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ERIC Number: EJ805581
Record Type: Journal
Publication Date: 2008-Aug
Pages: 6
Abstractor: As Provided
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-1082-3301
Classroom Learning Environment, Brain Research and the "No Child Left Behind" Initiative: 6 Years Later
Rushton, Stephen; Juola-Rushton, Anne
Early Childhood Education Journal, v36 n1 p87-92 Aug 2008
Six years have gone by since the passing of "No Child Left Behind" (2002) and due to the "high-stake" riders attached to this legislation, educators at all levels have found themselves in a state of both emotional and cognitive dissonance. Recent research in the field of neuroscience combined with principles gained from constructivism support the importance of developing and implementing both a child-centered curriculum and a positive learning environment that is appropriate for young children. This paper addresses some of the difficulties that arise from the "No Child Left Behind" act and teaching from a constructivist model. Additionally, positive suggestions are provided for the early childhood educator in order to support current teaching philosophies despite the pressures of high-stakes testing.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Descriptive
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