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ERIC Number: EJ1157803
Record Type: Journal
Publication Date: 2014
Pages: 7
Abstractor: As Provided
ISSN: ISSN-1927-2677
Urban Early Childhood Educators' Perceptions of the Impact of NCLB on Their Literacy Practices
Husband, Terry
Journal of Curriculum and Teaching, v3 n1 p47-53 2014
While much has been written concerning the impact of NCLB on students, teachers, parents, administrators, and policies makers in general, little has been documented about the impact of NCLB on urban early childhood educators' literacy practices in particular. The purpose of this paper is to present the preliminary findings from a research study that examines urban early childhood educators' perceptions of NCLB on their literacy practices. An on-line survey was administered to 47 urban early childhood educators in grades P-3 in an urban school district in the Midwest part of the United States of America. While a significant percentage of the teachers surveyed perceive that NCLB has had a largely negative impact on curriculum, literacy instruction and student achievement overall, it has, nonetheless, led to a more rigorous curriculum in their classrooms.
Sciedu Press. 1120 Finch Avenue West Suite 701-309, Toronto, ON., M3J 3H7, Canada. Tel: 416-479-0028; Fax: 416-642-8548; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001
Grant or Contract Numbers: N/A