ERIC Number: EJ720102
Record Type: Journal
Publication Date: 2004
Reference Count: 23
Why Teacher Educators Should Care about the No Child Left Behind Act
Maylone, Nelson J.
Teacher Education and Practice, v17 n2 p199-210 Spr 2004
The No Child Left Behind (NCLB) Act of 2001 emphasizes school accountability, including consequences for perceived school failure, and NCLB consistently equates educational success with high student standardized test scores. I argue that NCLB may produce unacceptably high levels of collateral damage, and that teacher educators have special reasons to be concerned. The dilemmas that NCLB poses for teacher educators are outlined in this article. These include the act's promotion of regretful classroom instructional and assessment practices at odds with current approaches to teacher preparation. The case is also made that NCLB is demoralizing and may be dissuading new teachers from serving in areas of low socioeconomic status, where standardized test scores are often weak.
Descriptors: Federal Legislation, Teacher Educators, Standardized Tests, Accountability, Preservice Teacher Education, Teacher Competencies, Academic Achievement
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Publication Type: Journal Articles; Opinion Papers; Reports - Descriptive
Education Level: N/A
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001