...31st place in 2009” (Standardized Testing). The No Child Left Behind Act (NCLB) was passed by George W. Bush on January 8, 2002. The Act required all United States students have 100% proficiency on state reading and math test by the year 2014 (Standardized Tests). Since this act has been passed by Congress there has been a wide debate over the requirements and standardized test. The No Child Left Behind Act is not an effective educational policy because the teaching focus is on standardized testing, there is a negative impact on students, and penalizing on schools and teachers for not...
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...No Child Left Behind Cons ************ ******* BCOM/275 October **, 2*** **** ********* No Child Left Behind Cons The No Child Left Behind Act (NCLB) has been a controversial topic from its start. There are passionate debaters on both sides of the arguments, each with their own validity behind their stance. Last week was all about focusing on the pros NCLB brings to the table, now lets dive into the cons. What are the negative affects? According to "Educational Research Newsletter And Webinars" (2006), " By imposing standards on students’ minds we are, in effect, depriving them of their fundamental intellectual freedom by applying one standard set of knowledge. Standardized tests oversimplify knowledge and do not test higher-order thinking skills. State standards are externally imposed on local teachers.” and “One-size-fits-all standards either dumb down instruction to the lowest common denominator or condemn low-ability students to frequent failure” (Standard-based assessments). The point this brings up is a strong one. How can the educational system except to successfully teach all students using the exact same model when it’s a well-known fact everyone has vastly different learning styles. Metaphorically, trying to shove the square through the circle whole is going to always lead to failure. The idea of having a set standard that all children should know is obviously very important, but setting down a specific guideline all kids are supposed...
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...of younger generations. Besides, any education system needs constant control and upgrading to correspond to world standards and bring better results. This leads to discussing the Act of 2001, which received the name “No Child Left Behind” signed by President Bush at the beginning of the year 2002. NCLB is said to be “a reauthorization of the Elementary and Secondary Education Act, the central federal law in pre-collegiate education” (Mathis, 2003, pg. 679). The special aid program for disadvantaged students was the first to expand the ESEA. NCLB was formed in an answer to the reaction of public concern of education, with stricter guidelines for testing, and a stronger importance for highly qualified teachers’. Because of the public reaction about education the key aims of the “No Child Left Behind” Act is to improve as much as possible the situation in education and provide sufficient support for the disadvantaged students. The NCLB does not allow a single public school to be left out of this document. The Act consists of several measures described, aiming at driving broad gains in students’ achievements and at making schools more accountable for the progress of their students (West & Peterson, 2003)....
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...Politics, Profits, and Education Collide No Child Left Behind No Child Left Behind What comes to mind when one hears the words “no child left behind?” Perhaps one pictures a family of 12 who left one of the children at the gas station during a restroom break - or a school bus that arrived at the zoo field trip with 35 first-grade students but left with only 34! The thought of leaving a child behind, or of being harmed in any way, is disturbing. The thought of a child being left behind due to the challenges of our education system is also disturbing. Sadly however, when it comes to education children are being left behind, especially in the poorer areas of our country. The stakes are high – the future of the greatest country in the world is at risk, the children being raised today will lead and guide this nation tomorrow. Therefore, lawmakers need to pass legislation to ensure that “no child is left behind.” Education A State and Federal Partnership It may surprise or even shock some to learn that there never has, nor currently is, a federal constitutional right to an education. The United States Constitution does not impose an obligation to either federal or state governments to operate public school systems or to assist parents in paying for a private education. However, it has always been recognized, from the early years of our country’s formation forward, that having an educated constituency is in the best interests of a strong and free nation. Because the federal...
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...Bell Erica L. Smith In 2001 President Bush presented the “No Child Left Behind Act of 2001”. He wanted to emphasize equal access to education and establish high standards and accountability. While in office, President Bush intentions were good however the Act itself has raised many issues and concerns with parents. Even though we all share the common goal, which is to better educate our youth, we must look more into depth regarding the pros and cons of the “No Child Left Behind Act”. The Act hinders our children, effects the ethics and morals of the school system, and our economy (Eugene Hickok, 2002). The thesis statement is the argument of demands of the reform “No Child Left Behind” have resulted in insufficient provision and implementation of services for special needs students in “failing” schools. The “No Child Left Behind Act” affects many, but perhaps the most affected are the children. The law was enacted to improve our children’s academic achievement, yet it has hindered them. Our children go to school 180 days out of the year and in those days they are expected to learn the necessary tools to help them be successful in the next grade level and in life. The Act raises concerns because it allows children to be promoted to the next grade level without meeting the requirements of the grade level they are currently in. This along is a major problem because how can we expect our children to master any grade level and they never mastered the skills in the...
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...Bush, reauthorized the Elementary and Secondary Education Act, with his new piece of legislation, The No Child Left Behind Act. This was the largest reform of federal education policy in any generation. However, many believe this Act had little or no impact on Americans. Nevertheless, both candidates, Barack Obama and John McCain, plan to keep the act intact but with their own revisions, and both parties stress the importance of every child receiving what they call a “world-class education. (Internation Reading Association: Reading Today: McCain vs. Obama)McCain’s key concept in changing the No Child Left Behind Act, is giving parents and their children the choice of any school through charter schools, vouchers, or tax credits for private schools, while Obama’s main focus is recruiting new teachers and paying them higher salaries; I believe Obama’s plan to reform the No Child Left Behind Act is a more productive plan, and that he has a better approach to reforming the No Child Left Behind Act. The No Child Left Behind Act, NCLB, was introduced on January 23, 2001, immediately after George Bush stepped into office. This act requires all public schools to provide a state-wide standardized test yearly to every student. Schools receiving funding must make a progress in tests scores every year. If schools fail to do so, they are published in their town’s local news paper as “failing schools,” and parents have the option to transfer their children to another school. According to the National...
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...[pic] NORTHCENTRAL UNIVERSITY ASSIGNMENT COVER SHEET Student: Zandra H. Davis, Ed.S. THIS FORM MUST BE COMPLETELY FILLED IN Follow these procedures: If requested by your instructor, please include an assignment cover sheet. This will become the first page of your assignment. In addition, your assignment header should include your last name, first initial, course code, dash, and assignment number. This should be left justified, with the page number right justified. For example: |DavisZECE7001-8-5 | Save a copy of your assignments: You may need to re-submit an assignment at your instructor’s request. Make sure you save your files in accessible location. Academic integrity: All work submitted in each course must be your own original work. This includes all assignments, exams, term papers, and other projects required by your instructor. Knowingly submitting another person’s work as your own, without properly citing the source of the work, is considered plagiarism. This will result in an unsatisfactory grade for the work submitted or for the entire course. It may also result in academic dismissal from the University. | | | |ECE7001-8 |Dr. Patricia Candler | | ...
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...signs of high-quality education in elementary school. Describe the U.S. No Child Left behind Act, and discuss the pros and cons of high- stakes testing. High quality education in elementary schools depends on different things, first the class size, a class of no larger than 18 is the perfect size so that each child can get the quality education that is needed. The physical setting of the class is also important such as an activity center, for reading, writing, games, working on computers and playing the child needs that perfect setting to learn. The curriculum is also important; it plays a part in helping the children achieve their academic standards and helps them to understand what they are learning. Daily activities is also important, it helps the children become independent while having small group with their class mates. Groups are put together based on the children’s learning needs. The children are evaluated regularly and given a progress report through written observations that help children and parents decide on how to improve in what areas that needs improvement. Seeking information on from parents on how they children are learning includes the parent’s view’s in evaluation and the teacher parent relationship , such as holding conferences to encourage parents and encouraging parents to visit the classroom anytime and become involved. The attitude of the staff is very important, when you walk into a school you are greeted by staff, so if the...
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...implementation of state based NCLB standardized tests, there is an increase in expectations of the parents and teachers in terms of an improvement in test scores. However, these expectations can only be fulfilled when planning and implementation is strategic, while the reality of implementation of NCLB is on the contrary. This paper will describe pros and cons of “No Child Left Behind” act and its effects on American education system. Introduction Originally proposed by the Bush administration under US federal law in 2001, “No Child Left Behind” act was designed in order to provide funding, from federal governments, to different schools in all American states in order to make changes in learning capabilities of students. It was realized at the local government level that educational standards in schools in different states were not being considered for improvement, highlighting failures of local American governments. Various accountability standards have been defined under this law that gives the parents an opportunity to choose schools in which they want their children to be admitted. Thereby, rational that was followed while designing this law was that all children and students within schools would achieve their full academic potential because of improved programs provided in these schools under “No Child Left Behind” act (Amrein-Beardsley, 2009, p.2). This law is based on standards based education reforms, which states that if higher standards are set in schools along with higher achievable...
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...Y METHODS IN EDUCATIONAL RESEARCH From Theory to Practice Marguerite G. Lodico, Dean T. Spaulding, Katherine H. Voegtle METHODS IN EDUCATIONAL RESEARCH Y METHODS IN EDUCATIONAL RESEARCH From Theory to Practice Marguerite G. Lodico, Dean T. Spaulding, Katherine H. Voegtle Copyright © 2006 by John Wiley & Sons, Inc. All rights reserved. Published by Jossey-Bass A Wiley Imprint 989 Market Street, San Francisco, CA 94103-1741 www.josseybass.com No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, scanning, or otherwise, except as permitted under Section 107 or 108 of the 1976 United States Copyright Act, without either the prior written permission of the publisher, or authorization through payment of the appropriate per-copy fee to the Copyright Clearance Center, Inc., 222 Rosewood Drive, Danvers, MA 01923, 978-750-8400, fax 978-646-8600, or on the Web at www.copyright.com. Requests to the publisher for permission should be addressed to the Permissions Department, John Wiley & Sons, Inc., 111 River Street, Hoboken, NJ 07030, 201-748-6011, fax 201-748-6008, or online at http://www.wiley.com/go/permissions. Limit of Liability/Disclaimer of Warranty: While the publisher and author have used their best efforts in preparing this book, they make no representations or warranties with respect to the accuracy or completeness of the contents of this...
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...teacher, as teachers these days, offer so much more to the class than just the information. They offer themselves. A collective definition of a teacher, is someone who “yearns to help children learn, watch them grow, and make a meaningful difference in the world” (Teacher Support Network, 2007, para. 2). This definition must be the main reason as to why individuals pursue teaching as a career. Generally the pay is low to fair, but the overall rewards are much greater, for as a teacher one can touch the hearts of the young and open their minds in order to tap their thirst for knowledge. ------------------------------------------------- [edit]The Long Road Becoming a teacher is a lengthy process obtained by numerous routes, such as night school or attending a four year college. Regardless of the process it is important to obtain at least a Bachelors degree in the desired teaching area, as well as a teacher certification which should include clinical experience (Lewis, L., Parsad, B., Carey, N., Bartfai, N., Farris, E. & Smerdon, B., 1999, para. 3). The average starting salaries were about $31,704 in the year 2003-04, whereas the average teaching salary was about $46,597 for the year 2004-2005 (Pearson Education Inc, table). Compare this to the average cost of living in the United States today which is continually rising (Boskey, para. 3). style="background-color: #FFF7F7;border: solid 1px #FFBDBD; padding: 1em;" valign=top | Teacher's Salaries Across the US | Teaching...
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...CIP Preparation Course Summer 2008 Project Lead: Susan Rose, Ph.D. Office for the Protection of Research Subjects Instructors: Darcy Spicer, Frances Richmond, Kathy Hurtado, Sandy Jean, Kristin Craun, Susan Rose, Peter Mestaz, Gordon Olacsi, Marlene Krammer HRA 7th Floor, Conference Room Weekly on Mondays from 4:30pm – 6:00pm From June 16, 2008 – August 18, 2008. Genora Baker, John Revilla, RoseAnn Fleming, Nasairah Carter, Marie Reyes, Scott Maul Location: When: Attendees: Course Objectives: The objective of this course is to provide IRB staff with the necessary tools, information, training, and support needed to prepare for and successfully pass the Certified IRB Professional (CIP) examination. Course Content Week 1 (6/16/08) Lecture Content and Speaker(s) Introduction, Overview, History, Common Terminology (Susan, Gordon, Peter) HHS/OHRP regulations, definitions, guidances (Kristin) FDA regulations & definitions, FDA/HHS similarities & differences, applicability (Kathy & Sandy) Reportables: Adverse Events, Unanticipated Problems Involving Risks to Subjects or Others (Darcy) HSPP/IRB Organizational & Administration International Research (Kristin, Sandy) Vulnerable Populations (Frances Richmond) Week 2 (6/23/08) Week 3 (6/30/08) Week 4 (7/7/08) Week 5 (7/14/08) Week 6 (7/21/08) Updated 6/19/08 1 of 2 Week 7 (7/28/08) Revisit FDA & OHRP ICH & GCP (Kathy & Kristin or Sandy) HIPAA, COI, State Law (Marlene) *Pre-post practice test, Q&A, CIP Discussion...
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...Chapter 1: Student Characteristics Understand Characteristics of Students with Disabilities Some students with disabilities pass through typical developmental milestones and express skills within an average range for their age group. Others show delayed growth at certain developmental milestones, and many students with disabilities experience challenges as they navigate through the school curriculum. It is critical that special education teachers know how to differentiate between typical individual differences among children without disabilities and differences that may indicate a disability that requires interventions and/or specialized designed instruction. In addition, special education teachers need to know the most common types of disabilities that students may experience and how those disabilities affect their ability to learn and their behavior in the classroom. Competency 1 thus focuses on the characteristics of typical and atypical human growth and development and the characteristics of students with various disabilities that special education teachers are likely to encounter. The test includes a wide range of multiple-choice questions that address Competency 1. * Questions on typical and atypical behaviors and abilities for children and adolescents at particular ages. * Questions on the types and characteristics of various disabilities. * Questions on the similarities and differences among students with and without disabilities. This competency encompasses...
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...2 Understanding Diversity in the Classroom CHAPTER LEARNING GOALS After you study this chapter, you will be able to: 1. Explain the importance of understanding classroom diversity. 2. Explain the different group and individual sources of diversity. 3. Describe approaches to teaching in culturally and linguistically diverse classrooms. 4. Explain the provisions of the Individuals with Disabilities Education Act. 5. Explain the characteristics of students with exceptionalities. 6. Describe the role of the teacher in the inclusive classroom. Imagine You Are the Teacher It Is The First Teaching year at Lincoln Elementary School for Ms. Branson. She has 30 fifth-graders of whom 13 are girls and 17 are boys, 12 participate in the free and reduced lunch program, 5 are English language learners, and 4 have individualized education programs (IEPs). As she plans her lesson on paragraph writing, she is trying to keep the special needs of each of her students in mind. Because Jessica has a hearing impairment, Ms. Branson decides to make a written outline that includes the important parts of a paragraph and examples of good and bad paragraphs. She also decides to go over the outline several times because Fred and Alex have a reading disability. In her plan, there is also a note to herself to find a bigger pencil and wide-lined paper for Suzy, who requires these modifications according to her IEP. Based on past writing experiences, she expects Monica to finish writing her paragraph...
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...the source of capitalist incentives to innovate. Moreover, many of the concerns that private firms fail to address “social goals” can be addressed through government contracting and regulation, without resort to government ownership. The case for private provision only becomes stronger when competition between suppliers, reputational mechanisms, the possibility of provision by private not-for-profit firms, as well as political patronage and corruption, are brought into play. 1 What kinds of goods and services should be provided by government employees as opposed to private firms? Should government workers make steel and cars in government-owned factories? Should teachers and doctors be publicly employed or should they work for private schools and practices? Should garbage be picked up by civil servants or employees of private garbage haulers? Should the whole economy be "socialized"? Although these are age-old questions in economics, the answers economists give to them, as well as the reasons for arriving at these answers, have been changing. In this paper, I describe some recent ways of thinking about government ownership. Half a century ago, economists were quick to favor government ownership of firms as soon as any market inequities or imperfections, such as monopoly power or...
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