When school administrators translate educational research : GMAT Critical Reasoning (CR)
Check GMAT Club Decision Tracker for the Latest School Decision Releases http://gmatclub.com/AppTrack

 It is currently 24 Jan 2017, 15:31

### GMAT Club Daily Prep

#### Thank you for using the timer - this advanced tool can estimate your performance and suggest more practice questions. We have subscribed you to Daily Prep Questions via email.

Customized
for You

we will pick new questions that match your level based on your Timer History

Track

every week, we’ll send you an estimated GMAT score based on your performance

Practice
Pays

we will pick new questions that match your level based on your Timer History

# Events & Promotions

###### Events & Promotions in June
Open Detailed Calendar

# When school administrators translate educational research

 new topic post reply Question banks Downloads My Bookmarks Reviews Important topics
Author Message
TAGS:

### Hide Tags

Director
Joined: 29 Oct 2004
Posts: 863
Followers: 4

Kudos [?]: 199 [0], given: 0

When school administrators translate educational research [#permalink]

### Show Tags

29 Jan 2005, 13:35
00:00

Difficulty:

(N/A)

Question Stats:

0% (00:00) correct 0% (00:00) wrong based on 0 sessions

### HideShow timer Statistics

When school administrators translate educational research into a standardized teaching program and mandate its use by teachers, students learn less and learn less well than they did before, even though the teachers are the same. The translation by the administrators of theory into prescribed practice must therefore be flawed.
The argument above is based on which of the following assumptions?
(A) Teachers differ in their ability to teach in accordance with standardized programs.
(B) The educational research on which the standardized teaching programs are based is sound.
(C) Researchers should be the ones to translate their own research into teaching programs.
(D) The ways in which teachers choose to implement the programs are ineffective.
(E) The level of student learning will vary from state to state.

I can use POE and get to the correct answer but I don't really understand. Please explain your answer. Thanks.
If you have any questions
you can ask an expert
New!
SVP
Joined: 03 Jan 2005
Posts: 2243
Followers: 16

Kudos [?]: 325 [0], given: 0

Re: CR - educational research [#permalink]

### Show Tags

29 Jan 2005, 14:04
I feel only (B) is remotely related to the question.

(A) Teachers differ in their ability to teach in accordance with standardized programs.
It's not difference in teachers abilities.

(B) The educational research on which the standardized teaching programs are based is sound.
If this is true than the bad result can only be because the translation is flawed.

(C) Researchers should be the ones to translate their own research into teaching programs.
This would not be an assumption, may be a further inference.

(D) The ways in which teachers choose to implement the programs are ineffective.
If this is true then the translation may not be flawed, does not support the conclusion.

(E) The level of student learning will vary from state to state.
Nobody talked about state differences.
Manager
Joined: 28 Jul 2004
Posts: 59
Location: Na
Followers: 1

Kudos [?]: 0 [0], given: 0

Re: CR - educational research [#permalink]

### Show Tags

31 Jan 2005, 09:58
Hong Hu,

Thank you for the explaination.This is what I see from the passage:
Conclusion:The translation by the administrators of theory into prescribed practice must therefore be flawed.
Evidence:Students are learning less effectively.
++++

What is the missing link that connects the conclusion and evidence?How does (b) do the job?Tx.

Anna

HongHu wrote:
I feel only (B) is remotely related to the question.

(A) Teachers differ in their ability to teach in accordance with standardized programs.
It's not difference in teachers abilities.

(B) The educational research on which the standardized teaching programs are based is sound.
If this is true than the bad result can only be because the translation is flawed.

(C) Researchers should be the ones to translate their own research into teaching programs.
This would not be an assumption, may be a further inference.

(D) The ways in which teachers choose to implement the programs are ineffective.
If this is true then the translation may not be flawed, does not support the conclusion.

(E) The level of student learning will vary from state to state.
Nobody talked about state differences.

_________________

We can crack the exam together

SVP
Joined: 03 Jan 2005
Posts: 2243
Followers: 16

Kudos [?]: 325 [0], given: 0

Re: CR - educational research [#permalink]

### Show Tags

31 Jan 2005, 11:26
Anna Rama wrote:
Hong Hu,

Thank you for the explaination.This is what I see from the passage:
Conclusion:The translation by the administrators of theory into prescribed practice must therefore be flawed.
Evidence:Students are learning less effectively.
++++

What is the missing link that connects the conclusion and evidence?How does (b) do the job?Tx.

Anna

If the method itself is not sound, then the poor performance of the students may not be due to a flawed translation, since it could be because the method itself is bad. To get to the conclusion that the translation is bad, we have to assume all the others are not bad.
Senior Manager
Joined: 19 Nov 2004
Posts: 284
Location: Germany
Followers: 2

Kudos [?]: 32 [0], given: 0

### Show Tags

31 Jan 2005, 11:30
I'd go with (B) as well

Quoting the original stem: "When school administrators translate educational research into a standardized teaching program and mandate its use by teachers, students learn less and learn less well than they did before, even though the teachers are the same. The translation by the administrators of theory into prescribed practice must therefore be flawed."

Bare-bone paraphrasing: Students learn less through study material which results from the translation of research into std teaching prog. Therefore, the translation MUST be flawed.

The conclusion is that the translation must be flawed. Using the CPA (Conclusion-Premise-Assumption) approach, let us break this process down: We start off with

Educational research -> std teaching programs -> taught by teachers -> to students.

Now, the first conversion (from educational research to std teaching prog is flawed) and hence, the students end up learning less. Therefore, there is no loss of efficiency in the remaining steps (sorry to repeat this point, but just for the sake of clarification).

Examining our finding above, let us evaluate the options:

(A) - ruled out. Against our finding that there is no loss of efficiency from teacher -> student

(B) - Keep it: The educational research is sound; this implies that students are indeed learning less because of the loss of efficiency in the translation process

(C) - ruled out: We're not looking for recommendations to improve the process. We're looking for assumptions

(D) - ruled out: same argument as (A)

(E) - ruled out: completely irrelevant

Thus, by POE, we can zero in on (B), though it's still a pretty vague assumption. Nevertheless, we have to live with the lesser devil - that's the principle of the ETS.

Please put in your views - this is an interesting CR.
Director
Joined: 21 Sep 2004
Posts: 610
Followers: 1

Kudos [?]: 33 [0], given: 0

### Show Tags

31 Jan 2005, 11:35
i think A.. cauz of the difference in the ability.. or am I thinking too much..!!!!!
Director
Joined: 29 Oct 2004
Posts: 863
Followers: 4

Kudos [?]: 199 [0], given: 0

### Show Tags

31 Jan 2005, 19:14
OA is (B)
Good job guys
VP
Joined: 26 Apr 2004
Posts: 1218
Location: Taiwan
Followers: 2

Kudos [?]: 610 [0], given: 0

Re: CR - educational research [#permalink]

### Show Tags

02 Feb 2005, 04:28
qhoc0010 wrote:
When school administrators translate educational research into a standardized teaching program and mandate its use by teachers, students learn less and learn less well than they did before, even though the teachers are the same. The translation by the administrators of theory into prescribed practice must therefore be flawed.
The argument above is based on which of the following assumptions?
(A) Teachers differ in their ability to teach in accordance with standardized programs.
(B) The educational research on which the standardized teaching programs are based is sound.
(C) Researchers should be the ones to translate their own research into teaching programs.
(D) The ways in which teachers choose to implement the programs are ineffective.
(E) The level of student learning will vary from state to state.

I can use POE and get to the correct answer but I don't really understand. Please explain your answer. Thanks.

Here is my reasoning, hope it will do you good.

argument: (research --> teaching program)---> students learn less well

conclustion: the translation must be flawed.

If the conclustion is right, the premise must be that research itself is sound. Or one can argue that the unsoundness of the research makes the translation flawed.

Re: CR - educational research   [#permalink] 02 Feb 2005, 04:28
Similar topics Replies Last post
Similar
Topics:
2 Administrative 1 04 Jun 2015, 00:36
10 The administrative budget in the Central Valley school 7 12 Mar 2014, 22:04
16 School Administrator: The number of fourteen year olds in 16 17 Jan 2014, 06:11
Education researchers recently concluded a study that seems 7 25 Jul 2007, 09:26
1 Some educators claim that it is best that school courses 7 01 Mar 2007, 12:38
Display posts from previous: Sort by

# When school administrators translate educational research

 new topic post reply Question banks Downloads My Bookmarks Reviews Important topics

 Powered by phpBB © phpBB Group and phpBB SEO Kindly note that the GMAT® test is a registered trademark of the Graduate Management Admission Council®, and this site has neither been reviewed nor endorsed by GMAC®.