東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

A quantitative research study on eff...

Newell, Barbara S.

Linked to FindBook

Google Book

Amazon

博客來

A quantitative research study on effects and perceptions of the No Child Left Behind legislation.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	A quantitative research study on effects and perceptions of the No Child Left Behind legislation./
Author:	Newell, Barbara S.
Description:	153 p.
Notes:	Source: Dissertation Abstracts International, Volume: 75-10(E), Section: A.
Contained By:	Dissertation Abstracts International75-10A(E).
Subject:	Education, Leadership. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3583259
ISBN:	9781321130850

A quantitative research study on effects and perceptions of the No Child Left Behind legislation.
Newell, Barbara S.

A quantitative research study on effects and perceptions of the No Child Left Behind legislation. - 153 p.

Source: Dissertation Abstracts International, Volume: 75-10(E), Section: A.

Thesis (D.Ed.)--University of Phoenix, 2014.

This quantitative descriptive survey study explores the connection between implementation of the No Child Left Behind legislation and resulting changes occurring in teaching methodology. The study explores whether development of excellence in education, as promoted by the NCLB legislation, actually occurred after implementation of the legislation. Implementation of best practices, teacher collaboration, and development of critical and creative thinking was the intent of the NCLB legislation. Research suggests the opposite of the intent of the NCLB legislation appears to have taken place as a test-based accountability system was put into place in classrooms across America without consulting classroom teachers. Topics related to effects of the implementation of the NCLB legislation, such as best practices, transformational leadership, burnout, and stress, are explored in the research. Results of the study indicate classroom teaching methods changed after implementation of the NCLB legislation to include more hours devoted to test-taking strategies and fewer hours spent on developing higher level thinking skills. The increased emphasis on a test-based accountability system led to teacher stress and burnout. Teachers surveyed for the study were an informed and experienced group with 53% teaching for over 20 years and 89.2% possessed advanced degrees. Results showed 91.95% of the teachers surveyed reported knowledge of the NCLB legislation came from leadership at staff meetings and 78.4% of the teachers perceived a negative effect on cognitive development after the NCLB legislation was implemented with 16.2% undecided and 5.4% positive. The null hypothesis was rejected with significance for both research questions.

ISBN: 9781321130850Subjects--Topical Terms:

1035576
Education, Leadership.

A quantitative research study on effects and perceptions of the No Child Left Behind legislation.
LDR:02674nam a2200301 4500 001 1967761
005 20141124124233.5
008 150210s2014 ||||||||||||||||| ||eng d
020 $a 9781321130850
035 $a (MiAaPQ)AAI3583259
035 $a AAI3583259
040 $a MiAaPQ $c MiAaPQ
100 1 $a Newell, Barbara S. $3 2104829
245 1 2 $a A quantitative research study on effects and perceptions of the No Child Left Behind legislation.
300 $a 153 p.
500 $a Source: Dissertation Abstracts International, Volume: 75-10(E), Section: A.
500 $a Adviser: Eugene Jablonski.
502 $a Thesis (D.Ed.)--University of Phoenix, 2014.
520 $a This quantitative descriptive survey study explores the connection between implementation of the No Child Left Behind legislation and resulting changes occurring in teaching methodology. The study explores whether development of excellence in education, as promoted by the NCLB legislation, actually occurred after implementation of the legislation. Implementation of best practices, teacher collaboration, and development of critical and creative thinking was the intent of the NCLB legislation. Research suggests the opposite of the intent of the NCLB legislation appears to have taken place as a test-based accountability system was put into place in classrooms across America without consulting classroom teachers. Topics related to effects of the implementation of the NCLB legislation, such as best practices, transformational leadership, burnout, and stress, are explored in the research. Results of the study indicate classroom teaching methods changed after implementation of the NCLB legislation to include more hours devoted to test-taking strategies and fewer hours spent on developing higher level thinking skills. The increased emphasis on a test-based accountability system led to teacher stress and burnout. Teachers surveyed for the study were an informed and experienced group with 53% teaching for over 20 years and 89.2% possessed advanced degrees. Results showed 91.95% of the teachers surveyed reported knowledge of the NCLB legislation came from leadership at staff meetings and 78.4% of the teachers perceived a negative effect on cognitive development after the NCLB legislation was implemented with 16.2% undecided and 5.4% positive. The null hypothesis was rejected with significance for both research questions.
590 $a School code: 0850.
650 4 $a Education, Leadership. $3 1035576
650 4 $a Education, Pedagogy. $3 1669025
650 4 $a Education, Curriculum and Instruction. $3 576301
650 4 $a Education, Policy. $3 1669130
690 $a 0449
690 $a 0456
690 $a 0727
690 $a 0458
710 2 $a University of Phoenix. $b Educational Leadership. $3 2097976
773 0 $t Dissertation Abstracts International $g 75-10A(E).
790 $a 0850
791 $a D.Ed.
792 $a 2014
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3583259