Foundations In Ed Chapter 4

. transmitting society’s knowledge and values

. reconstructing society

Developing individual talent and self-expression

Developing strong self-esteem

. any of Milton Friedman’s early works

. the U.S. Department of Education’s A Nation at Risk

Paulo Freire’s The Pedagogy of the Oppressed

The Supreme Court case Lemon v. Kurtzman

Service learning can change society’s problems.

Companies need to invest more money in schools.

Schools are tools of oppression

None of the choices.

The author of A Place Called School, a study examining the purposes of schooling

. the director of the National Assessment of Educational Progress

The founder of Tesseract, which contracts with schools to provide essential services

An educational historian who suggested schools have too much responsibility

Nurture intellectual skills.

Participate in a democratic society.

Develop individual talents.

Become more accepting of individual differences.

The vast majority rated social and civic goals most important.

Students and parents rated personal goals highest; teachers rated academic goals highest.

Vocational, personal, academic, and social and civic goals were all rated “very important.”

Students overwhelmingly favored vocational goals above all others.

To prepare workers to compete successfully in a technological world economy

To transmit the nation’s cultural heritage, preserving past accomplishments and insights

To educate students in avoiding social pitfalls: unwanted pregnancy, AIDS, drugs, and alcoholism

To encourage students to question and reform current practices and institutions

U.S. schools have taken responsibility for too few policies and goals.

U.S. schools have taken responsibility for too many policies and goals.

Academic and vocational goals are more important than individual and social goals

The goals students and parents hold for schools differ sharply from educators’ goals for schools.

A Place Called School

A Nation at Risk

The Great School Debate: Choice, Vouchers, and Charters

The Pedagogy of the Oppressed

“cafeteria-style” curriculum and declining test scores.

Failure to tend to children’s health and well-being

Superficial curriculum covering too many topics in too little depth.

Poor performance in achieving educational equity for girls and students of color.

Requiring graduate-level study for teacher preparation.

Restructuring the high school curriculum to better reflect student interests and concerns.

Steering more resources toward special-education students and racial and ethnic minorities.

Reducing electives and increasing courses required for graduation from high school.

Changing practices at the school level and empowering teachers and principals

Strengthening central offices and strictly regulating schools.

Having schools provide a wide variety of health and social services.

Increasing the length of the school day and school year.

Little change in the basic goals for school over time.

A consistent emphasis on raising standards and improving academic performance.

.a consistent emphasis on meeting the needs of diverse learners and raising self-esteem.

That school goals tend to change to reflect the nation’s ever-changing priorities.

Stronger than ever as a result of spectacular gains on standardized tests and the focus on greater accountability.

In competition with magnet schools, charter schools, and even for-profit schools.

Criticized by Jonathan Kozol, who believes we’ve given neighborhood schools every chance to perform.

Threatened most by a rise in home schooling

Open enrollment is the term given to

the use of public monies to send children to private schools.

The constitutionally protected right of all students to enroll in public schools, without discrimination based on race, sex, religion, or handicapping condition.

The elimination of the requirement that students attend the closest public school.

Researcher John Goodlad.

Writer Jonathan Kozol.

Researcher James Coleman.

Economist Milton Friedman.

Magnet schools

Open enrollment

Charter schools

For-profit schools

Total freedom from state regulations.

Permission to operate for a fixed length of time

The advantage of being able to administer admissions tests

State-of-the-art facilities.

Children should be home-schooled if they wish to excel in business.

Voucher systems threaten to undermine the shared fabric of American life.

Profits can be realized by investing in education.

Schools should become one-stop shops for children’s services.

Are for-profit, charter schools with an uncertain future.

Are true “virtual schools” delivering instruction over the Internet to clusters of home-schooled students.

Quickly proved that profits can go hand-in-hand with raising test scores and improving teacher morale.

Give teachers uncommon flexibility in their approach to teaching reading and math.

Limit the extent of privatization of schools.

Determine the legality of government funds used in religious schools.

Promote effective charter schools in urban areas.

Regulate the explosive growth of home schooling.

Score just below national averages on standardized tests.

Have greater opportunities for socialization than their public school counterparts.

Are often home-schooled for religious reasons.

Have dwindled in number as parents have taken advantage of open enrollment, charter schools, and vouchers to bypass their neighborhood public schools.

. are a form of distance learning

Create the illusion of attending a school, but these schools are not accredited.

Are responsible for raising standards by extending the school day.

Are responsible for raising standards by extending the school day.

Principals are focused on research and funding

School leaders and teachers do not hold unrealistically high expectations for students

. Midterm and final exams provide the only necessary checks on student performance so that teaching can be adjusted accordingly

School goals are enunciated by the principal and followed by teachers and students

. promote multiple school missions.

Spend most of their time meeting with parents.

Require teachers to do after-school tutoring.

Create a safe and positive school climate.