A) school administration B) Educational psychology C) student motivation D) curriculum foundations
A) traditional subject like math and science B) Hidden curriculum C) Experiential learning activities D) intended learning outcome
A) secret subjects taught in school B) things learned by students from their interaction within the school environment C) subjects that are not part of the official school program D) outcomes that are not intended by curriculum designers
A) the physical layout of the school B) the physical layout of the school C) the historical development of institutions D) the teaching method employed by teacher E) a list of learning competencies or standard student should achieve
A) Curriculum as planned learning experience B) curriculum as content / subject matter C) Ideal/Recommended curriculum D) curriculum as a discipline
A) Curriculum as a discipline B) Curriculum as planned learning experience C) Ideal/ Recommended curriculum D) curriculum as content / subject matter
A) a set of experiences B) a research methodology C) a list of learning outcomes D) a series of topics under each subject area
A) it helps define the curriculum product they will produce B) most curriculum researches are clear and straightforward C) all curriculum projects will succeed with a clear definition D) there are no expert in curriculum studies
A) Nine B) Five C) Seven D) Three
A) a curriculum that is mandated by the government B) the actual curriculum experience by student C) what teachers informally decide to teach D) what scholars propose as the most appropriate curriculum for learners
A) Ideal/ Recommended curriculum B) Curriculum as a discipline C) Curriculum as content or subject matter D) Curriculum as planned learning experience
A) teacher preference and student interests B) Administrative convenience C) various curricular problems and issues D) Economic fluctuations and global events
A) provide financial support B) they influence its development C) they are ignored in its development D) they are the sole determinants of its content
A) Intended, official, or written curriculum B) Learned curriculum C) implemented curriculum D) Ideal/Recommended curriculum
A) Teacher lesson plans B) Parental expectations C) Student textbooks D) Approved state curriculum guides
A) DPWH B) Department of Tourism C) Department of Education D) Department of Health
A) The K-12 curriculum B) CHED curriculum C) proposed curriculum by a private university D) TESDA competencies
A) the results of the curriculum or what students actually learned in school B) the curriculum prescribed by the government C) what teachers intent to teach D) what professional organization recommend
A) high-earning individuals B) international travelers C) good members of the society D) famous personalities
A) teachers professionals skills B) school culture C) parent involvement D) Students cognitive abilities
A) Content B) Evaluation C) Learning experiences D) Curriculum intent
A) Student only B) Professionals organizations C) Government agencies D) Teachers and curriculum workers
A) Social Reconstructionist Conception B) Cognitive Processes Conception C) Technological Conception D) Self-Actualization Conception
A) Intended, Official or Written Curriculum B) Implemented Curriculum C) Learned Curriculum D) Recommended Curriculum
A) Learner-centered B) Problem-centered C) Subject-centered D) Spiral
A) Curriculum as a discipline B) Curriculum as content C) Curriculum as planned learning experiences D) Curriculum as subject matter
A) Curriculum as implemented practice B) Curriculum as planned learning experiences C) Curriculum as discipline D) Curriculum as subject matter
A) Focus only on classroom discipline B) Are based solely on written exams C) Replace content with technology D) Are helpful in implementing curriculum content
A) Methods for political decision-making B) Knowledge about learning processes and student characteristics C) Strategies for evaluating cultural norms D) Information about cultural traditions
A) Combine elements from various curriculum conceptions B) Use only one curriculum model C) Reject traditional subjects D) Prioritize only technological processes
A) Recommended curriculum B) Implemented curriculum C) Hidden Curriculum D) Intended curriculum
A) School policies B) Step-by-step classroom procedures C) Broad statements of what the curriculum hopes to achieve D) Specific measurable skills
A) Hidden Curriculum B) Supported Curriculum C) Entitlement Curriculum D) Null or Censored Curriculum
A) Learning experiences are more important than content B) Learning experiences help the learner understand and master the content C) Content and learning experiences serve completely separate purposes D) Content replaces the need for learning experiences
A) Anthropology B) Political science C) Psychology D) Sociology
A) Sociology B) Psychology C) History D) Anthropology
A) Specific learning outcomes and competencies B) Philosophical beliefs of the school C) Social expectations of the community D) Broad lifelong aims
A) The content found in textbooks B) Student seating arrangements C) The history of the school D) Activities provided to help students achieve objectives
A) It is only for administrators B) It is a rigid plan C) It is a list of textbooks D) It guides teaching and learning
A) Concepts, values, and skills B) Behavioral rules and regulations C) Classroom seating arrangements D) Tests and quizzes
A) Self-Actualization Conception B) Academic Rationalist Conception C) Social Reconstructionist Conception D) Technological Conception
A) They are always identical B) implemented curriculum may be modified from the intended curriculum is C) Implemented curriculum is ignored in schools D) intended curriculum depends on student performance
A) Determine effectiveness of learning experiences B) Assess teacher performance C) Grade students D) Rank schools
A) Student characteristics B) Educational objectives C) Learning methods D) Cultural rituals
A) Hidden curriculum B) Null or Censored Curriculum C) Entitlement Curriculum D) Achieved Curriculum
A) Teacher's lesson plan B) Co-curricular activities C) The official syllabus D) Unintended lessons, values, and norms learned in school
A) Curriculum content B) Classroom design C) Annual school events D) Required study periods
A) Academic Rationalist Conception B) Technological Conception C) Social Reconstructionist Conception D) Self-Actualization Conception
A) Teacher B) Curriculum planner C) Student D) Principal
A) Design laboratory activities B) Evaluate national educational policies C) Organize student assessment methods D) Understand cultural influences on learning
A) Active participation in planning and implementation B) Solely grading students C) Passive delivery of content D) Writing textbooks
A) Directly taught through formal lessons B) Represented in standardized assessments C) A result of students' interactions in school D) A set of topics intentionally removed from the curriculum
A) Entitlement Curriculum B) Achieved Curriculum C) Hidden Curriculum D) Entitlement Curriculum
A) Technological B) Cognitive Processes C) Social Reconstructionist D) Academic Rationalist
A) Social Reconstructionist Conception B) Academic Rationalist Conception C) Technological Conception D) Cognitive Processes Conception
A) Ideal/Recommended Curriculum B) Intended Curriculum C) Implemented Curriculum D) Written Curriculum
A) Hidden Curriculum B) Entitlement Curriculum C) Achieved Curriculum D) Supported Curriculum
A) Implemented curriculum B) Intended curriculum C) Ideal Curriculum D) Recommended curriculum
A) A process for mastering school subjects B) A tool to improve society and solve social problems C) A mix of many curriculum conceptions D) A way to ensure teaching efficiency
A) Hidden Curriculum B) Entitlement Curriculum C) Achieved or Learned Curriculum D) Supported Curriculum |