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Essay / Research Paper Abstract
This 3 page paper reviews the article by Linda Vallie and Daria Buese and comments on the current research in the field concerning the impacts of the No Child Left Behind Act. Bibliography lists 4 sources.
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3 pages (~225 words per page)
File: AM2_PP673236.doc
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is surrounded by controversy. The intent of that Act, of course, was to insure equality in education. In practice, however, the Act has had a number of negative reverberations
in the educational arena. Its effect on teachers has been one of these reverberations. In "The Changing Roles of Teachers in an Era of High-Stakes Accountability" authors Valli
and Buese (2007) contend that policy directives that have resulted because of the No Child Left Behind Act have resulted in an environment where teachers are expected to "relate
to their students differently, enact pedagogies that are often at odds with their vision of best practice, and experience high levels of stress" (519). The result is "discouragement, role
ambiguity, and superficial responses to administrative goals" (Valli and Buese, 2007, 519). As Valli and Buese (2007) readily acknowledge, all the
negative impacts that the No Child Left Behind Act has had on teachers might be justifiable if students were truly benefiting from the Act. Unfortunately, the literature demonstrates quite
clearly that this is not the case. In reality, however, the No Child Left Behind Act introduces as many problems into the educational
arena as it does solutions. Two of the more controversial of its provisions are the requirements for educational inclusion and the reliance on standardized testing to assess
student progress nationwide on a nationwide basis. Not only has the influx of non-English speaking immigrants into the schools presented problems in terms of inclusion and standardized testing, problems
exist in regard as to how to include all echelons of the student population in mainstream education and to test them in comparison to that population (Causey-Bush, 2005).
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