Elementary School Teachers' Perceptions of No Child Left Behind
Author : Richard D. Deniston
Publisher :
Page : 23 pages
File Size : 31,88 MB
Release : 2009
Category : Elementary school teachers
ISBN :
Author : Richard D. Deniston
Publisher :
Page : 23 pages
File Size : 31,88 MB
Release : 2009
Category : Elementary school teachers
ISBN :
Author : Rosalba Martinez
Publisher :
Page : 138 pages
File Size : 21,17 MB
Release : 2006
Category :
ISBN :
Author : Melissa Anne Thompson
Publisher :
Page : 170 pages
File Size : 36,74 MB
Release : 2004
Category : Educational law and legislation
ISBN :
Author : Jeanne Marie Kahn
Publisher :
Page : 120 pages
File Size : 37,1 MB
Release : 2006
Category : Education and state
ISBN :
During the period of school accountability, standardized testing has been utilized to gauge the effectiveness of schools as required under the No Child Left Behind Act of 2001 (NCLB). This case study explored teachers' perceptions regarding the implementation of NCLB on curriculum, instruction, and assessment. One hundred twenty-two teachers from a high performing suburban school district took part in the study. All participants took The National Board on Educational Testing and Public Policy (NBETPP) online site survey. The survey was consistent with the requirements of the National IRB. Data compiled from The NBETPP were analyzed to gain insight on teachers' perceptions about state-mandated testing and its impact on classroom curriculum, instruction, assessment. The online survey contained a follow-up open-ended question which provided participants with the opportunity to enhance survey responses. In addition, historical data on initiatives implemented by the district were also analyzed by the researcher.
Author : David Scott
Publisher :
Page : 106 pages
File Size : 35,83 MB
Release : 2011
Category : Electronic dissertations
ISBN :
The purpose of this research was to examine how NCLB has impacted the instructional focus in Title I elementary schools and to examine what instructional methods are in place in these schools to prepare students for the Alabama Reading and Math Test. This case study was focused on Title I elementary schools that made AYP for 2 consecutive years, 2007-2008 and 2008-2009 and the perceptions of teachers with more than 6 years of experience. This case study included four Title I elementary schools and 12 elementary teachers who taught in these schools. Sources of data included interviews, observations and field notes, and documents. Data were examined from the schools, and themes that were organized to provide answers to the research questions. Results revealed that teachers spent more time on subjects that were tested on the ARMT and used a combination of research-based instructional methods and test preparation strategies to prepare students for the ARMT. Teachers perceived the results of the ARMT as being helpful in planning and a good indicator of school success, but it was not a reliable indicator of individual student learning.
Author : Molly S. Frank
Publisher :
Page : 276 pages
File Size : 50,64 MB
Release : 2003
Category :
ISBN :
Abstract: The passage of the No Child Left Behind (NCLB) Act in late 2001 has led to a radical reform of education, primarily for schools with a larger proportion of low-income students. A key strategy for assisting schools in meeting the challenge of ensuring students succeed in school is a school-family-community partnership. Through these partnerships, schools can focus on academic achievement of students while parents and community organization focus on providing academic assistance and enrichment, as well as addressing the non-academic barriers to learning. This research utilized a grounded theory approach to determine the best frameworks for developing partnerships to address NCLB. Specifically, 12 teachers from two schools that serve youth attending a Boys & Girls Club were interviewed. These teachers provided key insights related to (a) knowledge and awareness of NCLB (b) knowledge of Boys & Girls Clubs and (c) perspectives on partnerships between schools and Clubs, or other youth development agencies. Findings reveal that teachers do not necessarily think in systems theory, and therefore, partnership opportunities are not on the forefront of their mind. However, teachers understand the benefits their students receive from participating in youth development organizations and are open to the idea of partnering to enhance the academic achievement of students.
Author : M. David Miller
Publisher :
Page : 0 pages
File Size : 42,88 MB
Release : 2013
Category : Educational psychology
ISBN : 9780132689663
In a presentation that assumes no previous knowledge of assessment or measurement, the text provides crystal clear step-by-step instruction on such topics as constructing test questions, aligning assessment with learning goals, and interpreting standardized tests.
Author : Laura S. Hamilton
Publisher : Rand Corporation
Page : 303 pages
File Size : 21,5 MB
Release : 2007-05-24
Category : Social Science
ISBN : 083304270X
Since 2001-2002, standards-based accountability provisions of the No Child Left Behind Act of 2001 have shaped the work of public school teachers and administrators in the United States. This book sheds light on how accountability policies have been translated into actions at the district, school, and classroom levels in three states.
Author : Cassandra A. Ginapp
Publisher :
Page : 176 pages
File Size : 22,85 MB
Release : 2007
Category : Education
ISBN :
Author : Brett E. Clarke
Publisher :
Page : 50 pages
File Size : 42,93 MB
Release : 2005
Category : Education
ISBN :