Initial Impacts of No Child Left Behind on Elementary Science Education

Autor/inn/en	Griffith, George; Scharmann, Lawrence
Titel	Initial Impacts of No Child Left Behind on Elementary Science Education
Quelle	In: Journal of Elementary Science Education, 20 (2008) 3, S.35-48 (14 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1090-185X
Schlagwörter	Elementary School Science; Federal Legislation; Science Education; Educational Legislation; Elementary School Teachers; Teacher Surveys; Teacher Attitudes; Time Factors (Learning); State Standards; National Standards; School Size + Suchen Sie Ihr Suchwort? Bundesrecht; Naturwissenschaftliche Bildung; Bildungsrecht; Schulgesetz; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lehrerverhalten
Abstract	This research examines the impact of the No Child Left Behind (NCLB) Act on elementary science education within a Midwestern state possessing strong national education measures. Elementary teachers (N = 164) responded to an online survey, which included both closed-ended and open-ended questions pertaining to science instruction and changes made in science instruction since the implementation of NCLB. More than half of these teachers indicated they have cut time from science instruction since NCLB became a law. The reason given for this decrease in science education was mainly the need to increase time for math and reading instruction. (Contains 3 figures.) (As Provided).
Anmerkungen	Western Illinois University. Document and Publications Services, 1 University Circle, Macomb, IL 61455-1390. Tel: 309-298-1917; Fax: 309-298-2869; e-mail: DPS@wiu.edu; Web site: http://www.wiu.edu/users/jese/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10