Compare and contrast the "curriculum as transmission of information" and "curriculum as end product approaches to curriculum.”
What will be an ideal response?
Ans: Curriculum as transmission is essentially a structure-oriented approach, while curriculum as end product is more like a content-oriented approach. The end product approach stresses the results with little care for how the outcome is achieved. In structural approaches, there is a greater likelihood of considering local community concerns.
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Which student is most likely demonstrating a need for VAKT?
A. Student has difficulty detecting rhyme or beginning sounds. B. Student continues to confuse words like was, what, and where. C. Student is taught to read 6 words on Monday but can read only 1 of them on Tuesday. D. Bright fourth grader is reading two years below grade level.
The process of developing objectives from a list of goals begins with
a. describing the end behavior. b. deciding which of a list of objectives should come first. c. observing children's behavior. d. choosing an appropriate one to start with.
Autism was first considered a disability under special education laws in
A. 1990. B. 1975. C. 1986. D. 1973.
One indicator of quality learning, according to Glasser, is that:
a) the classroom is a joyful place. b) parents are kept informed of student misbehavior. c) rules and consequences are clear. d) bullying is infrequent.