Ideological Success, Educational Failure?: On the Politics of No Child Left Behind

Autor/in	Apple, Michael W.
Titel	Ideological Success, Educational Failure?: On the Politics of No Child Left Behind
Quelle	In: Journal of Teacher Education, 58 (2007) 2, S.108-116 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4871
DOI	10.1177/0022487106297844
Schlagwörter	Federal Legislation; Critical Reading; Elementary Secondary Education; Educational Policy; Federal Regulation; Accountability; Testing; Politics of Education; Economic Change; Democratic Values; Public Education; Educational Legislation; Government Role; State Government; Marketing; Citizenship; Teacher Education; Teacher Qualifications; Ideology; United States + Suchen Sie Ihr Suchwort? Bundesrecht; Kritisches Lesen; Politics of education; Bildungspolitik; Bundeskompetenz; Verantwortung; Testdurchführung; Testen; Educational policy; Ökonomischer Wandel; Öffentliche Erziehung; Bildungsrecht; Schulgesetz; Bund-Länder-Beziehung; Staatsbürgerschaft; Lehrerausbildung; Lehrerbildung; Lehrqualifikation; Ideologie; USA
Abstract	Most educators in the United States have had to confront the changed reality brought about by the federal reauthorization of the Elementary and Secondary Education Act, commonly known as No Child Left Behind (NCLB). This represents a set of initiatives that can radically transform the federal role in policing and controlling core aspects of education in general and teacher education. Using a number of key volumes that have been written to either criticize or support major components of NCLB, I provide a critical reading of the assumptions behind NCLB and point to a number of its key negative implications for educational policy and practice. In the process, I point to areas where educators might look for more critically democratic alternatives. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10