,HED4809 Assignment 1 (COMPLETE ANSWERS) 2025 -
DUE 2025; 100% correct solutions and explanations.
1. Do you agree that the hidden curriculum primarily serves to
uphold existing power structures, as suggested by Conflict
Theory? Why or why not? (2)
a) Yes, because the hidden curriculum transmits dominant
cultural values that reinforce existing social hierarchies.
b) No, because the hidden curriculum mainly helps students
understand societal norms rather than enforce power dynamics.
c) Yes, because the hidden curriculum is intentionally designed
to prioritize individual achievement over collective values.
d) No, because the hidden curriculum promotes only educational
standards without any influence on societal power structures.
2. How would you evaluate the effectiveness of role
differentiation in achieving social solidarity versus encouraging
individualism in students? (2)
a) Role differentiation promotes social solidarity by teaching
students to work in groups toward common goals.
b) Role differentiation encourages individualism by assigning
specific roles that may limit collaborative learning.
c) Role differentiation strikes a balance by encouraging students
to develop individual
skills that contribute to collective goals.
d) Role differentiation has no impact on either social solidarity
or individualism in educational settings.
,3. What criteria would you use to assess whether Robert
Dreeben’s concept of achievement is equally applicable to all
students, regardless of background? (2)
a) Evaluating whether achievement is measured by standardized
tests.
b) Assessing whether all students, regardless of background,
have equal access to resources that support achievement.
c) Measuring if students from different backgrounds feel
motivated to meet achievement standards.
d) Determining if students are primarily assessed on individual
merit rather than group work.
4. Can you assess the validity of the interpretivist approach in
uncovering the implicit messages of the hidden curriculum in
multicultural classrooms? (2)
a) The interpretivist approach is limited because it relies solely
on quantitative data.
b) The interpretivist approach is valid as it focuses on
understanding students' perspectives and cultural contexts.
c) The interpretivist approach is ineffective because it does not
account for the structural factors in education.
d) The interpretivist approach is irrelevant as it disregards
objective standards in the curriculum.
5. How would you design a curriculum that balances political
socialization with critical thinking, using ideas from
Functionalism and Conflict Theory? (2)
, a) By integrating role differentiation that encourages critical
analysis of social and political systems.
b) By eliminating topics related to political systems to focus on
universal education standards.
c) By incorporating modules that discourage questioning of
existing social structures.
d) By emphasizing rote memorization of government systems.
6. Can you propose an alternative model to the hidden
curriculum that aligns more closely with Robert Dreeben’s
values of independence and specificity? (2)
a) A model that emphasizes universal achievement standards
without considering individual learning needs.
b) A model where students choose personalized learning paths
that foster independence while meeting specific learning goals.
c) A model that discourages individualized learning in favor of
group-based assessments.
d) A model that follows a strict, predetermined curriculum that
minimizes individual expression.
7. What changes would you make to current educational
practices to promote Wilbert Moore’s Stage Theory ideals while
addressing issues of assimilation and cultural diversity? (2)
a) Introduce culturally relevant examples in each stage to reflect
diverse backgrounds.
b) Limit curriculum stages to topics that are universally
applicable to all students.
DUE 2025; 100% correct solutions and explanations.
1. Do you agree that the hidden curriculum primarily serves to
uphold existing power structures, as suggested by Conflict
Theory? Why or why not? (2)
a) Yes, because the hidden curriculum transmits dominant
cultural values that reinforce existing social hierarchies.
b) No, because the hidden curriculum mainly helps students
understand societal norms rather than enforce power dynamics.
c) Yes, because the hidden curriculum is intentionally designed
to prioritize individual achievement over collective values.
d) No, because the hidden curriculum promotes only educational
standards without any influence on societal power structures.
2. How would you evaluate the effectiveness of role
differentiation in achieving social solidarity versus encouraging
individualism in students? (2)
a) Role differentiation promotes social solidarity by teaching
students to work in groups toward common goals.
b) Role differentiation encourages individualism by assigning
specific roles that may limit collaborative learning.
c) Role differentiation strikes a balance by encouraging students
to develop individual
skills that contribute to collective goals.
d) Role differentiation has no impact on either social solidarity
or individualism in educational settings.
,3. What criteria would you use to assess whether Robert
Dreeben’s concept of achievement is equally applicable to all
students, regardless of background? (2)
a) Evaluating whether achievement is measured by standardized
tests.
b) Assessing whether all students, regardless of background,
have equal access to resources that support achievement.
c) Measuring if students from different backgrounds feel
motivated to meet achievement standards.
d) Determining if students are primarily assessed on individual
merit rather than group work.
4. Can you assess the validity of the interpretivist approach in
uncovering the implicit messages of the hidden curriculum in
multicultural classrooms? (2)
a) The interpretivist approach is limited because it relies solely
on quantitative data.
b) The interpretivist approach is valid as it focuses on
understanding students' perspectives and cultural contexts.
c) The interpretivist approach is ineffective because it does not
account for the structural factors in education.
d) The interpretivist approach is irrelevant as it disregards
objective standards in the curriculum.
5. How would you design a curriculum that balances political
socialization with critical thinking, using ideas from
Functionalism and Conflict Theory? (2)
, a) By integrating role differentiation that encourages critical
analysis of social and political systems.
b) By eliminating topics related to political systems to focus on
universal education standards.
c) By incorporating modules that discourage questioning of
existing social structures.
d) By emphasizing rote memorization of government systems.
6. Can you propose an alternative model to the hidden
curriculum that aligns more closely with Robert Dreeben’s
values of independence and specificity? (2)
a) A model that emphasizes universal achievement standards
without considering individual learning needs.
b) A model where students choose personalized learning paths
that foster independence while meeting specific learning goals.
c) A model that discourages individualized learning in favor of
group-based assessments.
d) A model that follows a strict, predetermined curriculum that
minimizes individual expression.
7. What changes would you make to current educational
practices to promote Wilbert Moore’s Stage Theory ideals while
addressing issues of assimilation and cultural diversity? (2)
a) Introduce culturally relevant examples in each stage to reflect
diverse backgrounds.
b) Limit curriculum stages to topics that are universally
applicable to all students.
