RODERICK MACEDA

DTS 1A
Professional Education – 48. C 98. B
Secondary Set 49. A 99. A
50. C 100. A
1. D
51. C 101. C
2. A
52. D 102. B
3. A
53. A 103. C
4. C
54. C 104. D
5. D
55. A 105. D
6. C
56. A 106. D
7. B
57. A 107. C
8. B
58. D 108. D
9. B
59. B 109. B
10. B
60. A 110. D
11. B
61. D 111. D
12. A
62. D 112. C
13. D
63. D 113. D
14. A
64. B 114. B
15. C
65. C 115. C
16. A
66. D 116. A
17. D
67. C 117.
18. D
68. A 118.
19. A
69. B 119.
20. C
70. B 120.
21. A
71. B 121.
22. D
72. A 122.
23. D
73. B 123.
24. C
74. D 124. A
25. B
75. B 125. C
26. A
76. B 126. A
27. A
77. D 127. A
28. B
78. A 128. B
29. D
79. B 129. C
30. A
80. D 130. A
31. B
81. C 131. A
32. C
82. B or C 132. D
33. D
83. D 133. B
34. D
84. A 134. A
35. C
85. A 135. C
36. C
86. B 136. B
37. A
87. A 137. B
38. B
88. B 138. D
39. A
89. B 139. D
40. A
90. A 140. B
41. B
91. D 141. A
42. B
92. D 142. A
43. A
93. A 143. C
44. A
94. D 144. D
45. C
95. A 145. B
46. B
96. C 146. A
47. B
97. C 147. D
 148. C 48. D 101. B
149. D 49. C 102. B
150. C 50. D 103. B
51. A 104. B
Professional Education
52. B 105. B
Set A
53. B 106. D
1. A 54. B 107. B
2. D 55. B 108. D
3. B 56. B 109. A
4. C 57. A 110. D
5. A 58. A 111. C
6. B 59. B 112. C
7. A 60. A 113. A
8. C 61. D 114. B
9. D 62. C 115. B
10. B 63. A 116. D
11. C 64. B 117. D
12. D 65. B 118. D
13. A 66. C 119. B
14. C 67. D 120. D
15. B 68. B 121. D
16. D 69. A 122. C
17. C 70. A 123. D
18. B 71. C 124. B
19. A 72. C 125. D
20. C 73. D 126. C
21. C 74. C 127. D
22. D 75. C 128. D
23. D 76. C 129. A
24. D 77. C 130. C
25. C 78. B 131. C
26. B 79. B 132. A
27. C 80. C 133. B
28. C 81. B 134. C
29. A 82. C 135. B
30. B 83. C 136. D
31. D 84. D 137. B
32. A 85. C 138. C
33. B 86. C 139. D
34. A 87. C 140. C
35. A 88. C 141. A
36. D 89. A 142. D
37. B 90. A 143. C
38. D 91. A 144. C
39. D 92. D 145. D
40. B 93. C 146. BONUS
41. C 94. B 147. C
42. A 95. C 148. D
43. A 96. C 149. D
44. A 97. D 150. A
45. D 98. B
46. A 99. B
47. D 100. B
General Education Set B 52. 105.
53. 106.
1.
54. 107.
2.
55. 108.
3.
56. 109.
4.
57. 110.
5.
58. 111.
6.
59. 112.
7.
60. 113.
8.
61. 114.
9.
62. 115.
10.
63. 116.
11.
64. 117.
12.
65. 118.
13.
66. 119.
14.
67. 120.
15.
68. 121.
16.
69. 122.
17.
70. 123.
18.
71. 124.
19.
72. 125.
20.
73. 126.
21.
74. 127.
22.
75. 128.
23.
76. 129.
24.
77. 130.
25.
78. 131.
26.
79. 132.
27.
80. 133.
28.
81. 134.
29.
82. 135.
30.
83. 136.
31.
84. 137.
32.
85. 138.
33.
86. 139.
34.
87. 140.
35.
88. 141.
36.
89. 142.
37.
90. 143.
38.
91. 144.
39.
92. 145.
40.
93. 146.
41.
94. 147.
42.
95. 148.
43.
96. 149.
44.
97. 150.
45.
98.
46.
99.
47.
100.
48.
101.
49.
102.
50.
103.
51.
104.
Professional Education Reviewer
Perennialism
Educational - the aim of education > students acquire understandings about
Philosophies the great ideas of Western civilization
 Teach everlasting ideas
 Unchanging princiles are critical
 Highest priority – cultivation of the intellect.
-Proponent: Robert Maynard Hutchins, Mortimer Adler
Essentialism
There is a common core of knowledge that needs to be transmitted to
students in a systematic, disciplined way.
 Essential knowledge and skills
 Change is allowed
 The basics; read, write, speak, compute
-Proponent: William Bagley, James D. Koermer, H.G. Rickover, Paul
Copperman
Progressivism
Education should focus on the whole child, rather than on the content
or the teacher.
 Students test ideas by active experimentation
 Active learning
 Learning by doing
 Scientific method
-Proponent: John Dewey
Reconstructionism/Critical Theory
Emphasizes the addressing of social questions and a quest to create a better
society and worldwide democracy.
 Social reforms as the aim of education
 Related to WWII
 Education as the means of creating social order.
-Proponent: Theodore Brameld.
Eclecticism
A conceptual approach that does not hold rigidly to a single paradigm or set of
assumptions, but instead draws upon multiple theories, styles, or ideas to gain
complementary insights into a subject, or applies different theories in
particular cases.
-Proponent: John Dunning.
Existentialism
"Childhood is not adulthood; childhood is playing and no child ever gets
enough play. The Summerhill theory is that when a child has played enough
he will start to work and face difficulties.
 No objectives
 No universal form of human nature.
 Rejection of traditional philosophy.
Dales Cone
of
Experience

Referent The power of respect

Power
Classroom
Managemen
t Techniques

Time out Face the wall, etc

Curriculum
Alignment

Cognitive
Developmen
t