Literaturnachweis - Detailanzeige
| Sonst. Personen | Schwartz Chrismer, Sara (Hrsg.) |
|---|---|
| Titel | Assessing NCLB. Perspectives and prescriptions. |
| Quelle | In: Harvard educational review, 76 (2006) 4, S. 453-727Infoseite zur Zeitschrift |
| Beigaben | grafische Darstellungen |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
| ISSN | 0017-8055 |
| Schlagwörter | Bildung; Bildungsbeteiligung; Chancengleichheit; Einstellung (Psy); Bildungspolitik; Bildungsreform; Schulreform; Förderungsmaßnahme; Eltern; Schule; Elternmitwirkung; Lehrer; Lehrerausbildung; Schüler; Schülerleistung; Geschichte (Histor); Armut; Gesetz; Öffentliche Meinung; Finanzierung; Beruf; Leistungsmessung; Qualität; Rechenschaftslegung; Umsetzung; Benachteiligtes Kind; USA |
| Abstract | "The No Child Left Behind Act of 2001 (NCLB) has changed the educational discourse in the United States. ... With an accountability system driven by high expectations, ambitious deadlines, public reporting, and the threat of serious consequences for schools that fail to comply with the policy mandates, NCLB, the most recent reauthorization of the Elementary and Secondary Act of 1965 (ESEA), has moved accountability for student performance to the forefront of the nation's consciousness. ... This Special Issue [of the Harvard Educational Review] addresses multiple aspects of NCLB: various historical and legal contexts that serve as a foundation for understanding and critiquing the act; the law's impact on education, administration, and intervention at the state level; the public's role in shaping, benefiting from, and responding to NCLB and its initiatives; and the impact of NCLB on learning and teaching." The Special Issue contains the following chapters: 1. Rod Paige: No Child Left Behind - the ongoing movement for public education reform; 2. Harvey Kantor; Robert Lowe: From new deal to no deal - No Child Left Behind and the devolution of responsibility for equal opportunity; 3. John W. Borkowski; Maree Sneed: Will NCLB improve or harm public education?; 4. Gail L. Sunderman; Gary Orfield: Domesticating a revolution - No Child Left Behind reforms and state administrative response; 5. Betty J. Sternberg: Real improvement for real students - test smarter, serve better; 6. Richard Blumenthal: Why Connecticut sued the federal government over No Child Left Behind; 7. Arnold F. Fege: Getting ruby a quality public education - forty-two years of building the demand for quality public schools through parental and public involvement; 8. Frederick M. Hess: Accountability without angst? Public opinion and No Child Left Behind; 9. John Rogers: Forces of accountability? The power of poor parents in NCLB; 10. Linda Darling-Hammond: No Child Left Behind and high school reform; 11. Marilyn Cochran-Smith; Susan L. Lytle: Troubling images of teaching in No Child Left Behind; 12. Veronica Garcia: High school students' perspectives on the 2001 No Child Left Behind Act's definition of a highly qualified teacher. (DIPF/Orig./Un). |
| Erfasst von | DIPF | Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main |
| Update | 2007/3 |
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