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Essay / Research Paper Abstract
A 5 page research paper that discusses the No Child Left Behind Act of 2001 (NCLB), which was enacted by Congress in 2002, and which requires among its provisions that all teachers, as of end of 2005-6 school year, should be "highly qualified," that is, meet the defining list of requirements listed in the law (Harrison-Jones, 2007, p. 356). This review of literature, first of all, describes the variety of forces that have shaped the public's understanding of the issues involved with the NCLB, using a historical perspective that indicates the impact that this law has had on teacher qualifications. This is followed by a discussion of the positive effects that the NCLB has had on teacher qualifications before addressing the issue of challenges for highly qualified teachers. Bibliography lists 7 sources.
Page Count:
5 pages (~225 words per page)
File: D0_khnclbtq.rtf
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Unformatted sample text from the term paper:
meet the defining list of requirements listed in the law (Harrison-Jones, 2007, p. 356). The following review of literature, first of all, describes the variety of forces that have shaped
the publics understanding of the issues involved with the NCLB, using a historical perspective that indicates the impact that this law has had on teacher qualifications. This is followed by
a discussion of the positive effects that the NCLB has had on teacher qualifications before addressing the issue of challenges for highly qualified teachers. Historical perspective and the present
effect NCLB essentially restructured the American public school system, shifting it from "a system public schools with elected school boards" towards a "market-driven system of proprietary schools, subsidized by public
dollars but organized around the principle of customer choice" (Chapman, 2007, p. 25). While NCLB funds represent only about 7 to 13 percent of state education budgets, to receive these
funds, the federal government demands that the states revamp virtually every aspect of their public school systems (Chapman, 2007). NCLB demands that teachers should use only "best practices," which means
that course content and instruction should be in alignment with both national and state standards, using methods that are "scientifically proven to be effective, cost efficient and able to be
applied, duplicated and scaled-up for wider use" (Chapman, 2007, p. 25). As this indicates, a basic premise of the NCLB is that there are "ready-made solutions" that can successfully transmit
knowledge to any student, which also incorporates the idea that "teachers are not much more than technicians who use them" (Chapman, 2007, p. 25). Chapman is not alone in her
opinion that this orientation serves to "de-skill" teachers while it simultaneously insists on the importance high teacher quality. Manzo, likewise, points to the proliferation of approved reading programs, which all
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