Literaturnachweis - Detailanzeige
Autor/inn/en | Gordon, Howard R. D.; Yocke, Richard J.; Maldonado, Cecilia; Saddler, Sterling J. |
---|---|
Titel | Selected Career and Technical Education Teachers' Perceptions of the No Child Left Behind Act (Public Law 107-110): An Exploratory Study |
Quelle | In: Journal of Career and Technical Education, 23 (2007) 1, S.121-132 (12 Seiten)
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1531-4952 |
Schlagwörter | School District Autonomy; Teacher Effectiveness; Federal Legislation; Vocational Education Teachers; Technical Education; Career Education; Educational Policy; Policy Analysis; Teacher Attitudes; School Choice; Supplementary Education; Accountability; Student Evaluation; Likert Scales; West Virginia School district; School districts; Autonomy; School autonomy; Schulautonomie; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Bundesrecht; Ausbilder; Technikunterricht; Arbeitslehre; Politics of education; Bildungspolitik; Politikfeldanalyse; Lehrerverhalten; Choice of school; Schulwahl; Ergänzungsunterricht; Verantwortung; Schulnote; Studentische Bewertung; Likert-Skala |
Abstract | The purpose of this study was to determine how selected career and technical education teachers (CTE) in West Virginia perceived the impact of the No Child Left Behind (NCLB) Act. A convenience sample was used to select thirty-seven (N = 37) career and technical education teachers from five Southern West Virginia career and technical schools. The data suggest that professional development programs provided less than adequate provisions of NCLB to selected CTE teachers. It appears that selected CTE teachers were less than cognizant that the NCLB Act does not reduce local control of schools. Comments from selected participants suggest that more emphasis should be placed on accountability of students, government, and parents. Overall, selected career and technical education teachers' perceptions toward teacher quality and parental choices appeared to be mixed. On the other hand, selected CTE teachers were more likely to support local control and assessment provisions of the NCLB Act. (Contains 1 table.) (As Provided). |
Anmerkungen | Omicron Tau Theta. 228 McAdams Hall, Clemson, SC 29689. Tel: 864-656-3300; Fax: 864-656;5675; Web site: http://www.ott.vt.edu/journal.htm |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2017/4/10 |