Ballantine
and Spade,
Schools
and
Society
5th
Edition
Instructor
Resource
1. Describe the ways in which media might influence the structure of
knowledge.
2. Discuss how knowledge is created from a sociological standpoint.
Where does knowledge from? Who gets to define it and why?
3. How does power affect knowledge? Use two different theoretical
4. Describe the role of informal knowledge in schools from both a
functionalist and conflict perspective?
5. Is knowledge the same as truth? Why or why not? If not, then what is
6. How have textbooks changed over time?
7. Knowledge is created in societies by individuals with
8. Which of the following statements is false:
9. ___________________ includes the taste, confidence, and familiarity
that allows the culturally advantaged to reap a higher return on
cultural investments than those with less.
10. Public education curriculum tends to favor:
11. Progressive attempts to make educational success more widely
available to disadvantaged groups through progressive ‘culturalist’
reforms often are seen as:
12. Using the Bible as a textbook was most upsetting to which group?
13. The Knights of Columbus lobbied for books that would:
14. Because textbook publishers are private companies,
15. Cultural pluralism refers to:
16. The American Legion believed that:
17. Because of the way ethnocentric knowledge would work, which country
portrays U.S. involvement in World War II as decisive in ending the
war:
18. Which of the following is true about textbooks in the past?
19. According to Wenglinsky, NAEP Tests
20. In __________ at both 4th and 8th grade levels, practices that
emphasize critical thinking are associated with higher achievement.
21. The argument that knowledge is created by those with power and
authority is closest to which theoretical perspective studied in
chapter 1?
22. Ideologies are used to get students to think creatively.
23. Knowledge is socially constructed by people in power and those with
authority.
24. Education reform has caused education levels among all classes to
increase, and thus is moving toward educational equality
25. The curriculum taught in public schools is objective knowledge.
27. During World War I, textbooks were used to reinforce patriotism.
28. Tyack suggests that letting parents pick what their children get
taught about history may be one way to cope with the demands on history
textbooks.
29. Students who are taught to use higher–order thinking skills do
better on NAEP tests than those who were not taught this way.
30. Linear learning, as described by Wenglinsky, involves learning the
basics first before moving on to more complex ideas.
31. Learning facts is more important in humanities courses in the
elementary classroom than is learning critical thinking skills.