Book Title
Developing the Curriculum (Allyn & Bacon Educational Leadership) 8th Edition

EDUK 88765

July 13, 2017
A sensitivity to spiritual and philosophical questions about humankind's existence has
been labeled:
a. primary intelligence
b. existential intelligence
c. introspective intelligence
d. intrapersonal intelligence
Over the years, administrators, curriculum experts, teachers, and the public have
accepted the following number of years of schooling as a norm:
a. 11
b. 12
c. 13
d. None of the above
Of the following curriculum writers the earliest was:
a. Herbert M. Kliebard
b. Franklin Bobbitt
c. Dwayne Huebner
d. Robert M. Gagn
Evaluation is a continuous process by which data are gathered and judgments made:
a. for the purpose of improving a system
b. for the purpose of educators to drive instruction
c. for the purpose of administrators to garner support from the community
d. "a" and "b" are correct
A curriculum needs assessment is:
a. a process for identifying programmatic needs
b. a means to determine if a school is failing
c. a way in which politicians can determine how a school is performing
d. is a single one time process in which a school undergoes to identify problems with
the curriculum
In a self-contained subject oriented classroom:
a. little or no effort is made to integrated diverse subjects
b. separate subjects are scheduled at specific and regular times during the day.
c. "a" and "b" are correct
d. none of the above
The Socratic Method of teaching is an example of a:
a. teacher's style
b. teacher's goal
c. model of instruction
d. teacher's skill
Skills of teaching are those generic and specific competencies necessary:
a. to design and carryout instruction
b. to carryout appropriate planning
c. to improve the instructional capacity of the teacher
d. to provide a nurturing classroom environment
According to the text, characteristics of curriculum goals include all except:
a. programmatic direction
b. degree of mastery
c. relationship to philosophy
d. reference to groups
Instructional strategies are derived from the following five major sources:
a. standards, parents, students, textbooks and objectives
b. parents, students, subject matter, evaluation and standards
c. objectives, subject matter, textbooks, students and community
d. standards, subject matter, parents, students and evaluation
A major purpose of formative evaluation is
a. to allow teachers to diagnosis and take remedial action in a timely manner
b. to allow teachers to monitor instruction to keep it on course
c. to allow teachers determine student performance at the end of a course or unit
d. "a" and "b" are correct
In strengthening career education, curriculum planners must include:
a. an analysis of the business and industrial needs of the community
b. integration of academic and career education
c. school-to-work transition programs
d. all of the above
Brown v. Board of Education of Topeka, Kansas ruled:
a. for educating illegal immigrants
b. against segregation of races
c. for parental right to homeschool
d. against gay and lesbian teachers
In the activity curriculum the teacher develops the curriculum in cooperation with:
a. the administration
b. the school district
c. the parents
d. the students
Michael S. Josephson sponsors:
The Simpson Taxonomy of the psychomotor domain features:
a. four categories
b. five categories
c. six categories
d. seven categories
Personal factors that make one teacher different from another include:
a. dress
b. scholarship
c. energy level
d. all of the above
According to the text, of all levels and sectors of curriculum planning the following is
the most critical:
a. school district
b. individual school
c. state level
d. federal level
When data are collected in a needs assessment it is important to obtain it from the
following sources:
a. student records
b. surveys of parents students and teachers
c. instructional materials
d. all of the above
Hilda Taba noted that a problem with curriculum revision is that it has been:
a. individualized
b. piecemealed
c. confusing
d. teacher-centered
Summative evaluation is measurement that takes place:
a. at the beginning of a course or unit
b. at the end of a course or unit
c. in the middle of a course or unit
d. "a" and "c" are correct
According to Michael G. Fullan the initiative that can be said to work best is:
a. decentralized
b. centralized
c. empowered
d. none of the above
The three models of the curriculum presented in the chapter are the:
a. Anderson, Johnson and Vazquez models
b. Havinghurst, Lowery and Higgins models
c. Taba, Tyler and Oliva models
d. Johnson, Vazquez and Oliva models
Planning for instruction involves the following:
a. goals, objectives, strategies, learning resources and evaluation techniques
b. goals, objective, units, daily plans and evaluation techniques
c. strategies, units, daily plans, evaluation techniques and themes
d. topics, themes, goals, objectives and evaluation techniques
The planned introduction and reintroduction of content at subsequent grade levels and
at ever-increasing levels of complexity is known as:
a. continuity
b. scope
c. sequence
d. relevance
A strong advocate of essentialistic philosophy was:
a. John Childs
b. William H. Kilpatrick
c. Boyd Bode
d. William C. Bagle
Of the following levels of planning the power for mandating projects rests with the:
a. state legislature
b. school district
c. local school
d. all of the above
Levels of needs the curriculum planner may identify are:
a. human
b. state or regional
c. national
d. all of the above
Student achievement in the affective domain is:
a. easy to assess
b. difficult to assess
c. shouldn"t be assessed
d. none of the above
The Great Books of the Western World contain truth as perceived by:
a. essentialists
b. reconstructionists
c. perennialists
d. pragmatists
Title IX of the Educational Amendments of 1972 banned discrimination on the basis of:
a. age
b. handicap
c. ethnicity
d. gender
The following element was not included in Albert I. Oliver's conception of curriculum:
a. program of studies
b. program of assessment
c. program of services
d. hidden curriculum
Ralph Tyler states there are 3 sources of general objectives. The sources are:
a. teachers, students, and administration
b. teachers, administration, and district
c. students, society, and subject.
d. students, subject, and teacher

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