Literaturnachweis - Detailanzeige
| Autor/in | Amrein-Beardsley, Audrey |
|---|---|
| Titel | The Unintended, Pernicious Consequences of "Staying the Course" on the United States' No Child Left Behind Policy |
| Quelle | In: International Journal of Education Policy and Leadership, 4 (2009) 6, S.1-13 (13 Seiten)
PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1555-5062 |
| Schlagwörter | Stellungnahme; Federal Legislation; Academic Achievement; High Stakes Tests; Attendance; Educational Policy; Cheating; Politics of Education; Educational Administration; Accountability; Ethics; Test Validity; Outcome Based Education; Test Coaching; Rote Learning; Drills (Practice); Adjustment (to Environment); United States |
| Abstract | The phrase "no child left behind" has become a familiar expression in American education circles and in popular culture. The sentiment implied by these four words is noble. However, the effects of the top-down implementation of the high-stakes testing provisions of the law have been anything but salutary for public school children, teachers, and administrators. This claim is supported by data describing many of the ways in which well-intentioned but desperate educators, from the statehouse to the schoolhouse, have been driven to game the system in ironic defense of the children, teachers, and administrators least equipped to defend themselves. It is argued herein that, instead of reauthorizing the stronger accountability tenet of NCLB, it might do very well to let it fade away. (Contains 1 figure.) (As Provided). |
| Anmerkungen | Association for Supervision and Curriculum Development, Faculty of Education at Simon Fraser University, and College of Education and Human Development at George Mason University. Web site: http://journals.sfu.ca/ijepl/index.php/ijepl |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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