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ERIC Number: EJ695463
Record Type: Journal
Publication Date: 2005-Aug
Pages: 10
Abstractor: Author
Reference Count: 46
ISBN: N/A
ISSN: ISSN-1066-5684
Tensions between the "Science" of Reading and a "Love of Learning": One High-Poverty School's Struggle with NCLB
Gerstl-Pepin, Cynthia I.; Woodside-Jiron, Haley
Equity and Excellence in Education, v38 n3 p232-241 Aug 2005
This article addresses one of the fundamental flaws of No Child Left Behind (NCLB): the disconnect it creates between the lived culture of schools and the inflexible mandates focused exclusively on scientific research. Specifically, we examined NCLB's Reading First Program, a grant program that focuses on promoting specific "scientifically-based" components of teaching reading (phonemic awareness, phonics, fluency, vocabulary, and text comprehension instruction). The data reported in the article is based on a qualitative case study of one high-poverty school in the Northeastern section of the United States. The findings suggest that missing in the story of scientifically-based research and accountability are the roles that context and individual student needs play in the professional role of a teacher in the classroom.
Customer Services for Taylor & Francis Group Journals, 325 Chestnut Street, Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420 (Toll Free); Fax: 215-625-8914.
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (Reading); United States
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001