No Child Left Behind and Science Education: Opportunities, Challenges, and Risks

No Child Left Behind and Science Education: Opportunities, Challenges, and Risks

This article examines the opportunities, challenges, and risks that No Child Left Behind (NCLB) poses for science education in elementary and middle schools. Four areas of science education—standards, instruction, teachers, and curriculum—are discussed in the present context of NCLB accountability....

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Veröffentlicht in:The Elementary school journal 2006-05, Vol.106 (5), p.467-478
Hauptverfasser: Marx, Ronald W., Harris, Christopher J.
Format: Artikel
Sprache:eng
Schlagworte:
Accountability
Curriculum
Curriculum design
Educational Change
Educational Opportunities
Educational Research
Educational standards
Elementary education
Elementary Schools
Federal Legislation
High School Graduates
Language arts
Mathematics education
Middle Schools
NCLB
No Child Left Behind Act
No Child Left Behind Act 2001
No Child Left Behind Act 2001-US
Opportunity
Pedagogy
Quality of education
Risk
Risk factors
Science Education
Science Instruction
Science Teachers
Secondary school curricula
Teachers
Teaching Methods
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Beschreibung
Zusammenfassung:This article examines the opportunities, challenges, and risks that No Child Left Behind (NCLB) poses for science education in elementary and middle schools. Four areas of science education—standards, instruction, teachers, and curriculum—are discussed in the present context of NCLB accountability. Attention is given to how the current policy agenda affects science education and how this agenda may influence the teaching and learning of science for years to come.
ISSN:0013-5984
1554-8279
DOI:10.1086/505441