Rural Schools and the Highly Qualified Teacher Provision of "No Child Left Behind": A Critical Policy Analysis

Autor/in	Eppley, Karen
Titel	Rural Schools and the Highly Qualified Teacher Provision of "No Child Left Behind": A Critical Policy Analysis
Quelle	In: Journal of Research in Rural Education, 24 (2009) 4, S.1-11 (11 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1551-0670
Schlagwörter	Rural Schools; Educational Research; Federal Legislation; Criticism; Policy Analysis; Rural Areas; Teacher Effectiveness; Teacher Qualifications; Educational Policy; Pedagogical Content Knowledge + Suchen Sie Ihr Suchwort? Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Bildungsforschung; Pädagogische Forschung; Bundesrecht; Kritik; Politikfeldanalyse; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Lehrqualifikation; Politics of education; Bildungspolitik; Pädagogische Kompetenz
Abstract	While there is a growing body of work that considers the implications of the No Child Left Behind Act (NCLB) for rural schools, literature that critically examines the policy itself is lacking in rural educational research. This critical policy analysis focuses on the highly qualified teacher provision of NCLB as it relates to rural schools. The goal of critical policy analysis is to contextualize policy within its historical and political landscape, positioning policy as reflective of a group or individual's vision of an ideal society. While the highly qualified teacher provision has been advanced as unproblematic, critical analysis of its broader context suggests a mismatch between its assumptions and the unique needs of rural schools. While undoubtedly all children deserve a highly qualified teacher, what deems a teacher to be highly qualified is a matter that is both complex and highly context-dependent. Thinking about quality teaching in rural schools invites opportunity for dialogue, yet the provision reflects a reductionist, quantifiable conceptualization of quality. The policy stifles debate about what rural communities expect from their teachers, declaring consensus about the role of subject matter knowledge to the exclusion of other factors particularly salient in rural schools. (Contains 2 tables and 2 footnotes.) (As Provided).
Anmerkungen	Penn State University College of Education, Center on Rural Education and Communities. 310B Rackley Building, University Park, PA 16802. Tel: 814-863-2031; Web site: http://www.jrre.psu.edu/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10