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29 Jan 2005, 14:35
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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.
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.
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29 Jan 2005, 15:04
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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.
(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.
31 Jan 2005, 10:58
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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
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
