|banking concept of education –
||a concept developed by Paulo Freire implying that only those with substantial money in the bank will get an optimal education.
||a general-purpose index of the level of bureacracy present in an educational structure.
A B-coefficent of zero is ideal. At levels above +0.7, formal education becomes counterproductive.
|cognitive disequilibrium –
||anxiety arising from the gap between avowed educational goals and actual practices; often resolved by an anti-depressant.
|cooperative learning –
||a situation in which students cooperate with the teacher by doing what he/she wants them to do.
|critical thinking –
||a useful way of inhibiting change by providing detailed analyses of any critiques.
||a radical approach to indoctrination in which a preferred response is injected directly into a host, usually subcutaneously with a tainted needle.
Similiar to "mainlining", which is usually done through the nose.
|open-ended question –
||any question which is apt to get examinees into trouble if they are foolish enough to give a serious answer
||a procedure of placing unsuspecting students on a scaffold, then skillfully removing it.
|SMART goals –
||any objectives that help school administrators obtain more funding.
|transformative education –
||the process of transforming students into subserviant social roles while maintaining the myth of free choice.
||in test development, the ratio of income that a test generates compared to the expenses needed to develop it.
|zone of proximal development –
||an area at least 500 meters away from any school.