Test Bank For Curriculum Leadership Strategies For Development and Implementation 3rd Edition by Allan A Glatthorn Floyd A Boschee Bruce M Whitehead Bonni F Boschee Full Download

Test Bank For Curriculum Leadership: Strategies for Development and Implementation 3rd Editi
Test Bank For Curriculum Leadership: Strategies for

Development and Implementation 3rd Edition by
Allan A. Glatthorn, Floyd A. Boschee, Bruce M.
Whitehead, Bonni F. Boschee
To download the complete and accurate content document, go to:

https://testbankbell.com/download/test-bank-for-curriculum-leadership-strategies-for-d
evelopment-and-implementation-3rd-edition-by-allan-a-glatthorn-floyd-a-boschee-bru
ce-m-whitehead-bonni-f-boschee/
Visit TestBankBell.com to get complete for all chapters

Glatthorn, Curriculum Leaderhsip. © SAGE Publications 2016
1. When a school district decides to improve a field of study it is usually concerned with
A. Electives
B. One subject at a grade level
*C. One subject at multiple grade levels
D. All subjects at a grade level
@ Cognitive Domain: knowledge
Answer Location: Improving a field of study
Question Type: MC
2. There are three questions that must be asked when doing a map. Which of the following is not
one of the questions?
A. Who is doing what?
*B. How are we assessing the results?
C. How does out work align with our goals?
D. Are we operating efficiently and effectively?
@ Cognitive Domain: comprehension
Answer Location: Mapping the desired curriculum
Question Type: MC
3. Below are four statements, which one is appropriate for a diagnostic-prescriptive approach to
curricula organization?
*A. Uses modules and levels rather than grades
B. Requires differentiated instruction
C. Mini courses having topical names such as "War Literature"
D. Totally individualized instruction
Answer Location: Diagnostic-Prescriptive Models
Question Type: MC
4. Which of the following is not a phase in improving the field of study?

A. Develop curriculum materials
B. Orient for mastery
C. Select instructional materials
*D. Establish required time allocations
Answer Location: Improving the field of study
Question Type: MC
5. What John Goodlad called the "ideal" curriculum we call

A. Learned curriculum
*B. Recommended curriculum
C. Written curriculum
D. Taught curriculum
@ Cognitive Domain: application
Answer Location: Teacher-Centered Process
Question Type: MC
6. Which of the following factors is least significant to secondary teachers' classroom planning?
A. Teacher's knowledge of subject
B. Teaching experience
*C. District curriculum guide
D. Perceptions of their students
Answer Location: Teacher-centered process
Question Type: MC
7. In the Snyder model it is important to have filters in determining assessments such as three of
the four terms below. Which one is not a filters?
A. Friendliness
B. Validity
*C. Cost
D. Reliability
Answer Location Teacher Centered Process
Question Type: MC
8. In the third step of the Snyder model

*A. Tightly structured teacher guides are produced
B. Research-based instructional strategies are selected
C. Technology becomes very important
D. Textbooks are selected
Answer Location: Teacher-Centered process
Question Type: MC
9. In establishing project parameters there are four questions that are asked; which one below is
not one of the questions?
A. What grade levels will be included?
*B. How large should the team be?
C. Who will direct the improvement project?
D. How much time will be needed?
Answer Location: Establishing Education Project Parameters
Question Type: MC
10. When you orient for mastery you are dealing with:
A. Developing materials so students master every aspect
B. Strengthening the organic curriculum
C. Improving the enrichment curriculum
*D. Learning that is essential for all students
Answer Location: Orient for mastery
Question Type: MC
11. The results of a map survey may be placed on a scope and sequence chart that shows
*A. Grade levels
B. Specific detailed instructional objectives
C. References to standardized tests
D. Instructional strategies
Answer Location: Teacher Centered Process
Question Type: MC
12. All of the items below can be found in both a curriculum guide and a curriculum-objectives
notebook except
A. Scope and Sequence
B. Objectives
*C. Suggested activities
D. Suggested evaluations
Answer Location: Developing Curriculum Materials
Question Type: MC
13. If administrative control of the curriculum is important, perhaps because of less teacher
experience, the best curriculum document is:
A. Map
B. Curriculum notebook
*C. Curriculum guide
D. Curriculum-scenario book
Answer Location: Developing Curriculum Materials
Question Type: MC
14. In determining the time allocation for topics within a curriculum

A. It is done at the district level
*B. It may be done at the district or school level
C. It always involves recommendations from experts
D. It is done by the task force
Answer Location: Suggested Time Allocations
Question Type: MC
15. Assessment, in the form of tests, should:

A. Be limited to standardized tests
B. Be limited to curriculum-based tests given weekly
C. Be limited to curriculum-based tests done once or twice a year
*D. Contain both standardized tests and curriculum-based tests
Answer Location: Select and Develop Assessments

Question Type: MC
16. Which of the following entities is most involved with the use of digital assessments of
curricula?
*A. Northwest Evaluation Association
B. Northwest Educational Laboratory
C. Educational Testing Service
D. Association of Colleges and Schools
Answer Location: Web-based testing
Question Type: MC
17. When the improved curriculum is done it is time to select instructional material. This process
should:
*A. Be done by a group who will use them
B. Be done by the task force developing the curriculum
C. Be done by the grade-level or content supervisor
D. Be done at each individual school affected by the curriculum
Cognitive Domain
Answer Location: Select Instructional Materials
Question Type: MC
18. When a new curriculum is ready, before it is used, there should be staff development. Which
of the following is not characteristic of a good staff development program?
A. District "A" planned an ongoing and continuous program
B. District "B" made sure there were extensive "hands-on activities"
C. District "C" made certain teachers know the "theoretical base" of new skills
*D. District "D" made extensive use of outside consultants
Answer Location: Professional development priorities
Question Type: MC
19. The "rule of three,” with respect to staff development, suggests

A. Always provide three exposures for teachers to new curriculum
B. Always have at least three people presenting at sessions
*C. Always ask three people before asking an administrator
D. Always send at least three faculty members to conferences
Answer Location: The Rule of Three
Question Type: MC
20. One way to provide staff development time without a great deal of cost is:
A. Sending one person to a conference and have her present at a faculty meeting
*B. Use early dismissal for students periodically through the year
C. Schedule additional sessions for teachers during the summer
D. Purchase staff development kits that teachers can do at home

Answer Location: Early out time for students
Question Type: MC
21. According to Weisberg et al. (2009), our national failure to acknowledge and act on
differences in teacher effectiveness describes how our public education systems treats teachers as
interchangeable parts, causing school to ignore both excellence and ineffectiveness. This is
called:
*A. The Widget Effect
B. Highly Qualified Teacher Effect
C. Elective Model Effect
D. Orienting for Mastery Effect
Question Type: MC
22. According to the text, design criteria for assessments include which of the following?
A. Validity, reliability, and aligned to Common Core Standards
B. Validity, reliability, sufficiency, and feasibility only
C. Validity and reliability only
*D. Validity, reliability, sufficiency, authenticity, feasibility, and friendliness
Question Type: MC
23. Before refining a curriculum map which of the following should be in place?
*A. Quality assessment of student strengths and weaknesses, appropriate resources, appropriate
assessments
B. Units demonstrating skill development
C. Themes to be taught
D. All of the above
Answer Location: Refining the Map
Question Type: MC
24. Web-based adaptive tests combine the benefit of technology with the integrity of on-level
tests with the benefit of:
A. Motivate students
B. Rotate questions draw from a bank of 100
C. Engaged in teacher feedback
*D. The difficulty of each question is based on how well the student answered
previous questions.
Question Type: MC
25. According to Hirsch and Killion (2009), “maintaining the focus of professional learning on
teaching and student learning produces academic success” (p.467). In keeping with this
perspective, which of the following are the major issues for professional development?
*A. Timing and content
B. PLCs and collaboration
C. Access to technology
D. Learning and evaluation
Answer Location: Professional Development
Question Type: MC
26. True or False. School district leaders need accurate measures that align with standards and
produce timely results.
*a. True
b. False
Answer Location: Reconceptalizing fields of study
Question Type: T/F
27. True or False. There are three basic models of non-graded curricula.
a. True
*b. False
Answer Location: Reconceptualizing the field of study
Question Type: T/F
28. True or False. Diagnostic-prescriptive models of curriculum use differentiated instruction.

a. True
*b. False
Answer Location: Diagnostic-Prescriptive model
Question Type: T/F
29. True or False. Technology has improved the quality of diagnostic-prescriptive models.
*a. True
b. False
Answer Location: Diagnostic-prescriptive model
Question Type: T/F
30. True or False. Teacher-centered planning should reflect either the formal, perceived, or
operational curriculum.
*a. True
b. False
Answer Location: Improving the Field of Study

Question Type: T/F
31. True or False. Technology is not used in the Snyder approach to curriculum development.
a. True
*b. False
Answer Location: Teacher Centered process
Question Type: T/F
32. True or False. In the Snyder model pilot testing is important.

*a. True
b. False
Answer Location: Teacher-Centered process
Question Type: T/F
33. True or False. When trying to improve a field of study the usual way is to do it K-12.
*a. True
b. False
Answer Location: Improving a Field of Study
Question Type: T/F
34. True or False. A good curriculum map contains detailed instructional objectives.
a. True
*b. False
Answer Location: Mapping the Desired Curriculum
Question Type: T/F
35. True or False. Teachers should not critique curriculum revisions suggested by a task force
a. True
*b. False
Question Type: T/F
36. True or False. It is critical that state and federal efforts to recognize success and remedy
failure be based on thought, educationally sound means for identify schools that are successful.
*a. True
b. False
Answer Location: Reconceptualizing Fields of Study
Question Type: T/F
37. True or False: Piecing together the matrices in such a way that concepts build and overlap
through transitions produces the most effective learning.
*a. True
b. False
Question Type: T/F
38. True or False – Web-based assessments cannot provide quick and accurate measures that can
be aligned with state and/or national standards.
a. True
*b. False
Question Type: T/F
39. True or False: Curriculum mapping is a great tool for planners to identify gaps.
*a. True
b. False
@ Cognitive Domain: kowledge
Question Type: T/F
40. True or False: curriculum mapping should include both formative and summative
assessments.
*a. True
b. False
Question Type: T/F
Type: E
41. List the three reasons school districts may decide to improve a field of study.
*a. (1) poor articulation among levels, (2) teachers are no longer using the guides, (3) exiting
curriculum has become outdated [any order]
Cognitive Domain: application
Answer Location: improving the field of study
Question Type: short answer
Type: F
42. One model of non-graded curriculum is the diagnostic-prescriptive model, another is
_______________.
*a. elective model
Type: F
43. A diagnostic-prescriptive approach to curricula organization may include _______________
instruction.
*a. differentiated
Cognitive Domain: knowledge
Type: F
44. Most objective observers tend to agree that electives were _________ designed.
*a. poorly
Answer Location: Elective Model
Type: F
45. The written and _____________________ curricula should be more congruent.
*a. taught
Cognitive Domain: comprehension
Answer Location: Teacher Centered Process
Type: F
46. In the second step of the Snyder approach to curriculum it is important to develop each unit
around enduring understandings and _______________________.
*a. essential questions
Answer Location: Teacher-centered Process
Type: F
47. In selecting learning activities they should be ________________________based.
*a. research
Answer Location: Developing Curricular Materials
48. In establishing project parameters four questions are asked, name them.
*a. (1) What grade levels will be included? (2) Which ability levels will be included?, (3) Who
will direct the improvement project? (4) How much time will be needed?
Answer Location: Improving the Field of Study
Type: F
49. When improving a field of study using the task force approach the usual time allocated
is___________________________.
*a. one year
Answer Location: Improving a Field of study
50. After the final scope and sequence chart is developed, it is time to develop curriculum
materials. Identify the three types of materials the task force may develop.
*a. (1) curriculum guide, (2) curriculum-objectives notebook, and (3) curriculum-scenario book
Answer Location: Develop Curriculum Materials
Type: F
51. Schools must reflect the needs of __________ and offer _____________ curriculum focused
on performance across grade levels.
*a. society, coherent
Answer Location: Reconceptualizing the Field of Study
Type: F
52. Curriculum mapping is a means of improving _______________ curriculum.
*a. integrated
Answer Location: Reconceptualizing a Field of Study
Type: F
53. _____________ models are being touted as the next big solution to school accountability.
*a. Growth
Type: F
54. Developing ways to instill ______________, and the ability to thrive in a series of settings,
as well as in _____________, can be an important part of the planning process.
*a. tolerance, ambiguity
Type: F
55. According to Tovani (2010), “When students _____________ success each day, they will
take the __________ they need to take in order to learn” (p.28).
*a. experiences, risks
Cognitive Domain: Knowledge
Answer Location: What Ability levels will be included
Type: E
56. Some people say there is nothing new, ideas are recycled now and then. Does the Winnetka
plan developed by Carlton Wasburne support or refute the statement. Explain.
*a. Students should say it supports. The plan called for self-paced instruction individualized for
students with results assessed by teachers. The plan was initiated in the early twentieth century
[1919, but do not expect the year]. Today we are again seeking greater individualization of
instruction for all, not just special education students. There was also a resurgence of sorts in the
late sixties to mid seventies
Cognitive Domain: analysis
Answer Location: Reconceptualize the field of study
Question Type: essay
Type: E
57. Describe what diagnostic-prescriptive models of curriculum are like. Within the description
assume differentiated instruction is used.
*a. Students should indicate that instruction is organized in sequential modules at different
levels. Students go through the assigned modules while the teacher does frequent assessment and
moves the student to the next module when the student is ready. If it is differentiated the
techniques will be different for different students.
Answer Location: Diagnostic – prescriptive models
Type: E
58. Some educators believe that using the elective model of curricula organization may result in
problems in these days of standards-based tests. Explain
*a. Students should indicate allowing all courses to be elective in nature may result in some
standards not being addressed which could, in turn, result in lower test scores on high-stakes
tests.
Cognitive Domain: Anaysis
Answer Location: Elective Models
Type: E
59. Conrad W. Snyder developed a plan for determining what should be taught. Explain the first
step in the plan, including the specific questions to be asked and answered.
*a. Students need to include the four questions: (1) To what extent does the idea, topic, or
process present a big idea that has endurance beyond the classroom, (2) To what extent does the
idea, topic, or process reside at the heart of the discipline?, (3) To what extent does the idea,
topic, or process require coverage through other instructional events in the classroom, extending
the textbook?, and (4) To what extent does the idea, topic, or process have potential for engaging
students, keeping their attention, and encouraging interest in the topic? Exact wording is not
important, but the students must explain, not just list the questions.
Type: E
60. Conrad W. Snyder developed a plan for determining what should be taught. Explain the
second step, including all filters.
*a. Students should mention and explain: (1) validity, (2) reliability, (3) sufficiency, (4)
authenticity, (5) feasibility, and (6) friendliness. Students should also include the importance of
quality assessment since it is directly related to quality instruction.
Type: E
61. In the Snyder model teacher guides may be very restrictive, requiring teachers to use specific
strategies. What justification is given for this and do you agree?
*a. Reasons include teachers may not have a background in their experience to fall back on or
new teachers need more help. Students may agree with this approach citing the need for
uniformity and ease of planning or they may disagree indicating it takes freedom away from the
teacher and the teacher knows what is best for his or her class.
Type: E
62. The text outlines a 16 step process in improving fields of study based on the work of Snyder.
Construct an essay in which you summarize the process. Do not list steps, describe the process.
*a. Students should include (1) study the existing curriculum, (2) select one of more topics and
see if they match to standards, (3) merge plans to look for emphases and gaps, (4) identify
appropriate and high quality instructional material, (5) review content with teacher participation,
(6) enhance materials and write text for curriculum, (7) identify assessments, (8) study
assessments provided by the state, (9) compare and contrast assessments and rewrite as needed,
(10) Prepare drafts of material, (11) select locations for pilot testing, (12) check to see if material
is available where there are deficits, (13) Create or select pictures and/or illustrations, (14)
identify other appropriate media, (15) create enhancement materials including various
technology, and (16) develop student and teacher assessment instruments. I have intentionally
paraphrased and edited the steps, the question clearly told students not to list steps. We are
interested in comprehension level, not knowledge level.
Type: E
63. The text outlines a 16 step process in improving fields of study based on the work of Snyder.
Construct an essay in which you describe how you would use it if you were assigned the task of
examining and updating a curriculum area of your choice.
*a. This is higher order, but students need to apply each of the points from #7. Needless to say, it
is not appropriate to give both #7 and #8.
Type: E
64. Authors of the text suggest a different approach than mapping. Construct an essay in which
you explain the approach taken by the text and the rationale for using that approach.
*a. Students should indicate the authors' indicated there are studies that suggest teachers do not
necessarily teach what should be taught. They like to ask teachers why should be taught and
develop the ideal map. Surveys are one way of developing the information and the task force can
then decide what to include.
Answer Location: Reconceptualizing the field of study
Type: E
65. Once a map is constructed it needs to be refined. Construct an essay describing the process of
refining the map.
*a. Students should indicate the map needs to be looked at with a critical eye. Questions such as
(1) Has anything critical been omitted? (2) Is there any content that can be eliminated because it
is not important? (3) Is anything misplaced by level? (4) Is there unnecessary duplication? (5)
Does each strand show appropriate development through the grades? (6) Is there good balance
from grade to grade, and (7) Does it respond appropriately to state and district mandates? I have
intentionally paraphrased and edited the steps, the question clearly told students not to list steps.
We are interested in the comprehension level, not the knowledge level.
Answer Location: Refine the map
Type: E
66. Compare and contrast a curriculum guide with a curriculum-objectives notebook.
*a. Students should indicate that a curriculum guide is more comprehensive and contains
suggested activities as well as specific objectives. The notebook contains a narrative on teaching,
a reduced version of the scope and sequence chart and objectives without specific objectives. In
addition the curriculum guide covers all grade levels, while teachers receive objectives only for
the grade level they teach if get the notebook.
Answer Location: Develop Curriculum Materials
Type: E
67. Describe the four ways that are used to determine the suggested time allocations for topics
within the curriculum.
*a. Students should include: (1) selecting several strands at the district level using the task force
in consultation with or based on the recommendations of experts, (2) strands could be selected
and teachers polled on the time it should take, (3) instead of doing it at the district level it could
be done at the school level by asking teachers with a review by the principal, and (4) use of staff
development sessions to discuss timing with teachers. There should be some elaboration on each
of the three major approaches.
Answer Location: Suggest Time Allocations
Type: E
68. When there is now curriculum it is essential to have curriculum-based testing. The text
indicates that at the secondary level it is frequently a mid-term exam followed by a final exam at
the end of the course. Should there be additional curriculum-based test? Why or why not?
*a. Students can take any position. If they indicate they should be more they can point to the
value of frequent assessment being good and all assessment should relate directly to the
curriculum. If they assume the opposite position they may erroneously assume that all curricula-
based tests are high-stakes tests, but they are not. This extends material from the text and is
designed for higher order thinking.
Answer Location: Select and Develop Assessments
Type: E
69. Describe the process of selecting materials after a curriculum improvement. In your answer
reflect on whether there needs to be perfect congruence between the curriculum and the
materials. Explain
*a. Students should indicate the task force that developed the curriculum should turn the task
over to an instructional materials committee, but provide guidance on what they should be
looking for. There will never be perfect congruence between a curriculum and a text since the
authors of the texts must try to appeal to a very wide range of school districts. There will be
much material in a text that will not be treated in the classes.
Answer Location: Selecting Instructional Materials
Type: E
70. Describe how you would organize and conduct a professional development program for
introducing a new curriculum.
*a. There will be wide variation, but all of the elements in Exhibit 7.4 should be there. Each
element should be included in the essay as a part of what they are planning and doing.
Test Bank For Curriculum Leadership: Strategies for Development and Implementation 3rd Editi
Answer Location: Professional Development Priorities

Type: E
71. Of the eleven creative professional development strategies, choose three of the eleven and
explain (using examples) how they could integrated into the professional development program.
*a. Rule of three: ask three before me – this would provide for more collaboration and work
perfectly in PLCs work time.
College and University preservice program – online staff development opportunities which
would provide additional sources of learning and additional degrees.
School/university/college partnership – pre-service students are integrated into classes to help
teachers and share new learning which can also enhance PLC discussion.
Curriculum and Technology cooperatives – Networking and electronic communities of practice
allow teachers to discuss issues relative to their field of study. This allows elective course
teachers the opportunity to be part of an online PLC.
Community Resources – School leaders should seek out and involve community members who
can make contributions in the area of technology to help teachers integrate more technology to
prepare students in 21st century skills.
Management planning matrix – a matrix that can be used to plan, implement, and evaluate an
effective staff-development program. This helps with the evaluation of professional development
to determine what practices should be discontinued and what practices should be supported.
Answer Location: Professional Development Strategies
Visit TestBankBell.com to get complete for all chapters

Test Bank For Curriculum Leadership Strategies For Development and Implementation 3rd Edition by Allan A Glatthorn Floyd A Boschee Bruce M Whitehead Bonni F Boschee Full Download

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Test Bank For Curriculum Leadership Strategies For Development and Implementation 3rd Edition by Allan A Glatthorn Floyd A Boschee Bruce M Whitehead Bonni F Boschee Full Download

Uploaded by

Copyright:

Available Formats

Test Bank For Curriculum Leadership: Strategies for Development and Implementation 3rd Editi

Test Bank For Curriculum Leadership: Strategies for

To download the complete and accurate content document, go to:

Visit TestBankBell.com to get complete for all chapters

4. Which of the following is not a phase in improving the field of study?

5. What John Goodlad called the "ideal" curriculum we call

8. In the third step of the Snyder model

14. In determining the time allocation for topics within a curriculum

15. Assessment, in the form of tests, should:

Answer Location: Select and Develop Assessments

19. The "rule of three,” with respect to staff development, suggests

D. Purchase staff development kits that teachers can do at home

28. True or False. Diagnostic-prescriptive models of curriculum use differentiated instruction.

Answer Location: Improving the Field of Study

32. True or False. In the Snyder model pilot testing is important.

Glatthorn, Curriculum Leaderhsip. © SAGE Publications 2016

Answer Location: Professional Development Priorities

Visit TestBankBell.com to get complete for all chapters

You might also like