Educ 701-67 Final Exam (Professor: Dr. Christopher M. Ray)

The Gates Foundation version of the three R's includes relevance, rigor, and relationships. These three elements are considered essential for effective education. Readiness, on the other hand, is not explicitly mentioned as one of the three R's in the Gates Foundation's version. Readiness typically refers to a student's preparedness for learning, including their physical, emotional, and cognitive readiness. While readiness is important, it is not specifically included in the three R's framework proposed by the Gates Foundation.

The main area of disagreement among those who feel that NCLB is valuable legislation but should be reformed is the role of the federal government. This suggests that some individuals believe that the federal government should have a larger role in education and enforcing standards, while others may argue for less federal involvement and more local control over education policies.

The correct answer is the Wedge Strategy. This strategy refers to the approach used by Intelligent Design (ID) advocates to challenge the dominance of scientific materialism and promote the inclusion of Christian science in academic and public discourse. The Wedge Strategy aims to undermine the naturalistic worldview and establish Intelligent Design as a valid scientific alternative, primarily by emphasizing perceived weaknesses in evolutionary theory and promoting the idea of a purposeful designer.

Mortimer J. Adler believes that the curriculum should be standardized for all, indicating that he values a well-rounded education. In this context, specialization refers to the narrowing of focus on a specific field or subject, which Adler sees as a negative cultural disease. He likely believes that specialization limits individuals' knowledge and understanding of other areas, leading to a lack of intellectual breadth and a potential disconnect between different fields of study. Therefore, specialization is considered the worst cultural disease in modern society according to Adler's perspective.

According to Lowell Monke, the general computer skills necessary for entering the workplace or college can be acquired in one year of instruction during high school. This suggests that Monke believes that a focused and intensive period of computer instruction during high school is sufficient to equip students with the necessary computer skills. This viewpoint implies that the earlier years of education, such as kindergarten to fourth grade, may not be the most crucial time for computer skill development.

The correct answer is "a civil rights issue." According to Paul E. Peterson, both Justice Clarence Thomas and President George W. Bush view vouchers as a civil rights issue. This suggests that they believe vouchers are related to ensuring equal rights and opportunities for all students, particularly those from disadvantaged backgrounds.

Ruby Paine believes that a deficit model, which focuses on the weaknesses and deficiencies of poor children, can benefit them. She suggests that teachers can help these students become more comfortable with the abstract representations commonly found in school by providing them with mental models. Mental models are cognitive frameworks that help individuals understand and interpret information. By giving poor children mental models, teachers can support their learning and help them navigate the abstract concepts they encounter in school.

The correct answer is "discriminate well." This answer aligns with Wade A. Carpenter's belief that our society has not learned how to effectively differentiate and make appropriate distinctions among exceptional students. It suggests that instead of providing necessary support or alternatives for exceptional students, society tends to overlook their unique needs and abilities. By not being able to discriminate well, society fails to address the specific requirements and challenges faced by exceptional students in the inclusive classroom model.

The correct answer is "one specialist 'screwing' on the next educational component." In the context of "Subtractive Education," Herb Childress uses the term "additive education" to describe a process where one specialist adds their expertise or knowledge to the next educational component. This implies a linear progression where each specialist builds upon the work of the previous one, resulting in a cumulative educational experience. The use of the term "screwing" suggests a connection or attachment between different educational components, further emphasizing the additive nature of the process.

The correct answer, "arrow in the quiver of quality education," suggests that single-sex schools and classes are seen as a valuable tool or resource in providing high-quality education. This implies that they can contribute to enhancing the overall educational experience and outcomes for students. The use of the metaphor "arrow in the quiver" implies that single-sex schools and classes are an effective and beneficial addition to the range of educational options available.

The given correct answer is "Will this evaluation and reward system eventually reap better student test scores?" This question is not recommended by Al Ramirez because he does not believe that merit pay can accelerate school improvement. He suggests asking questions about clarity on whom to reward, the possibility of running a school district like a business, and the fairness of the evaluation and reward system. However, he does not recommend asking about the potential impact of the system on student test scores.

In the case of Plyler v. Doe, Justice Brennan argued that denying education to undocumented immigrant children violated the Equal Protection Clause of the Fourteenth Amendment. This clause guarantees that all individuals, regardless of their immigration status, are entitled to equal protection under the law. Justice Brennan believed that denying education to these children created a subclass of people who were being treated unfairly and denied the same opportunities as other children. Therefore, he supported his argument with reference to the right to equal protection.

The correct answer is health care. The statement suggests that the amount of money spent on education research-and-development at the federal level is significantly less (1/100th) compared to the amount spent on health care. This implies that the funding allocated for education research and development is much lower in comparison to the funding for health care.

Gary K. Clabaugh believes that work-world values are virtually identical to conventional school values. This suggests that the values and principles that are emphasized in the workplace are similar to those that are taught and promoted in traditional schools. Clabaugh does not believe that truly democratic classrooms are possible, indicating that the values of the work-world and conventional schools align more closely than with democratic ideals. This implies that competition and personal worth are relevant in both settings, and the values of school-age children can be influenced by the values of the work-world.

Rogers does not cite lack of control as part of the "disease of our age".

The correct answer is "A to Z." This means moving from one extreme to another, covering the entire spectrum. In the context of Morrison's "Democratic Classrooms," it suggests a shift from one end of the educational approach to the opposite end, encompassing a wide range of teaching methods and strategies.

Mistilina Sato and Timothy J. Lensmire, along with Bomer et al., agree that Payne's work exemplifies deficit thinking. This means that they believe Payne's work is based on the idea that poor children have inherent deficits or shortcomings that need to be fixed or overcome. They argue that this approach does not effectively serve poor children and instead perpetuates negative stereotypes and inequality.

The correct answer is Americans because the statement mentions that more than half of all undocumented immigrants have been living in the United States for at least five years. This implies that they have established a sense of belonging and identification with the country, considering themselves as Americans despite their undocumented status.

Anfara and Mertens argue against the effectiveness of single-sex schools and classes, and they support their argument by referencing Tyack and Hansot and Hawtrey. These sources found that the main driving factors behind the increase in coeducation since the late nineteenth century were academic, economic, political, and cultural. Therefore, the correct answer is economic, as it is one of the factors mentioned in the sources provided by Anfara and Mertens.

The Tennessee Value-Added Assessment System, according to Steven Malanga, provides evidence that some teachers are significantly better than others. This implies that teaching does matter and that the quality of teaching can vary greatly among educators. The system's ability to accurately quantify good teaching suggests that merit pay, which provides incentives for teachers to perform better, can lead to school improvement. This answer captures the idea that teaching is important and that there is a range of effectiveness among teachers.

David Elkind believes that teaching will become a true profession when there is a genuine acceptance of group differences in learning styles. This implies that teachers should have a deep understanding of the science of education, which includes knowledge of how different students learn and the best instructional methods to use. By having a scientific approach to education, teachers can make informed decisions based on research and evidence, leading to more effective teaching practices and better outcomes for students.

Frederick M. Hess, who believes that "public schooling" should be redefined, would agree with all of the other statements except for the idea that public schools are obligated to teach tolerance and diversity. This is because Hess argues for a redefinition of public schooling that focuses more on academic learning and the needs of the state, rather than social or cultural goals such as teaching tolerance and diversity.

The correct answer is "here to stay." This answer is supported by the statement made by Mara Sapon-Shevin, who believes that the inclusive classroom model is working. This suggests that inclusive, diverse classrooms are not going away and will continue to be a part of the education system.

Leon Botstein believes that early college programs are a crucial factor in transforming schools and reducing the dropout rate. These programs allow high school students to enroll in college-level courses and earn college credits while still in high school. By exposing students to the college experience and challenging them academically, early college programs can motivate and prepare students for higher education. This can ultimately lead to increased graduation rates and better college readiness among students.

Frederick M. Hess believes that computers negatively affect student growth, suggesting that the use of technology in education is different from its use in business and government. In business and government, technology is used as a tool for self-improvement. This implies that technology is utilized to enhance productivity, efficiency, and overall performance in these sectors. However, in the context of education, Hess argues that technology does not contribute to student growth and development. Therefore, the correct answer is "a tool for self-improvement."

The correct answer is major tax increase. The report suggests that if the contribution of illegal immigrants to the U.S. economy were to end, it would have a similar impact as a major tax increase. This implies that illegal immigrants play a significant role in the economy, and their absence would result in a loss of revenue that would need to be compensated through higher taxes.

The correct answer is "they did not feel inspired in class." This is supported by the study conducted by the Bill and Melinda Gates Foundation, as cited by Nichols and Berliner. The study found that the greatest percentage of former students dropped out of high school because they lacked inspiration in the classroom. This suggests that the lack of motivation and engagement in the learning environment played a significant role in their decision to leave school.

According to Morrison, democratic education is considered to be antithetical to conventional school practices. This means that democratic education goes against or opposes the traditional methods and approaches followed in schools. It suggests that the principles and values of democratic education are contradictory to the established norms and practices of conventional schooling.

The correct answer is the bacteria flagellum. In Dan Peterson's article, "The Little Engine that Could . . .Undo Darwinism," the "little engine" refers to the bacteria flagellum. The article discusses how the complexity and functionality of the bacteria flagellum challenges the theory of Darwinism and supports the concept of intelligent design. The flagellum is a whip-like structure found in certain bacteria that allows them to move and swim. Its intricate design and ability to perform complex functions have been cited as evidence for intelligent design rather than random evolution.

An incremental formula for school funding is a method of allocating funds based on specific criteria. Tucker believes that school performance of students should not be part of this formula. This means that funding should not be determined solely based on how well students perform academically. Instead, other factors such as students with disabilities, students from non-English speaking homes, and family income should be considered when allocating funds.

The correct answer is "experience the intellectual process of searching and struggling to learn." This is supported by Glenn's statement that a 1997 Public Agenda survey revealed that it is more important for students to have this experience rather than just mastering facts or learning concepts.

Henry Levin disputes Chris Whittle's claims on all of the given options except for the claim that additional funds on research and development are necessary. This means that Henry Levin agrees with Chris Whittle's assertion that additional funds on research and development are necessary.

Peterson would disagree with the statement that money accounts for gains that black students have made by switching to private schools. This suggests that the improvement in academic performance is solely due to financial resources, which Peterson may argue is not the only factor contributing to the success of black students in private schools.

A constructivist teacher believes in valuing and encouraging multiple perspectives and interpretations. In this case, the student's interpretation of Romeo and Juliet as a story about an aging salesman is not the conventional interpretation, but the constructivist teacher recognizes that there can be multiple valid interpretations of a text. Therefore, the teacher acknowledges that the student's answer is acceptable, even though it may differ from the traditional understanding of the play.

According to John Holt, he believes that parents should have the authority to make all educational decisions for their children. This means that parents should be able to choose the curriculum and educational approach that best suits their child's needs. Holt does not believe that the government should standardize the curriculum for all students. Instead, he argues that parents should have the freedom to influence their children's educational choices based on their own beliefs and values. Therefore, the correct answer is that parents may only exert their natural authority to influence their children's educational choices.

According to Linda Nathan et al., the easiest aspect to approach when it comes to opening minds to a critical look at new ideas in public education is teaching skills and developing social cohesion in each generation. This suggests that Nathan and others believe that focusing on improving teaching skills and fostering social cohesion among students is the most practical and effective way to bring about positive change in public schooling.

B.F. Skinner, a behaviorist, believed that educational practices should be shaped by behaviorism. His theory emphasizes the constructive power of positive reinforcers. Positive reinforcers are rewards or incentives that increase the likelihood of a behavior being repeated. Skinner believed that by using positive reinforcers, educators can shape and reinforce desired behaviors in students, leading to effective learning and behavior change. This theory suggests that positive reinforcement is a crucial tool in educational practices to motivate and encourage desired behaviors in students.