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The effects of the highly qualified ...

Gussow, Karl S.

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The effects of the highly qualified component of the No Child Left Behind Act on the Florida educational system.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	The effects of the highly qualified component of the No Child Left Behind Act on the Florida educational system./
Author:	Gussow, Karl S.
Description:	150 p.
Notes:	Adviser: Jackson S. Beazley.
Contained By:	Dissertation Abstracts International68-01A.
Subject:	Education, Administration. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3251335

The effects of the highly qualified component of the No Child Left Behind Act on the Florida educational system.
Gussow, Karl S.

The effects of the highly qualified component of the No Child Left Behind Act on the Florida educational system. - 150 p.

Adviser: Jackson S. Beazley.

Thesis (Ph.D.)--Capella University, 2007.

An important component of the No Child Left Behind (NCLB) legislation is the requirement for public and charter schools in the United States to have a highly qualified teacher for every subject area by June 30, 2006. According to the United States Department of Education, many teachers are teaching "out-of-field," or teaching in a subject area in which they are not content experts. This study was designed to explore the problem of assuring the ability to place highly qualified teachers in public and charter schools in the state of Florida; whether the school districts in Florida would be in compliance of having highly qualified teachers in all classrooms by the date specified; and whether the number of highly qualified and out-of-field teachers in Florida increased, decreased, or remained the same since the implementation of the legislation. The literature review includes a historical reference on teacher certification which traces the process of how teaching has moved from a profession in which anyone could teach a subject, to one that requires licensure and certification; historical review of public schools; certification requirements for Florida teachers; and changes in the certification process as a result of NCLB. The research method used for the study was a mixed method that is descriptive in nature for the quantitative analysis and historical for the qualitative analysis.Subjects--Topical Terms:

626645
Education, Administration.

The effects of the highly qualified component of the No Child Left Behind Act on the Florida educational system.
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035 $a (UMI)AAI3251335
035 $a AAI3251335
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100 1 $a Gussow, Karl S. $3 1291297
245 1 4 $a The effects of the highly qualified component of the No Child Left Behind Act on the Florida educational system.
300 $a 150 p.
500 $a Adviser: Jackson S. Beazley.
500 $a Source: Dissertation Abstracts International, Volume: 68-01, Section: A, page: 0037.
502 $a Thesis (Ph.D.)--Capella University, 2007.
520 $a An important component of the No Child Left Behind (NCLB) legislation is the requirement for public and charter schools in the United States to have a highly qualified teacher for every subject area by June 30, 2006. According to the United States Department of Education, many teachers are teaching "out-of-field," or teaching in a subject area in which they are not content experts. This study was designed to explore the problem of assuring the ability to place highly qualified teachers in public and charter schools in the state of Florida; whether the school districts in Florida would be in compliance of having highly qualified teachers in all classrooms by the date specified; and whether the number of highly qualified and out-of-field teachers in Florida increased, decreased, or remained the same since the implementation of the legislation. The literature review includes a historical reference on teacher certification which traces the process of how teaching has moved from a profession in which anyone could teach a subject, to one that requires licensure and certification; historical review of public schools; certification requirements for Florida teachers; and changes in the certification process as a result of NCLB. The research method used for the study was a mixed method that is descriptive in nature for the quantitative analysis and historical for the qualitative analysis.
590 $a School code: 1351.
650 4 $a Education, Administration. $3 626645
650 4 $a Education, Philosophy of. $3 783746
650 4 $a Education, Teacher Training. $3 783747
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710 2 0 $a Capella University. $3 1017687
773 0 $t Dissertation Abstracts International $g 68-01A.
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790 1 0 $a Beazley, Jackson S., $e advisor
791 $a Ph.D.
792 $a 2007
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3251335