EDU130 - Ch 2 Education and Schooling Quiz

According to the Schooling v. Education comparison chart, which of the following should be considered a characteristic of education?

• Many social requirements

• Time as its engine

• Novel, random, and unplanned

• Facts and information to be absorbed

Tags

CCSS.RI.11-12.7

CCSS.RL.11-12.7

CCSS.RL.9-10.7

CCSS.RI. 9-10.7

CCSS.RI.8.7

"Schooling" is most generally defined as a(n)

• process of human growth that leads to greater self-control.

• formal arrangement designed so that students will achieve their creative potential.

• specific, formalized process aimed mostly at the young.

• experience over a set period of time spent in an institution.

Tags

CCSS.RI.11-12.4

CCSS.RI.8.4

CCSS.RI.9-10.4

CCSS.RL.11-12.4

CCSS.RL.9-10.4

Social reconstructionists believe that

• the world is fine as it is.

• the young are agents of change.

• everyone should learn about the nation's culture in the same way.

• the wisdom of the past is very important.

Tags

CCSS.RI.11-12.9

CCSS.RI.9-10.9

CCSS.RL.11-12.9

CCSS.RL.9-10.9

CCSS.RL.K.6

In the model of school as a transmitter of culture, schools

• train students to be change agents.

• emphasize specific subject-matter content.

• ensure that the young know and appreciate the dominant ideas and values of their society's culture.

• help students to critique their society's culture.

Tags

CCSS.RI.11-12.9

CCSS.RI.9-10.9

CCSS.RL.11-12.9

CCSS.RL.9-10.9

CCSS.RI.K.6

Paulo Freire was a(n)

• acculturist.

• social reconstructionist.

• economic reconstructionist.

• globalist.

Tags

CCSS.RI.11-12.9

CCSS.RI.9-10.9

CCSS.RL.11-12.9

CCSS.RL.9-10.9

CCSS.RI.K.6

Jacques Barzun preferred which purposes of schools?

• Social purposes

• Intellectual purposes

• Economic purposes

• Political and civic purposes

Tags

CCSS.RI. 9-10.6

CCSS.RI.11-12.6

CCSS.RI.8.6

CCSS.RL.11-12.6

CCSS.RL.9-10.6

Hildi has selected her courses for the academic year, but after one week she finds that two of the courses do not interest her. She plans a meeting with her guidance counselor to rearrange her schedule. If this school is accurately represented by the “shopping mall high school” model, her guidance counselor will most likely:

• provide her with a series of forms to fill out and steps to complete so that her registration will be accurate.

• tell her that it is a poor habit to switch courses so early in the year; she should learn to apply herself and develop good work habits for the future.

• show her the course listings of numerous other courses available at her requested times and sign her drop/add sheet to expedite the process.

• encourage her to take courses that will best further her goals.

Tags

CCSS.RL.11-12.3

CCSS.RL.7.6

CCSS.RL.8.6

CCSS.RL.9-10.3

CCSS.RL.6.3

Reid firmly believes that the purpose of schools is to transmit dominant American culture. What might he do in class to further his educational goals?

• Emphasize the benefits of competition and consistently reward students who perform better than their classmates.

• Take his students on field trips to museums, theaters, and music halls.

• Frequently tell students that they must create their own meaning and search for their purpose in life.

• Emphasize cooperative learning and peer tutoring.

Tags

CCSS.RL.11-12.3

CCSS.RL.7.6

CCSS.RL.8.6

CCSS.RL.9-10.3

CCSS.RL.6.6

One drawback of using schools as vehicles for cultural transmission is that:

• time limitations will prevent students from studying all the important works necessary for them to understand the culture.

• students may then not be able to recognize the merits of any other culture besides the dominant one of their society.

• teachers cannot both prepare students to go to college and impart the benefit of the culture to the students.

• schools have achieved limited success in cultural transmission.

Tags

CCSS.RI.11-12.5

CCSS.RI.6.5

CCSS.RI.7.5

CCSS.RI.8.5

CCSS.RI.9-10.5

Juan believes that schools can help students become actively involved in alleviating the problem of homelessness. Juan personifies the view of:

• cultural transmission.

• human development education.

• social reconstructionism.

• the acculturator model of schooling.

Tags

CCSS.RI.11-12.9

CCSS.RI.9-10.9

CCSS.RL.11-12.9

CCSS.RL.9-10.9

CCSS.RI.K.6