| 1 | The curriculum should be universal; a given body of information about western civilization should be taught through discussion and lecture. | 1 | 2 | 3 | 4 | 5 |
| 2 | Students are makers of meaning and construct their understandings from active experience, rather than through transmission from teachers. | 1 | 2 | 3 | 4 | 5 |
| 3 | Education should emphasize personal growth through solving problems that are real to students. | 1 | 2 | 3 | 4 | 5 |
| 4 | Curriculum should not be predetermined; rather, it should spring from students' interests and needs. | 1 | 2 | 3 | 4 | 5 |
| 5 | It is necessary and good that schools instill traditional values in students. | 1 | 2 | 3 | 4 | 5 |
| 6 | Representing information as symbols in the mind is an important part of learning. | 1 | 2 | 3 | 4 | 5 |
| 7 | Schools exist to provide practical preparation for work and life, not to nourish personal development. | 1 | 2 | 3 | 4 | 5 |
| 8 | Teaching the great works of literature is less important than involving students in activities to criticize and shape society. | 1 | 2 | 3 | 4 | 5 |
| 9 | Teachers, rather than imparting knowledge, are facilitators of conditions and experiences so students can construct their own understandings. | 1 | 2 | 3 | 4 | 5 |
| 10 | The aim of education should remain constant regardless of differences in era or society, it should not vary from one teacher to another. | 1 | 2 | 3 | 4 | 5 |
| 11 | Schools should encourage student involvement in social change to aid in societal reform. | 1 | 2 | 3 | 4 | 5 |
| 12 | The emphasis in schools should be hard work, respect for authority, and discipline, rather than encouraging free choice. | 1 | 2 | 3 | 4 | 5 |
| 13 | If encouraging and nourishing environments are provided, learning will flourish naturally because people have an inherent tendency to learn. | 1 | 2 | 3 | 4 | 5 |
| 14 | Students, like computers, are information processors who must make sense of events and objects in their environments. | 1 | 2 | 3 | 4 | 5 |
| 15 | Schools should guide society towards significant social change rather than merely passing on traditional values. | 1 | 2 | 3 | 4 | 5 |
| 16 | Teachers should concentrate on conveying a common core of knowledge rather than experimenting with modifying curriculum. | 1 | 2 | 3 | 4 | 5 |
| 17 | The curriculum should focus on basic skills instead of students' individual interests. | 1 | 2 | 3 | 4 | 5 |
| 18 | Students must learn to make good choices and to be responsible for their behavior. | 1 | 2 | 3 | 4 | 5 |
| 19 | Conflicts to current understandings trigger the need to learn and to make meaning. | 1 | 2 | 3 | 4 | 5 |
| 20 | Rewards controlled by the external environment lead to and result in all learning. | 1 | 2 | 3 | 4 | 5 |
| 21 | Transmitting traditional values is less important than helping students to develop personal values. | 1 | 2 | 3 | 4 | 5 |
| 22 | The heart of understanding learning is concerned with how information is encoded, processed, remembered, and retrieved. | 1 | 2 | 3 | 4 | 5 |
| 23 | Advocating the permanency of the classics is a vital part of teaching. | 1 | 2 | 3 | 4 | 5 |
| 24 | Perceptions centered in experience should be emphasized, as well as the freedom and responsibility to achieve one's potential. | 1 | 2 | 3 | 4 | 5 |
| 25 | Education should help drive society to better itself, rather than restricting itself to essential skills. | 1 | 2 | 3 | 4 | 5 |
| 26 | Teachers should encourage democratic, project-based classrooms that emphasize interdisciplinary subject matter. | 1 | 2 | 3 | 4 | 5 |
| 27 | A knowledgeable individual facilitates or scaffolds learning for a novice based on understanding the learner's developmental level and the content to be learned. | 1 | 2 | 3 | 4 | 5 |
| 28 | The role of the teacher is help create a nurturing atmosphere for students and to promote the growth of the whole person. | 1 | 2 | 3 | 4 | 5 |
| 29 | Teaching involves the support of memory storage and retrieval. | 1 | 2 | 3 | 4 | 5 |
| 30 | Successful teaching creates an environment that controls student behavior and assesses learning of prescribed outcomes. | 1 | 2 | 3 | 4 | 5 |
| 31 | The greatest education centers mainly around the student's exposure to great achievements in subjects such as arts and literature. | 1 | 2 | 3 | 4 | 5 |
| 32 | Learning requires modifying internal knowing structures in order to assimilate and accommodate new information. | 1 | 2 | 3 | 4 | 5 |
| 33 | The role of the teacher is to create an atmosphere that rewards desired behavior toward achieving goals and extinguishes undesirable behavior. | 1 | 2 | 3 | 4 | 5 |
| 34 | The primary goal for educators is to establish environments where students can learn independently through purposeful reflection about their experiences. | 1 | 2 | 3 | 4 | 5 |
| 35 | Principles of reinforcement (anything that will increase the likelihood that an event will be repeated) and contiguity (how close two events must be chronologically for a bond to be created) are pivotal to explaining learning. | 1 | 2 | 3 | 4 | 5 |
| 36 | Students' involvement in choosing how and what they should learn is central to education. | 1 | 2 | 3 | 4 | 5 |
| 37 | Students need to develop declarative, procedural, and conditional knowledge. | 1 | 2 | 3 | 4 | 5 |
| 38 | One's behavior is shaped by one's environment; elements within that environment (rather than the individual learner) determine what is learned. | 1 | 2 | 3 | 4 | 5 |
| 39 | The most distinctive quality of human nature is the ability to reason; for this reason, the focus of education should be on developing intellect. | 1 | 2 | 3 | 4 | 5 |
| 40 | Learning should guide students to active participation in social reform. | 1 | 2 | 3 | 4 | 5 |