The No Child Left Behind Act: A Look at Provisions, Philosophies, and Compromises.
In: Journal of Industrial Teacher Education, Jg. 41 (2004-06-01), Heft 2, S. 5
Online
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Zugriff:
The article presents information about the U.S. No Child Left Behind Act of 2001 (NCLBA). The NCLBA was initially perceived to be legislation which would have little or no impact on career and technical education (CTE). However, with the launch of several CTE centers, the NCLBA may have a significant impact on personnel and program issues for CTE centers. According to the provisions of the NCLBA, special needs students should clear state assessment tests. The NCLBA rewards school districts based on the performance of students. This makes special needs students feel personally responsible for their district's failure to receive such rewards. The NCLBA measures teacher effectiveness by analyzing the academic achievement of students. The primary objective of the NCLBA was to produce a workforce of skilled laborers. An important feature of the act is its focus on highly trained teachers. The act promotes the appointment of highly qualified teachers in schools and colleges.
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The No Child Left Behind Act: A Look at Provisions, Philosophies, and Compromises.
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Autor/in / Beteiligte Person: | Kymes, Nancy |
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Zeitschrift: | Journal of Industrial Teacher Education, Jg. 41 (2004-06-01), Heft 2, S. 5 |
Veröffentlichung: | 2004 |
Medientyp: | academicJournal |
ISSN: | 0022-1864 (print) |
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