EDUC 771 Quiz 1

EDUC 771 Quiz 1 Curriculum Models and Philosophies

1. Chapter 5: The four models discussed in the chapter have these characteristics.
2. Chapter 5: Before choosing or developing a model, curriculum developers should do this.
3. Chapter 5: This model incorporates the concept of a curricular system, with the complete curriculum development process, including feedback.
4. Chapter 6: These expectations are general and are based on programs. They do not have achievement criteria. These are
5. Chapter 6: According to the text, this philosophy was considered to be a challenge for essentialism.
6. Chapter 6: Under reconstructionism, schools should also serve this purpose.
7. Chapter 6: The Harvard Committee on General Education recommended this for all students in secondary education.
8. Chapter 6: The comprehensive models for the process of curriculum development followed in this text proceed from the most general aims of education to specific
9. Chapter 5: This deductive model has 12 components, and the first one starts with education aims.
10. Chapter 6: Concentrating on wholes is a premise of _____________.

Set 2

1. This model focuses on student, society, and subject matter, with psychology screens for education and learning.
2. With this model, curriculum developers use an inductive approach, start with specifics, then move up to a general design.
3. These are criticisms of this model. The model has a linear nature. The model lacks component interdependence.
4. These are the four models of the curriculum presented in the chapter.
5. The very general, broad purpose statements of education are the
6. Aims of education statements usually address large themes such as
7. With this philosophy, learners are acted upon by certain environments and stimuli.
8. Before choosing or developing a model, curriculum developers should do this.
9. Under reconstructionism, schools should also serve this purpose.
10. The comprehensive models for the process of curriculum development followed in this text proceed from the most general aims of education to specific

Other sets

1. What an educator believes philosophically will impact how curriculum is written and presented. Discuss educational philosophy and how historical and scientific changes in human history might have influenced thought and philosophy in the field of education. Describe at least one example in a 100 word short-answer reply. Include Scriptural support for your response.
2. These are specific and measurable. They have program targets and achievement criteria.
3. Race to the Top funds are part of
4. The Harvard Committee on General Education recommended this for all students in secondary education.
5. The reconceptualists look to the following field to support their position:
6. Congress worked on implementing America 2000 by creating this organization.
7. Of the four philosophies below, the most liberal is .
8. According to Dewey, education and schools should serve as agencies for this.
9. According to these philosophers, the Great Books of the Western World contain truth.
10. This act was another reauthorization of the Elementary and Secondary Act of 1965.
11. This philosopher espoused the philosophy of reconstructionism.
12. According to Greene, this is a way of framing questions that relate to information that we perceive, presuppose, believe, or know.
13. Under reconstructionism, schools should also serve this purpose.
14. Aims of education statements usually address large themes such as
15. Concentrating on wholes is a premise of .
16. With this philosophy, learners are acted upon by certain environments and stimuli.
17. The international organization charged with improving standards of living and stating education aims for all is:
18. According to the text, this philosophy was considered to be a challenge for essentialism.
19. The very general, broad purpose statements of education are the .
20. This educational philosophy has been the main one in American history.
21. The comprehensive models for the process of curriculum development followed in this text proceed from the most general aims of education to specific .