Literaturnachweis - Detailanzeige
| Autor/inn/en | Waxman, Hersh C.; Padron, Yolanda N.; Lee, Yuan-Hsuan |
|---|---|
| Titel | Accelerating the Pedagogy of Poverty in Urban Schools: Unanticipated Consequences of the No Child Left Behind (NCLB) Act |
| Quelle | In: ERS Spectrum, 28 (2010) 2, S.37-43 (7 Seiten) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
| ISSN | 0740-7874 |
| Schlagwörter | Urban Schools; Group Activities; Elementary School Students; Elementary Schools; School Districts; Federal Legislation; Academic Achievement; Educational Practices; Educational Legislation; Educational Change; Educational Quality; Student Diversity; Hispanic American Students; Low Income Groups; Socioeconomic Status; Small Group Instruction; Grade 4; Grade 5; Large Group Instruction; Interaction; Teacher Student Relationship; Learning Activities; Time on Task; High Stakes Tests Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Gruppenaktivität; Elementary school; Grundschule; Volksschule; School district; Schulbezirk; Bundesrecht; Schulleistung; Bildungspraxis; Bildungsrecht; Schulgesetz; Bildungsreform; Quality of education; Bildungsqualität; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Socio-economic status; Sozioökonomischer Status; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; Interaktion; Teacher student relationships; Lehrer-Schüler-Beziehung; Lernaktivität; Zeitaufwand |
| Abstract | The No Child Left Behind Act (NCLB) of 2002 calls for several changes in the K-12 education system in the United States. It focuses on evidence-based educational practices for schools in the United States. This study was part of a large-scale, 8-year research project that examined the quality of classroom instruction from three elementary schools in a large urban school district serving primarily culturally and linguistically diverse Hispanic students from low socioeconomic circumstances. Overall, the observational results revealed that during the last 3-year period since NCLB was implemented, classroom instruction became more teacher-centered and there were fewer opportunities for students to be engaged in small group activities. Students also were observed being off-task significantly more after NCLB was implemented. (Contains 1 table.) (As Provided). |
| Anmerkungen | Educational Research Service. |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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