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Showing 1 to 11 of 11 for “"No Child Left Behind Act 2001"”.
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Primary caregivers' values of play and creativity in early childhood in relation to children's academic self-esteem
… trend to push academics due to laws such as the No Child Left Behind Act (2001) which holds schools accountable for academic learning. Play and creativity are being eliminated in early childhood even though theorists state the value of these elements in the overall development of young children. …
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Improving Second Language Learning Through Performance-Based Assessment Practices
<p>From the time of the No Child Left Behind Act (2001) to the present day, standardized testing has become the benchmark measure for student assessment and school accountability in the United States. Multilingual learners are a vulnerable population with more testing and accountability …
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Teacher perspectives on the impact of high-stakes testing on students with disabilities : a grounded theory study
<p>The Individuals with Disabilities Education Act 1997 (IDEA), No Child Left Behind Act 2001 (NCLB), and Every Child Succeeds Act 2015 (ESSA) has changed how public schools adapt to standards and accountability systems for all students, including students with mild-to-significant cognitive …
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Instructional Strategies for Academic Success in High Poverty, High Performing Schools
The No Child Left Behind Act (2001) requires schools to increase academic performance and close the achievement gaps between sub-groups of students. As schools work to increase student performance in all academic areas, educators must identify the needs of each sub-group of students they services …
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Policies, Pedagogy, and Practices: Educational Experiences of Latino English Language Learners in Virginia
… qualitative case study was to analyze the impact of the policies of the No Child Left Behind Act (2001) on the teaching and learning of 10 Latino English language learners (ELLs) in an urban high school in Virginia. Using ethnographic methodology, the researcher examined the nexus of the …
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Urban School Principal Rated as Highly Effective: Support and Culture for Co-teaching
… with Disabilities Education Improvement Act (2004) and the passing of the No Child Left Behind Act (2001) promoted a movement toward meaningful inclusion, which has led to an increase in interest in co-teaching (Friend, Cook, Hurley-Chamberlain, & Shamberger, 2010; Nichols, Dowdy, & …
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Dispositions of Effective Elementary Teachers in an Urban District in Southeastern Virginia
… classroom with a highly qualified teacher, the No Child Left Behind Act (2001) mandated that only "highly qualified" teachers be hired to teach beginning in the 2005 school-year (U.S. Department of Education, 2002). Highly qualified is defined by a teacher's background characteristics that …
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A Study Of Southwest Florida High School Reading Teachers And The Implmentation of Scientifically Based Reading Research Instruction
The literacy mandates of the No Child Left Behind Act (2001) swiftly and directly have an impact on reading teachers. The literacy directives of the act constitute a paradigm shift in reading reform, especially at the secondary level. Literacy directives require state and district level …
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A Mixed-Method Inquiry into Teachers' Motivation in Middle and High Schools
The No Child Left Behind Act (2001) and Race to the Top Fund (2009) were passed by the federal legislature to address growing gaps in student achievement. The intended outcome of these measures was centered around student achievement. However, there were several unintended outcomes, including the …
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Measuring Academic Outcomes of Equity and Racial Equity Policies in Public Schools
… gaps among different racial and socioeconomic groups have been a dilemma for K-12 educators for decades. Although complex and insolvable the issues seemed, the No Child Left Behind Act (2001) gave a momentum to creating equity and racial equity policies that addressed academic disparities …
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Educators' Perceptions of Reasons for and Strategies to Correct the Underrepresentation of African Americans in Gifted Education Programs
… principals were interviewed to gain an in-depth knowledge of the reasons for and strategies to correct the underrepresentation of African Americans in gifted education programs. Sixty-nine surveys were mailed to principals at three elementary schools and twenty middle schools of a large school …