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ERIC Number: EJ1022245
Record Type: Journal
Publication Date: 2013
Pages: 5
Abstractor: As Provided
ISSN: ISSN-0013-1172
Exploring and Understanding Maryland's Math and Science Teachers' Perspectives on NCLB and Increase Testing: Employing a Phenomenological Inquiry Approach
Pinder, Patrice Juliet
Education, v133 n3 p298-302 Spr 2013
The purpose of this study was to explore and seek to understand some of Maryland's math and science teachers' thoughts about the No Child Left Behind Act (NCLB) and increase testing. The study utilized a phenomenological inquiry approach and four teachers participated in the study. Two of the teachers taught science and two taught mathematics. The teachers all taught within an urban school district in Central Maryland. Findings of this study revealed that 75% of those teachers interviewed felt that constant testing was ineffective. Additionally, all of the teachers interviewed thought that the goals of the No Child Left Behind Act were unrealistic and did not take into account the "real" needs of inadequately prepared students. Most of the teachers also felt that the NCLB Act and the increase barrage of district and federally mandated tests brought about an increased pressure on them "to teach to the test." The study concluded with a recommendation made for more qualitative studies to be conducted in other school districts in the various U.S. states to examine teachers' feelings/perspectives on NCLB and increase testing.
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education; Secondary Education; High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Maryland
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001
Grant or Contract Numbers: N/A