were a personal friend of his. He made literature come alive for us because it meant so much to him.” “In my high school, the students who really counted were the college prep kids. Our classes were tracked, and the college prep classes had the best teachers and the most interesting classes. Except for P. E., I don’t think I had a single class with anyone who was not going to college. It’s like the other kids didn’t exist.”

Explicit Curriculum: “… official descriptions of programs, courses, and objectives of study and the specific educational expectations held for both teachers and students.” Example:

Implicit Curriculum: “… unvoiced and often unintended, … the way teachers present subject matter and the classroom routine they establish, … unofficial routines and behaviors, teachers’ values.” Example:

Null Curriculum: “ … the curriculum that is not taught.” Example:

Extracurriculum: “ … not credit-bearing—it is over and above the required curriculum.” Example:

Integrated Curriculum: “ … one that combines concepts and skills from different subject areas so they are mutually reinforcing.” Example:

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Handout Master 10.1

“I Don’t Think This Should Be in the Curriculum!” At one time or another during the past forty years, parents and community members have objected to certain books as part of the curriculum. The following are books that have appeared repeatedly in lists of objectionable texts. Why do you think people object to each of them? Native Son, Richard Wright

The Catcher in the Rye, J. D. Salinger

The Color Purple, Alice Walker

The Bible

Merchant of Venice, William Shakespeare

Othello, William Shakespeare

The Sun Also Rises, Ernest Hemingway

To Kill a Mockingbird, Harper Lee

The Scarlet Letter, Nathaniel Hawthorne

Catch 22, Joseph Heller

Huckleberry Finn, Mark Twain

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Handout Master 10.2

Planning for Success: The Case of Janet Jacobsen

Janet Jacobsen, a second-year English teacher at South High School, walked back toward her classroom after meeting with Don Jamison, the principal. She couldn’t believe it — she had just agreed to become the advisor for the school newspaper, the South Vanguard. Janet had loved working on her own high school newspaper. She had been a reporter for two years and an assistant editor during her senior year. The school’s newspaper advisor, Mr. Weakland, had been one of her favorite teachers. She had worked on her college newspaper, too, which turned out to be a great way to meet lots of other students quickly. She hoped she could provide the South High students with an equally positive experience. South’s newspaper needed much work. The last advisor hadn’t really wanted to advise the paper and gave it minimal attention. The few students who volunteered showed up haphazardly and were not very well organized. As a result, issues of the paper came out only sporadically, few students expressed any interest in joining the paper, and the paper itself was not very good. Janet knew she had a big job to do. “This is just like starting a new course,” she thought. “I must approach it in the same way. It’s going to take all my teaching skills to turn this around.” Janet knows that she must apply her teaching skills to be an effective advisor for the newspaper. McNergney and McNergney state that teachers must understand students, set goals, create learning environments, evaluate student learning, and communicate. What should Janet do? What should she consider in each category as she prepares to become the newspaper advisor? Understand students: Set goals: Create learning environments: Evaluate student learning: Communicate:

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Handout Master 10.3

Selecting Teacher Strategies: Five Teachers Talk Several elementary teachers were discussing how they planned to teach a lesson on making change, which was part of a math unit on money. Here are some of their comments: Anna Brown: Learning to make change is basically a subtraction problem. I make sure the students know how to subtract and give them lots of problems with dollars and cents for practice. I use story problems from the book, and I make sure they all know where the dollar sign and the decimal point go. Jamie Fredericks: I find that some students already know how to make change because they do it almost every day, and other students have had almost no experience with money. I set up a “store” in the project area in the room that included a cash register and realistic-looking play money and encourage children to role play. I find that the children learn from each other. I do almost no written problems. Theresa McCabe: I work with students in small groups at my work table. I pose a problem to them and ask each child to give me the right change from their play money. I like to work with them so I can understand any mistakes they make and help them correct any misunderstandings. John Colby: I use a combination of large group and small group instruction. First, I demonstrate making change to the whole class. Next, I break the class into small groups and give them a “story” that includes lots of change-making tasks in it. I ask the group of student to work on the answers together, including a final answer of how much money they have left at the end. All group members have responsibility for part of the story, and they must agree on their answers. Finally, in large group, we talk about all the groups’ answers and how they figured it out. Fran Davis: I found a great new computer program on money and making change, and I’m scheduling time for each child to work on it. The program provides lots of practice opportunities and gives feedback when the child makes a mistake. I can also get a printout of how each child did. It’s colorful and lively, and I think the students will really enjoy it. • Think about each teacher’s approach in relation to the four “families” of teaching

strategies described in Chapter 10. Which strategy or combination of strategies did each teacher choose?

• How do you think students will respond to each teacher’s approach? How would you have responded when you were an elementary student?

• How effective do you think each teacher’s approach will be? • Think about the teachers’ approaches in relation to the five-step problem-solving

approach presented in Chapter 1 (Figure 1.1). How do you think these teachers used that process?

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Compare and Contrast: Japanese and American Schools

McNergney and McNergney describe features of Japanese education. Use information from the text to list characteristics of Japanese education in the left column, and draw upon your own knowledge and experience to list characteristics of American public education in the right column. How are they similar and different?

Japanese Education American Education

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Comparing and Contrasting Education Systems in Seven Countries

• Canada • United Kingdom • Mexico • Singapore • Japan • South Africa • India

• Who gets educated?

• How are schools organized?

• What is the racial/ethnic diversity?

• What is the curriculum like?

• How is success measured?

• What issues do they face?

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