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Showing 1 to 20 of 31 for “"No Child Left Behind Act--NCLB"”.

  1. Qualified Teachers and the "No Child Left Behind Act"

    Itzaina, Lorna

    … concept of highly qualified teacher under the No Child Left Behind Act (NCLB). The problem that keeps emerging is teachers are not deemed qualified despite their credentials and are being blamed for the lack of student achievement. The purpose of this project is to explore the requirements …

    dominican Repository record

  2. Teaching english language learners in mainstream science classrooms: teacher practice and educational opportunity

    Schroeder, Carlotta Dorothy2011

    … and measure the progress of ELLs. The No Child Left Behind Act (NCLB) requires assessment and accountability. In this study, the number of ELLs has increased significantly at the high school level and school district as a whole.</p> <p>Along with the changing demographics, the findings …

    wayne-thes Repository record

  3. Using Evidence-Based Guidelines to Evaluate Research Support for the Use of Social Stories with Children with Autism

    Fister-Hull, Elaine

    … acceptance and popularity as an intervention for children with autism and autism spectrum disorders, yet it is unclear whether this intervention method meets the standards of an evidence-based intervention. With a push in educational and mental health fields to use only evidence-based …

    wku-diss Repository record

  4. The Impact of Language Planning and Policy on High School Long-term English Language Learners in a Selected North Texas Urban District

    Piña-Hinojosa, IsabellaUniversity of North Texas2007

    … decisions about how to measure what students know in all subjects. In 1999, the 76th Texas Legislature approved the assessment of the state curriculum to account for student learning while nationally the No Child Left Behind Act (NCLB) requires assessment and accountability to measure what …

    unt Repository record

  5. Public school principals' perceptions of California peer assistance and review program

    Wilson, Jeanine M.2012

    … became a federal mandate with the passing of the No Child Left Behind Act (NCLB) in 2002. When teachers are evaluated and acquire tenure status, it does not mean the performance of the teacher remains effective. If they have unsatisfactory performing tenured teachers on their staff, principals …

    u-pacific Repository record

  6. A Look at the Factors That Affect Superintendents Tenure, and Candidate Shortages in Virginia

    Smith, Jeffrey O'NealVirginia Tech2005

    … President George W. Busch signed into law the No Child Left Behind Act (NCLB) which is intended to ensure that all children succeed academically. Each of these mandates incorporates levels of accountability to which school administrators, especially the superintendent, must adhere. Recent …

    vt Repository record

  7. What Works in Georgia High Schools with Small Students Enrollment in Meeting Annual Yearly Progress

    Strickland, Carole Elaine2013

    Since the passage of the No Child Left Behind Act (NCLB), 2001, many school districts across the nation have sought to find new sources to meeting the demands mandated by the legislation. Little research exists on the methods Georgia high schools with small student enrollment utilize to meet annual …

    gsu Repository record

  8. Legislation, Litigation, Regulation, and Implementation of Paraprofessional Supervision in School Settings

    Hsu, Sungti2007

    Since the reauthorization of the No Child Left Behind Act (NCLB) of 2002 and the Individuals with Disabilities Education Improvement Act (IDEIA) of 2004, there is a strong emphasis on the supervision of paraprofessionals who provide instructional assistance to classroom teachers. Scholars have …

    byu Repository record

  9. Policies, Pedagogy, and Practices: Educational Experiences of Latino English Language Learners in Virginia

    Travieso-Parker, Lourdes LuciaVirginia Tech2006

    … 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 …

    vt Repository record

  10. Teacher Selection: A Delphi Study

    Tottossy, Andrea PerryVirginia Tech2005

    … school (Emley & Ebmeier, 1997). Unfortunately, not much empirical research has been conducted to date to support how to hire quality teachers effectively. "The research to date has not sufficiently addressed questions such as (1) what criteria need to be assessed; (2) which of those criteria are …

    vt Repository record

  11. A Principal's Leadership in the Implementation and Support of Inclusion

    Smith, Thelma GrayVirginia Tech2011

    … with Disabilities Education Improvement Act (IDEIA) 2004 requires schools to provide students with disabilities with all the academic opportunities, services, and extracurricular involvement afforded non-disabled peers and with non-disabled peers. Accountability measures resulting from …

    vt Repository record

  12. Exploring teacher awareness and implementation of TELPAS descriptors in rural secondary classrooms: A qualitative study

    Sanders, Jame DawnTexas Tech University2016

    … all students, but these teachers have a limited knowledge of federal and state mandates regarding ELLs after the implementation of the No Child Left Behind Act (NCLB, 2001). Unless there is a specific need for training due to the enrollment of an ELL of beginning or intermediate English language …

    ttu Repository record

  13. Leadership Behaviors that Contribute to Teacher Morale

    Randolph-Robinson, Vickie Tantee2013

    … leaders, working to meet the provisions of the No Child Left Behind Act (NCLB) of 2001, are focusing on developing effective leadership behaviors as they face the complex challenges of meeting organizational goals within their elementary schools and maintaining or increasing staff satisfaction. …

    gsu Repository record

  14. School Recess and Changes to Children's Play Opportunities in New York City

    Hayes, KeyonnaThe Graduate School and University Center of The City University of New York2021

    <p>The policy, No Child Left Behind Act (NCLB) of 2001 in US public schools was designed to improve how children learn and test in schools, but it has resulted in the decline or removal of recess from most schools. This thesis examines two important issues. The first issue is to assess the play …

    cuny-grad Repository record

  15. Exploring Leadership Experiences Of School Psychologists In Supporting Schools: A Phenomenological Study

    Joseph, Julie

    The passage of the No Child Left Behind Act (NCLB) and the reauthorization of the Individuals with Disabilities Education Act in 2004 have placed increased demands on all educators and administrators. School psychologists find themselves charged with addressing a broad range of issues today, and …

    ucf

  16. A Meta-Analysis of Attention Deficit/Hyperactivity Disorder Interventions: An Empirical Road to Pragmatic Solutions

    Snead II, Cecil ClarkVirginia Tech2005

    … all subgroup populations as defined by the No Child Left Behind Act (NCLB), educators need to look continuously upon the latest research regarding best educational practice. Attention deficit hyperactivity disorder (ADHD) affects 3% - 7% of the school-age population. NCLB mandates that …

    vt Repository record

  17. Roles and Responsibilities of the Georgia Special Education Paraprofessionals and the Impact of the NCLB Mandates: An Assessment by Georgia Administrators, Special Education Teachers, and Special Education Paraprofessionals

    Archibald, Donna Lynn2013

    … special education paraprofessionals and the impact of the No Child Left Behind Act (NCLB) on those roles and responsibilities as perceived by administrators, special education teachers and special education paraprofessionals. A survey was sent to all respondents for their input that covered …

    gsu Repository record

  18. Hands-on equations program: An approach to teaching linear equations using manipulatives

    Jimenez, Amelia2018

    … best methods of instruction. For instance, the No Child Left Behind Act (NCLB) has placed new levels of accountability on educators for the success of students with their education, especially in mathematics. Certain areas of mathematics, such as Algebra, have been known to challenge students to …

    u-pacific Repository record

  19. Data-Focused Decision Making: One School's Journey

    Kretzer, Sandra A.Virginia Tech2012

    … for adequate yearly progress (AYP) for the No Child Left Behind Act (NCLB). Effective use of data can move educators toward student centric learning plans and interventions which improve achievement. While current literature emphasizes the importance of assessment data used to guide sound …

    vt Repository record

  20. More Power to You: Parental Experiences with the Public School Choice Option Provided by the No Child Left Behind Act of 2001

    Williams Woodard, Roslyn, EdD2021

    The No Child Left Behind Act (NCLB) of 2001 was the federal government's commitment toward providing an equitable education for all students. Recognizing the impact parents had on the academic achievement of their children, provisions for increased parental involvement were emphasized, especially …

    usd-thes Repository record

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