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Essay / Research Paper Abstract
A 3 page research paper that address 3 topics that pertain to national standards, which are what education was like prior to the standards; how they have changed education; and whether or not they are effective. Bibliography lists 3 sources.
Page Count:
3 pages (~225 words per page)
File: KL9_khnatst3.rtf
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Unformatted sample text from the term paper:
education was lacking because there was no clear knowledge of precise curricula content, which gave rise to the criticism that teacher preparation stressed pedagogy, but ignored content (Ravitch, 1996). Professional
focus was on group dynamics, rather than on understanding what was to be taught. Textbooks largely determined curriculum and their content tended to follow the "checklists of textbook adoption committees
in big states such as California and Texas" (Ravitch, 1996, p. 134). In general, this had the effect of defining curriculum and setting expectations low enough that virtually every state
could assert that their students performed above the national norm (Ravitch, 1996). b. The ways in which the adoption of standards has curriculum, instruction and assessment are numerous and
varied according to the state, subject, and, often, the individual school. However, simply put, national professional subject-area association and the various states have identified standards for curricula that are considered
"important for K-12 students to learn as they prepared for life and work in the twenty-first century" (Clark, et al, 2006, p. 258). Nevertheless, research shows that the majority
of school systems have had difficulty effectively incorporating standards into their curricula and this remains an ongoing concern for education (Clark, et al, 2006). c. Reflection on the effectiveness
of standards as a vehicle for educational reform necessarily needs, first of all, to clarify how the No Child Left Behind (NCLB) act of 2001 interacts with the topic of
national standards. In the public mindset, the NCLB is associated with the implementation of standards, but this is actually a separate reform initiative that is totally different (Hargrove, et al,
2004). The NCLB mandates high-stakes testing as an assessment procedure that is designed to evaluated student learning and school/teacher effectiveness. This form of assessment constitutes the "first time in
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