Foundations In Ed Chapter 4

John Goodlad was the author of "A Place Called School", a study that explored the objectives and aims of schooling. This book delves into the various purposes of education and provides insights into the functioning of schools. Goodlad's work is significant in understanding the role and importance of schools in society.

The correct answer is "believe that students can effectively meet their academic challenges" because Pygmalion in the Classroom suggests that when teachers have high expectations for their students' abilities, it can positively impact their academic achievement. When teachers believe in their students' potential and provide them with the necessary support and resources, students are more likely to succeed in meeting their academic challenges. This highlights the importance of teacher beliefs and their influence on student outcomes.

The state's establishment of "standards" for graduation suggests that they are focusing on transmitting society's knowledge and values. By setting standards, the state ensures that students are equipped with the necessary knowledge and values that are deemed important for functioning in society. This goal aligns with the idea of transmitting societal knowledge and values to the younger generation.

Educators like Theodore Sizer, John Goodlad, and Ernest Boyer advocated for changing practices at the school level and empowering teachers and principals. This means that they believed in implementing new and effective teaching methods and giving more authority and decision-making power to teachers and principals. They believed that by doing so, schools would be able to improve their overall performance and provide better education to students. This approach aimed to create a more collaborative and inclusive learning environment where educators have the autonomy to make decisions that benefit their students.

Virtual schools are a form of distance learning, where students can attend classes and receive education remotely through the use of technology. These schools provide a virtual environment that simulates the experience of attending a physical school, but they may not be accredited. This means that while students can access education through virtual schools, the qualifications and credentials they receive may not be recognized by educational institutions or employers.

Magnet schools were begun as a tool to desegregate schools. These schools were created with the aim of attracting students from diverse backgrounds by offering specialized programs or curricula that would appeal to a wide range of students. By providing unique educational opportunities, magnet schools sought to promote integration and diversity within schools, helping to break down the barriers of racial segregation that existed in many school systems.

"A Nation at Risk" was an influential report that focused the nation's attention on the need for education reform and set in motion the first wave of reform in American schools since the 1980s. This report, published in 1983 by the National Commission on Excellence in Education, highlighted the declining quality of education in the United States and the potential consequences for the nation's future. It called for increased academic rigor, higher standards, and greater accountability in schools, leading to significant changes in education policy and practice across the country.

In Lemon v. Kurtzman, the Supreme Court set forth a test known as the Lemon test to determine the constitutionality of government funding used in religious schools. The test consists of three criteria: the government's action must have a secular purpose, its primary effect must not advance or inhibit religion, and it must not result in excessive entanglement between government and religion. This ruling aimed to establish clear guidelines for evaluating the use of public funds in religious educational institutions.

The correct answer is "cafeteria-style" curriculum and declining test scores. The 1983 report by the National Commission on Excellence in Education criticized schools for offering a broad range of courses without ensuring depth and quality in each subject. This approach was compared to a cafeteria where students could pick and choose courses without a coherent and rigorous curriculum. The report also highlighted the issue of declining test scores, indicating that schools were not adequately preparing students academically.

The correct answer is "are for-profit, charter schools with an uncertain future." This is because the given statement describes Edison Schools as for-profit, charter schools and mentions that their future is uncertain. This suggests that there may be challenges or issues that could impact the schools' longevity or success.

The correct answer is "in competition with magnet schools, charter schools, and even for-profit schools." This is because the passage mentions that the neighborhood public school is facing competition from various types of schools, including magnet schools, charter schools, and for-profit schools. It implies that these alternative schooling options are posing a threat to the neighborhood public school's strength and success.

The correct answer is "U.S. schools have taken responsibility for too many policies and goals." This conclusion is based on the mention of Arthur Bestor and Ernest Boyer, who are educators that have concluded that U.S. schools have taken on too many policies and goals.

Charter schools typically enjoy the permission to operate for a fixed length of time. This means that they are granted a specific duration during which they can operate as an educational institution. Unlike traditional public schools, charter schools are not granted indefinite existence. This allows for a more flexible and accountable approach, as their performance is regularly evaluated to determine whether they should continue operating. This permission also provides an opportunity for the charter school to prove its effectiveness and make necessary improvements if needed.

Economic reconstructionists believe that schools are tools of oppression. This means that they view schools as institutions that perpetuate and maintain societal inequalities and power imbalances. They argue that the education system is designed to serve and benefit the dominant social and economic classes, while marginalizing and oppressing disadvantaged groups. According to this perspective, the existing educational structure needs to be transformed in order to address and overcome these oppressive dynamics.

In the study, when students, parents, and teachers were asked to rate school goals, all four categories of goals (vocational, personal, academic, and social and civic) were rated as "very important" by the majority. This suggests that these goals are considered significant and valued by all three groups.

Objective-referenced tests are used by schools to monitor student progress. These tests measure students' mastery over a designated body of knowledge. This means that the tests assess whether students have a thorough understanding and command over the specific content that they have been taught. The other options, such as comparing student performance to others in the nation or assessing student reference and library skills, are not mentioned as purposes of these tests in the given information. The correct answer is "mastery over a designated body of knowledge."

Paulo Freire’s The Pedagogy of the Oppressed is recommended because it is a seminal work in the field of education and is closely aligned with the principles of economic reconstructionism. It explores the concept of oppression and advocates for a transformative approach to education that empowers individuals and promotes social justice. This book would provide valuable insights and perspectives for someone interested in understanding economic reconstructionism.

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Milton Friedman was an economist who advocated for the use of vouchers in education. He believed that giving parents the ability to choose where their children go to school would create competition and improve the quality of education. Friedman argued that this market-based approach would lead to better outcomes for students and greater efficiency in the education system. His ideas have had a significant impact on education policy, particularly in the United States, and have influenced the ongoing debate around school choice and vouchers.

Research on effective school leaders suggests that creating a safe and positive school climate is a key characteristic of successful leaders. This is because a positive school climate fosters a supportive and inclusive environment where students feel safe, respected, and motivated to learn. When leaders prioritize creating a positive climate, they are able to establish clear expectations, promote positive relationships among students and staff, and address any issues that may hinder learning. By doing so, leaders can enhance student engagement, academic achievement, and overall well-being within the school community.

Open enrollment is a term used to refer to the elimination of the requirement that students attend the closest public school. This means that students have the freedom to choose which public school they want to attend, rather than being limited to the school that is geographically closest to their home. This allows for more flexibility and options for students and their families in selecting a school that best meets their needs and preferences. It promotes competition among schools and encourages them to provide high-quality education to attract students.

The correct answer is overrepresentation of suburban schools. This means that the criticism towards effective schools research does not include the concern that suburban schools are overrepresented in the research. The other options, such as the vagueness of the term "effective schools" and prescriptive steps, as well as the heavy focus on elementary schools, have been criticized in relation to effective schools research.

After the release of A Nation at Risk, most school reformers focused on reducing electives and increasing courses required for graduation from high school. This can be inferred from the context of the question, which mentions that school reformers were responding to the report. The report highlighted concerns about the quality of education in the United States and called for more rigorous academic standards. By reducing electives and increasing required courses, reformers aimed to ensure that students were receiving a well-rounded education and meeting higher academic standards.

Educational Maintenance Organizations (EMOs) follow the principle that profits can be realized by investing in education. This means that EMOs believe that by investing in educational programs and services, they can generate profits. This principle suggests that education can be seen as a business opportunity, where financial gains can be made by providing quality education and related services. EMOs may focus on implementing strategies and initiatives that aim to maximize profits while delivering educational services to students.

Technology has not been linked to effective schooling. While technology can enhance learning experiences and provide additional resources, it is not the sole determinant of effective schooling. Other factors such as early intervention programs, smaller schools and classes, and teacher training have been shown to have a more direct impact on educational outcomes.

John Goodlad’s definition of the purpose of school includes nurturing intellectual skills, participating in a democratic society, and developing individual talents. However, it does not specifically mention becoming more accepting of individual differences as a goal area. This suggests that while promoting acceptance and understanding of diversity may be an important aspect of education, it may not be explicitly stated as a goal in Goodlad’s definition.

The correct answer is that school goals tend to change to reflect the nation's ever-changing priorities. This is supported by the statement that an examination of the history of school reform movements in the U.S. reveals little change in the basic goals for school over time. This suggests that the goals for schools have been relatively consistent, but have adapted and changed to align with the evolving priorities of the nation.

An individual who supports a social action curriculum would prioritize the goal of encouraging students to question and reform current practices and institutions. This is because a social action curriculum emphasizes critical thinking, active citizenship, and social justice. By encouraging students to question and challenge existing practices and institutions, they are empowered to become agents of change and contribute to the improvement of society. This goal aligns with the principles of a social action curriculum, which aims to foster a sense of social responsibility and engagement in students.

Effective schools research typically associates the characteristic of school goals being enunciated by the principal and followed by teachers and students. This implies that there is a clear vision and direction set by the principal, which is then communicated and implemented by teachers and students. This alignment of goals ensures a cohesive and focused approach towards education, leading to improved outcomes for students.