Educational historians generally believe that
a. we should study the past for its own sake, not for any utilitarian purpose.
b. it is not possible to apply past events to current conditions, because the past and the present are discontinuous.
c. their primary mission is to look for educational achievements in the past in order to promote
a positive view of the education profession.
d. historical research involves a continuing dialogue between the present and the past.
d
You might also like to view...
Draw a four-panel window diagram that represents James Marcia's identity status theory. Label the vertical dimension "Crisis" and the left and right windows "Yes" and "No," respectively. Label the horizontal dimension "Commitment" and the top and bottom windows "Strong" and "Weak," respectively. Identify the identity status that belongs in each box. Below the diagram briefly describe the major
characteristics of each of the four statuses. What will be an ideal response?
Compare cognitive development in infancy and preschool (or any two stages) according to Piaget.
What will be an ideal response?
Which of the following is a Type I error?
a. claiming a result was significant when you should not have b. claiming a result was not significant when you should have c. designing a study with only one independent variable d. designing a study with only one dependent variable
Modern cognitive views of teaching are most likely to stress
a. memorizing through repetition b. fact learning c. active information processing d. one of the sense receptors