Foundations of Education test ch. 9-11

c. ​Ethics

49. ​A teacher education class is discussing the duties of a teacher and the principles that should guide a teacher's conduct with students. This class's discussion concerns which of the following? a. ​Metaphysics b. ​Epistemology c. ​Ethics d. ​Axiology

b. ​Legal responsibility for school governance was delegated to the states.

1. What effect did the Tenth Amendment to the U.S. Constitution have upon public education? a. ​The state department of education was established. b. ​Legal responsibility for school governance was delegated to the states. c. ​Responsibility for the majority of funding for public education was assumed by the federal government. d. ​Equal educational opportunity was guaranteed for all.

d. ​School principal

10. ​Susan Breiner has just completed interviewing two prospective faculty members, has sent in a large teaching supply order, has proofread the new school discipline policy written by a team of teachers, and has reviewed the school budget for the next academic year. Based upon those activities, what is Susan? a. ​Department chairperson b. ​Superintendent of schools c. ​Assistant superintendent of personnel d. ​School principal

b. ​National Education Association

11. ​During recent presidential elections, hundreds of thousands of educators have been mobilized to support a particular party platform and the candidate endorsed by that party. Which organization has been instrumental in influencing the educators to support a particular candidate? a. ​National Association of School Boards b. ​National Education Association c. ​Association of Teacher Educators d. ​National Parent Teacher Association

c. ​Parent-teacher organization

12. ​Ms.DuPree, a teacher at Belleville High School, volunteers as the drama coach. The school musical selected this year, Little Shop of Horrors, has generated widespread student involvement; however, because of the tight school budget, Ms.DuPreehas not been able to get the necessary costumes or props for the show. Which of the following would be the most likely and able candidate to provide her with what she needs for the school play? a. ​District superintendent b. ​Assistant superintendent for curriculum and instruction c. ​Parent-teacher organization d. ​Local school board

c. ​Bill is the superintendent of schools, and John is the chair of the school board.

13. ​Bill Hickey is an employee of the Middleburg school district, and John Morgan is associated with that district as well. At meetings, Bill frequently has to push to get new school programs approved or to hire particular personnel, whereas John frequently derails Bill's proposals, looking to cut costs or to recommend his own candidate for employment. Which of the following most likely describes their positions? a. ​Bill is a teacher, and John is the department chairperson. b. ​Bill is the assistant superintendent of instruction, and John is a building principal. c. ​Bill is the superintendent of schools, and John is the chair of the school board. d. ​Bill is the assistant superintendent of instruction, and John is the assistant superintendent of personnel.

a. ​Business was and still is interested in educational efficiency, standardization, and productivity.

14. ​Which of the following most aptly characterizes the historical stance that business has had toward public education? a. ​Business was and still is interested in educational efficiency, standardization, and productivity. b. ​Business was interested in standardization and regulation; now, it is almost exclusively concerned with commercialization of education. c. ​Business was more concerned with efficiency and quantitative evaluation; now, it is much more concerned with authentic evaluation and student satisfaction. d. ​Business used to be exclusively concerned with productivity; now, business is exclusively concerned with educational expenditures, seeking to lower costs.

d. ​education of students from low-income families and supplement services to low-achieving students.

15. ​Title I was designed to provide federal funds to divisions for a. ​education of special needs students and hiring of instructional aides. b. ​reading instruction for ESL students and supplementary services for families of these students. c. ​reading instruction for low-achieving students. d. ​education of students from low-income families and supplement services to low-achieving students.

Since the superintendent does not have tenure, she may lose her position at any time that she loses the confidence of the school board. In addition to having the knowledge, experience, and expertise required for running a district's schools, the superintendent must have finely polished interpersonal skills. Much of her time will be spent either in conflict resolution between groups who have competing claims, or in diplomatically trying to answer demands that may be very difficult or impossible. She must also possess strong leadership to direct the schools forward, without getting mired in the politics that frequently engulf school systems. These stresses and strains often cause burnout or frequent turnover in the superintendent's position.

16. ​Why might one say that the school district superintendent's job is precarious? What are the potential difficulties inherent in the position?

The typical school board member is a white, middle-aged, college-educated male who is working in a managerial or professional position and who is middle class or upper middle class. The demographics are important because if the overwhelming number of school board members fit this profile, then the particular interests associated with this demographic group may be better attended to than other interests. For example, the school boards may pay greater attention to college preparatory education than to vocational education; they may adopt a favorable attitude toward greater business involvement in the public schools; they may emphasize the values of the dominant middle class. Such representation may not be problematic; however, it is important to recognize that if any particular demographic group is overwhelmingly represented on school boards, the concerns of that group usually take precedence over others' concerns.

17. ​Why are the demographics of a typical school board member important? What are the implications of those demographics to the running of public schools?

d. ​Town schools, moving schools, and district schools

24. Which of the following were the predominant forms of elementary schooling in New England during the colonial period? a. ​Private venture schools, dame schools, and religious schools b. ​Private academies, individual tutors, and Quaker schools c. ​Latin schools, dame schools, and individual tutors d. ​Town schools, moving schools, and district schools

Answers will vary, but they should give logical, well-supported reasons and clear examples.

18. ​Assess the involvement of the corporate world in public education. Is greater business involvement in public education a benefit, a disadvantage, or a mixture of both benefit and disadvantage to public education? Explain.

​The federal government provides the least amount, about 8 percent of the total budget on average. On average, the state and local communities each now contribute about half of the remainder. States raise money by income and corporate taxes, excise taxes, and lotteries. Local governments usually raise funds by means of a property tax. Serrano resulted in some states' reapportioning funds to various districts to equalize per-pupil expenditures. If a state has an "equal protection" clause in its constitution, the amount spent on each pupil in the state must be roughly the same, reflecting the state's wealth, not the local community's. Not every state is affected by Serrano because not every state has an "equal protection" clause that includes education.

19. ​Explain the relative fiscal contributions of the federal, state, and local communities to schools, and tell how state and local funds are raised. Describe the implications of the Serrano decision for equity of funding for educational opportunity.

a. ​State legislature

2. ​Which of these bodies makes law and is considered the most influential in setting up educational policy? a. ​State legislature b. ​State department of education c. ​State board of education d. ​Local school board

a. ​middle-class and upper-class white males.

20. Since colonial times in this country, formal education of some kind has almost always been available to a. ​middle-class and upper-class white males. b. ​immigrants from various countries. c. ​immigrants from England. d. ​white males and females of any class.

b. ​A housewife would teach children basic literacy and household skills in her home.

21. How were "dame schools" organized? a. ​An unmarried woman would travel from village to village conducting lessons in reading, writing, and religion. b. ​A housewife would teach children basic literacy and household skills in her home. c. ​Several women joined to form a cooperative school that taught reading, writing, and arithmetic. d. ​Female teachers taught young women in a boarding school domestic arts, French, music, and art to prepare them for marriage.

d. ​Public schools with a religious orientation

22. During the colonial period, which type of formal education was most typical in New England? a. ​Secular public schools attended in large part by one ethnic type b. ​Individual tutors hired to work with one or two families in a home c. ​Private religious schools supported by tuition d. ​Public schools with a religious orientation

d. ​They wanted to ensure that all children would learn how to read and be able to understand the teachings of the Bible.

23. Why did Massachusetts's colonists pass the Old Deluder Satan Act? a. ​They wanted to eradicate all signs of satanic influence from the colony. b. ​They wanted to ensure that religion would be taught in all schools so that children would not be tempted into doing the devil's work. c. ​They wanted to guarantee the religious education of non-Christians so they would convert to Puritanism. d. ​They wanted to ensure that all children would learn how to read and be able to understand the teachings of the Bible.

a. ​At home with traveling scholars or local ministers

25. A child has been born to a Southern plantation family during colonial times. How would he most likely be educated?​ a. ​At home with traveling scholars or local ministers b. ​Through a tax-supported community school c. ​Through a small local school run by the Anglican Church d. ​In a boarding school in a large Southern town

b. ​Schools designed to provide an elementary education for children within the tenets of their faith

26. What is the best description of private venture schools? a. ​Schools formed so different ethnic groups could be instilled with American democratic values and learn reading, writing, and arithmetic b. ​Schools designed to provide an elementary education for children within the tenets of their faith c. ​Schools that prepared young men to enter commerce and trade d. ​Small, community-run and financed schools designed to teach reading, writing, vocational skills, and religion

c. ​The federal government required each township to set aside land for the maintenance of public schools.

27. What change did the Northwest Ordinances of 1785 and 1787 effect? a. ​The federal government required townships to hire a teacher for the children. b. ​The federal government taxed households to support and sustain public high schools within their district. c. ​The federal government required each township to set aside land for the maintenance of public schools. d. ​The federal government instituted public elementary/secondary schools and agricultural colleges on parcels of tax-supported public land.

b. ​The need for a literate citizenry to maintain a democracy

28. Which of the following ideas was the basis for the establishment of common schools?​ a. ​Equal educational access for upper-class men and women b. ​The need for a literate citizenry to maintain a democracy c. ​The need for strong instruction in religion and morals for U.S. youth d. ​The importance of vocational training for those who could not afford further schooling

c. ​People should be held responsible for paying only for their own children's education, not for the children of others.

29. One obstacle for establishing common schools was economic. Which of the following best exemplifies the economic argument against common schools?​ a. ​The number of teachers needed for the establishment of common schools would cost too much for residents to support. b. ​There appeared to be no feasible, economically viable way to build and maintain the necessary school buildings. c. ​People should be held responsible for paying only for their own children's education, not for the children of others. d. ​Paying for instructional materials and teachers' salaries would unduly burden taxpayers.

d. ​The state board of education

3. ​The state of Illinois wants to establish a policy regarding its public education in the twenty-first century. Illinois wants to create a broad-based policy outlining its priorities and establishing its goals for the state's students. Which agency would issue this policy? a. The state department of education b. ​The federal Department of Education c. ​The local school boards d. ​The state board of education

d. ​Their child would not be instructed in the tenets of his or her faith or about his or her own ethnic heritage.

30. For parents who enrolled their child in a private venture school, what is the most likely reason they would be opposed to common schools? a. ​The numbers of students would prevent individual attention for their child. b. ​Their child would be required to follow the common academic curriculum given to all students. c. ​Common schools would not provide their child with the necessary background to succeed in a trade. d. ​Their child would not be instructed in the tenets of his or her faith or about his or her own ethnic heritage.

a. ​Developing the kindergarten

31. For what educational innovation is German educator Friedrich Froebelbest known? a. ​Developing the kindergarten b. ​Designing a system by which to teach blind children c. ​Instituting grade levels for students d. ​Writing the curriculum that became the standard high school curriculum

d. ​The assertive, visible participation of the parents in the child's school

32. Which of the following is not typically characteristic of Asian American community involvement in education?​ a. ​Industriousness b. ​A sense of honor for students' work c. ​Attention at home to the academic work of the child d. ​The assertive, visible participation of the parents in the child's school

b. ​It minimizes the needs Asian Americans have for English language instruction and multicultural education.

33. In what way is being perceived as the "model minority" a disadvantage for Asian Americans?​ a. ​No agencies are willing to assist in housing or education because they believe that Asian Americans can succeed or their own. b. ​It minimizes the needs Asian Americans have for English language instruction and multicultural education. c. ​It may become more difficult for them to blend in with other groups. d. ​They may assimilate too quickly into the mainstream culture, quickly losing their cultural identity.

​Suggested answer: Answers will vary. A correct answer will identify two of the following characteristics and explain how each one supports the middle school philosophy of dealing with adolescents' particular emotional and developmental needs. The following are the characteristics of a middle school: 1. interdisciplinary team organization; 2. long-term teacher-student relationships, including advisory homerooms; 3. block scheduling; 4. exploratory activities and courses.

34. Identify and explain two of the characteristics of middle schools. Why are these particular characteristics considered important in middle school education?

Suggested answer: Universal education is the concept that all people have a right to be educated. Early in American history, only upper-class white males were educated. Gradually, during the 1800s, the common school was instituted, in which white children of town residents could obtain a grammar school education. During different stages of American history, universal education became more inclusive of groups previously excluded: women, African Americans, Native Americans, and the disabled. A comprehensive education is an education that includes both the traditional curriculum for college preparation and training for trades. The need for comprehensive education was first seen during the nineteenth century, and the comprehensive high school was founded to address the needs of students requiring job training and college preparatory studies.

35. Explain the difference between universal education and comprehensive education in the history of American education.

Suggested answer: Plessy v. Ferguson said that operating separate facilities for members of different ethnic groups was not inherently unconstitutional as long as the facilities were equal. The Brown decision said that separate facilities could not help being unequal and that operating separate school systems for black students ensured their unequal treatment for a variety of reasons. As a result of Brown,school districts all over the country were obliged to come up with plans to desegregate school populations and to demonstrate equality of treatment. A common strategy was to bus black students to white schools. The problem of ensuring equality of educational opportunity has not yet been solved.

36. The 1896 Plessy v. Ferguson decision was overturned by Brown v. Board of Education in 1954. The effects of the Brown decision were far-reaching, though much work remains to be done in establishing equality of educational opportunity. Explain the basic nature of each decision, and tell how the Brown decision affected U.S. education.

Suggested answer: New England: Settled by Puritans who lived in compact communities and believed that everyone should be able to read and interpret the Bible. The Puritans first had town schools, one in each town of fifty families or more, then moving schools, which went to remote farmlands. District schools were finally established in each township. Schools were funded by the town treasury and included moral instruction according to Puritan ideas since religiously the population was fairly homogeneous. Middle Colonies: Settled by a variety of religious and ethnic groups, each of which valued separate education. Promoted private venture schools licensed by civil government but funded by parents rather than taxes. Religious training was offered, but differed among schools, according to the religion of those sponsoring each school. South: Settled by Anglican Englishmen of the upper class, who established large plantations and settlements quite distant from each other. They did not believe in a religious imperative to learn to read. Southerners hired tutors to educate children. Schools might be established by government authority, but run by a corporation that collected tuition and administ

37. Education in New England, the Middle Colonies, and the South took three different forms. Each form of education reflected the beliefs and the social organization of the area in which it predominated. Describe the differences among the predominant forms of education in each of these three areas. Explain the features of community life that seemed to influence how education developed in each area.

Answers will vary. The answers should show an identification of an issue and a clear link with one of the educational forces. An example might be the current debate on school choice and its tie to public education and/or secular education. Another example might be technology education and its link to the changing ideas of the basics.

38. In the beginning of the chapter, the authors identified seven major forces in American educational history: local control, universal education, public education, comprehensive education, secular education, the changing ideas of the basics, and expanded definition of educational access and equality. Many of the contemporary educational problems or issues emanate from these forces. Select two contemporary education issues or problems, and briefly explain them. Then describe how each one is associated with one of the major forces of American education.

d. ​American psychologist B. F. Skinner

39. Cognitive psychologists, draw heavily on research of all of these EXCEPT: a. ​Swiss psychologist Jean Piaget b. ​Russian psychologist Lev Vygotsky c. ​American psychologist Jerome Bruner d. ​American psychologist B. F. Skinner

a. ​the chief state school officer.

4. ​Overseeing the administration of teacher licensure requirements, organizing programs of study, supervising elementary and secondary education program assessment, and applying school finance laws are all tasks of a. ​the chief state school officer. b. ​the state department of education. c. ​the federal Department of Education. d. ​the school principal.

c. ​Metaphysical

40. A veteran teacher considers his thirty-year career and asks himself, "Has my career had a core purpose?" What kind of philosophical question is this? a. ​Aesthetic b. ​Epistemological c. ​Metaphysical d. ​Ethical

c. ​Epistemological

41. Two historians debate the merits of a recent historical analysis. One claims it is the definitive account of that period; the other argues that the historical period could be analyzed just as legitimately through several other perspectives. What kind of philosophical discussion are these historians having? a. ​Axiological b. ​Logical c. ​Epistemological d. ​Metaphysical

a. ​Logic

42. When a long-term heavy smoker was sixty-five, she was fitted for dentures. Months later, she was diagnosed with throat cancer. Her neighbor explained, "I don't want to have my denture fitting now. Getting dentures gave my neighbor throat cancer!" A background in one area of philosophy would have helped the neighbor come to a stronger conclusion. Which one would be of most help? a. ​Logic b. ​Ethics c. ​Aesthetics d. ​Metaphysics

d. ​Metaphysics

43. A young child asks his teacher, "How can love be real if you don't ever see it?" Which branch of philosophy has that child's question tapped into? a. ​Axiology b. ​Epistemology c. ​Logic d. ​Metaphysics

b. ​the values people hold concerning beauty and conduct.

44. The study of axiology provides one with an understanding of a. ​the way knowledge is comprehended. b. ​the values people hold concerning beauty and conduct. c. ​the nature of humankind. d. ​the elements of reasoning.

d. ​"Explain how you know that x = 12."

45. Mr. Nguyen, an algebra teacher, emphasizes to his students the epistemological aspects of mathematics. Which of the following kinds of questions is he most likely to ask students? a. ​"When are you likely to use algebra?" b. ​"What is the purpose of the quadratic equation?" c. ​"If I know b = c, then what is the value of a?" d. ​"Explain how you know that x = 12."

a. ​aesthetics.

46. An art teacher is prompting his Sculpture I students to identify the elements of beauty that exist in Michelangelo's David. This activity is focusing on developing students' comprehension of a. ​aesthetics. b. ​ethics. c. ​logic. d. ​metaphysics.

b. ​Ethics

47. Two kindergartners are fighting over a toy. Ms. Hernandez tells the children gently, "Brian, you promised Ali you would share that toy with her. It's not fair to Ali if you go back on your promise." Ms. Hernandez is giving the children a simple lesson in which of the following? a. ​Axiology b. ​Ethics c. ​Logic d. ​Aesthetics

b. ​Inductive reasoning

48. A student completing a project on bird identification knows that insect-eating birds have narrow, pointed bills. One day, her mother and she look out the window and see a bird they don't recognize with a narrow bill. The mother exclaims, "What an unusual bird. I've never seen a bird like that all through this snowy winter." The daughter replies, "You wouldn't. That bird must migrate to warmer climates during the winter." Which of the following is the girl using? a. ​Metaphorical thinking b. ​Inductive reasoning c. ​Correctional thinking d. ​Deductive reasoning

a. ​state department of education.

5. ​The agency that administers and distributes state and federal funds, certifies or licenses teachers, and accredits professional training programs is the a. ​state department of education. b. ​state board of education. c. ​office of the state superintendent. d. ​local school board.

d. ​perennialism.

50. At Bowker High School, students take many required courses, including Latin, history, humanities, mathematics, and science. The students study those disciplines as a way of developing their intellect and discovering the universal truths of humankind. Bowker High's philosophy of education is derived from a. ​asceticism. b. ​essentialism. c. ​romanticism. d. ​perennialism.

c. ​A group of students is working cooperatively on a student-initiated project to discover how gears operate; the teacher acts as a facilitator for their experimentation.

51. Which of the following best depicts the classroom of a progressive teacher? a. ​Students are sitting quietly reading the Odyssey, while the teacher writes key passages on the chalkboard for the students to memorize. b. ​A list of computer assignments for math and writing is on the board for the students to complete; students are clustered around computer terminals, and the teacher is explaining the commands for several of the most common functions of the computer. c. ​A group of students is working cooperatively on a student-initiated project to discover how gears operate; the teacher acts as a facilitator for their experimentation. d. ​The teacher and a student meet individually to decide which topics could best help a student discover the meaning within his life.

d. ​A student, after checking in the school and local library, draws up a reading list and meets with the teacher to inform her of his course of study for the semester.

52. Which of the following best depicts a romanticist teacher's classroom? a. ​Some students work together on a scale model of the Globe Theater, and others work on sewing costumes for a play they will perform. b. ​Students in a French class chorally read a passage from their textbook, and the teacher corrects the pronunciation of several students. c. ​Students work individually on worksheets or exercises to help reinforce skills in computation. d. ​A student, after checking in the school and local library, draws up a reading list and meets with the teacher to inform her of his course of study for the semester.

d. ​the school board will best serve the needs of the students and the community if it emphasizes the subject areas that will most help the students become functioning, productive members of society.

53. The Oak Valley school board is conducting a very heated board meeting in which board members and residents are debating the educational goals of the school district. If a parent who was an essentialist were to stand up, which of the following would you expect her to assert, a. ​the school district should shy away from all the teaching emphasis on group learning, for that does not allow the individual student to truly learn the meaning of his or her existence. b. ​the school needs to focus on stimulating the students' natural curiosity and eagerness to learn, which it is stifling by emphasizing the study of traditional disciplines. c. ​the school's current emphasis on "relevance" for students is completely misguided; students will benefit most from the self-discipline and the intellectual growth that studying the classics fosters. d. ​the school board will best serve the needs of the students and the community if it emphasizes the subject areas that will most help the students become functioning, productive members of society.

Suggested answer: Since romanticists believe that students need to learn individually through experience with their environment, I would ask my students to focus on developing a code of ethics for students in their own high school or another environment of their choice (family, church, community, etc.., supported by examples of incidents in their own experience and their description of their own value system.

54. You are a teacher who believes the philosophy of romanticism, and in your high school curriculum you are expected to teach ethics to your students. How would you respond to this element of the curriculum?

Suggested answer: Epistemology is the study of knowledge and knowing. It also concerns itself with how we know. Therefore, the curriculum committee will be influenced by epistemology at any time when it wants an explanation or evidence of how children know mathematical concepts. Some selected questions that could occur in the curriculum could include, "What constitutes fourth-grade competency in mathematics?" or "How will the students learn subtraction?"

55. An elementary school committee is designing an updated curriculum for the mathematics program. Explain how epistemology will affect the work members do in designing the curriculum. Provide an example of a question they may have regarding math instruction that would reveal the epistemological influence.

Suggested answer: For the perennialist, reality is found in the collective wisdom of Western culture. Our association with that enables us to discover and confirm the reality and the meaning of our existence. The essentialist, on the other hand, has respect for, but not complete adherence to, the wisdom of the past. The essentialist is very much influenced by pragmatism. Whatever is relevant and helps an individual survive and prosper is what has meaning. Whatever helps humans improve the condition of humanity is real and meaningful.

56. Compare the perennialist's and the essentialist's conception of metaphysics.

Answers are summarized in Table 9.1 in the textbook

57. Explain the differences among the four schools of philosophy with regard to the role of the teacher and the role of the student. Answer these two questions for each philosophy (perennialism, progressivism, essentialism, romanticism.: What is the role of the teacher? What is the role of the student?

Suggested answer: Dewey said that school should be instructive participation in life, not preparation for life, and that school should be a microcosm of democratic society, in which students learn the skills of citizenship. Dewey's curriculum was built around the activities and occupations of adult life. Corruptions of Dewey's philosophy hold that content is virtually unimportant, that only process counts. To the romantics, in the absence of preexisting relationships with the world, people are independent. Ultimately, educators seized on the romantic focus on self-determination and self-definition. Activities deriving from the human potential movement, such as self-determination and individualized learning, are examples of methods that build on this notion.

58. Two of the philosophies discussed have been somewhat distorted in popular practice. Dewey's progressivism was sometimes altered in ways that reduced its real value. Romanticism, on the other hand, was trimmed of some of its ideas regarding isolation from society and made into a greater force for personal growth. Briefly explain the important elements of Dewey's educational philosophy, and note some of the abuses eventually perpetrated in its name. Also explain the educational effects of the romantic emphasis on self-determination and self-definition.

Answers will vary; however, the answer should match the description of teacher's role, curriculum, and student expectations with one of the educational philosophies presented in the chapter

59. Consider the school in which you now observe. If you are not currently observing in a school, consider the high school you attended. What is the dominant educational philosophy of the school? To answer that question, describe the role of the teacher, the choice of curriculum, and the goals set for the students.

c. ​Local school board

6. ​Ms.Pfluger is interviewing for a teaching position in the Florham Park school system. According to school management and organization, which of the following is the formal hiring authority? a. ​Building principal b. ​Assistant superintendent of instruction c. ​Local school board d. School superintendent

C. local school board member.

7. ​The typical holder of this position is white, male, and college-educated, and has a managerial or professional job unrelated to the position. The position is a. ​state superintendent. b. ​school principal. c. local school board member. d. ​state department curriculum specialist.

c. ​John Baster, a white, fifty-one-years old, who has an M.B.A. and is an executive at a computer software company

8. ​Which of the following people is most representative of the typical school board member? a. ​Loretta Padovani, a white, sixty-eight-year-old retired bookkeeper with grandchildren in the public schools b. ​Carla Wilson, an African American, forty-year-old, with a master's degree in nursing, who is a nurse practitioner at a large hospital c. ​John Baster, a white, fifty-one-years old, who has an M.B.A. and is an executive at a computer software company d. ​Joe Eichler, a white, forty-four-year old high school graduate, who works in a tool and die factory

d. ​District superintendent

9. ​Brian Bomberger spends part of his work time interviewing and promoting personnel. He ensures that there are adequate funds to run school facilities through his planning and administration of the budget, and he also is responsible for administering curriculum and instruction. What is Brian's occupation? a. ​Chief state school officer b. ​Curriculum coordinator c. ​Chairman of the board of education d. ​District superintendent