The is article discusses what some think would be a better model for reading than presented in the No Child Left Behind Act. This new model combines three former reading models (cognitive model, stage model, and the Pracek Model) to help teachers with developing readers. This model is supposedly superior despite its complexity because of its broad reach and practical purposes. This article does not really define what it wrong with the No Child Left Behind Act, but instead presents a model that might be more beneficial to children learning how to read.
This article is based on a study released by the United States about the No child left behind act. The study is about how the act leaves out social studies, languages and the arts from schools. The only good that came from cutting out these subjects of study from school is that the rates of increase in learning for math sciense and reading/writing have gone up drammatically. This article is good if you are looking at the no child left behind act.
The article discusses how the No Child Left Behind Act has failed, particularly in reading
comprehension. The authors offer alternative possibilities for the Federal Education Policy
in the United States. One of the main points the article tries to get across is to acknowledge and
accept the complex nature of learning and literacy and steer clear of rationalizing education. The
article is helpful, but very opinionated. It is beneficial in learning about possible alternatives to
the No Child Left Behind Act.
A provision in the No Child Left Behind Act is that teachers must me the standard of being "highly qualified." The authors argue that the provision is necessary, important, and achievable. Teacher qualifications can greatly affect the process of student learning. The authors suggest certain Federal initiatives that can be put in place to ensure all children have highly qualified teachers no matter the district or state. The article is helpful in knowing the standards for teachers in the No Child Left Behind Act.
A provision in the No Child Left Behind Act is that teachers must me the standard of being "highly qualified." The authors argue that the provision is necessary, important, and achievable. Teacher qualifications can greatly affect the process of student learning. The authors suggest certain Federal initiatives that can be put in place to ensure all children have highly qualified teachers no matter the district or state. The article is helpful in knowing the standards for teachers in the No Child Left Behind Act.
This article is about how the No Child Left Behind Act is hurting the social studies departments in schools. The social studies teachers are not teaching as well as they should because they are more worried about getting kids up to par on their test scores. They are teaching ways to pass a test in stead of teaching the cirriculum. This is causing kids to not have as good of an education as they should. This is a good article if you are researching the no child left Behind act
Rabb discusses how the No Child Left Behind Act has been underfunded leaving the teachers
unqualified and underprepared to teach the necessary material for standardized testing. This is
one of the reasons students have still received poor results in standardized test scores. Also,
there has been such an emphasis on reading and mathematics that students are performing even
worse in other subjects.
The authors share the difference of how the education gap between minority and low-income students compares to the fortunate white students. These low-income students are usually seen in urban schools that are at a disadvantage because of their label as a "failing school". The authors conduct a chart that shows the number of free or reduced lunches, percent of minority students, the student teacher ratio and the percent of poverty rate of failing schools, choice schools and the mean difference in schools in North Carolina. The rates in failing schools were substantially higher than the ones in choice schools. This process was only conducted in North Carolina, but it would be very similar for all states.
The authors research the effects of public school choice in the state of South Carolina under the
No Child Left Behind Act. It has been found that public schools are labeled "in need of
improvement" if there is a large minority of students and a large amount of poverty independent
of rural, suburban, or urban location. The article touches on all the spatial aspects of the
academic achievement gap between public schools and how rural failing schools are the most
disadvantaged. The research in the article is useful but it is limited to the state of South Carolina.
This is an article based on Sandra Day O'Connor's views on issues such as the No Child left behind act and other political issues. This article also mentions that O'Connor will create a web-based learning system to teach kids the civics they will not be learning in school because of the no child left behind act. This will be a helpful article if you are researching the education system, NCLB, or social studies.
This article is about how the former Justice Sandra Day O'Connor thinks the civics program in the education system should be changed. She talks about creating a web-based program to help teach the kids civics lessons that they will be more interested in. She also talks a little on how the No child left behind act ruined the social studies education for children. This is helpful if you are researching the no child left behind act or anything on civics education.
This article talks about how the republican capistalists have destroyed the public school systems. It discusses how the No child left behind Act has been very detrimental for the public school systems. The article goes on to discuss how the republicans also do no give the impoverished schools enough money, yet expect the same from them. This article would be helpful if you are researching the No child left behind act or the effects of it on public school systems.
This article and author brings up many good points that the American people do not usually see. They start off by saying how the No Child Le Behind Act was implemented to help students get a good education and a fair one. The author then goes into how it has failed to meet the requirements and is supporting inequality. the idea of this act is not to bring attention to the economic problems with students, but to help the students achieve a quality education.
The article explains the Reading First Initiative in the No Child Left Behind Act. The author further discusses the need for more in depth research on literature based education and teaching practices. The article touches on various classroom teaching methods and analyzes literacy in several Children's literature professional journals.
Milosovic talks about research shows that scripted curricula set by the No Child Left Behind Act
fails to meet the desired goal of increased literacy. She particularly mentions the negative
aspects of the law which include, the time it requires, lack of individual attention on students,
and the lack of focus on reading comprehension. Her research covers many cities and states and
much can be learned from her article.
Hill and Barth discuss the Federal Government's attempt to raise student achievement, especially in standardized testing, with the No Child Left Behind Act (NCLB). The NCLB's intent was to limit academic achievement gaps in students who are minorities, disabled, financially disadvantaged, or limited English proficiency. One of the biggest problems that has arisen from the law is teacher retention. The NCLB requires highly qualified teachers, but all the highly qualified teachers are not staying. The authors focus on this huge problem of teacher retention.
This article is about the program No Child Left behind designed to kill illiteracy in young people. The article is also about the new movement Merged Model which is more than the NCLB program. It also talks about the new models they are trying to use to improve literacy in children.
This article gives a different idea for replacing the No child left behind act. The new idea would include more civics teaching to create citizens, which the author emphasizes is an important part of the system. Also, the author mentions that the NCLBA is too focused on economic success that it is blinsided by the actual facts. This is a good article if you are looking for information on NCLBA and the effects of it.
This article is Lee Hamiltons opinion on civics education in the US. In his opinion he makes it clear that children should be learning much more on politics and civics than they currently are. Also that the programs such as the no child left behind act should include more civics. This will be helpful if you are researching civics and the no child left behins act
The author here starts out with a story or a project that was conducted in her classroom. She had a consultant come in to try and help her students with reading. he believed that building a relationship was necessary and to do before and post background information was necessary also. They then go into talking about how the No Child Left behind Act is sometimes hard to meet the requirements and many students may not meet them.
The author of this article explains how teacher quality has been an ongoing issue and a big concern for many. The No Child Left behind Act focuses on having good qualified teachers that will improve test scores of their students. The article says how there is not clear meaning on what a qualified teacher is. One can not determine weather a teacher is qualified. it also talks about how they asses a teacher to determine weather they are qualified enough to teach.