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ERIC Number: EJ906989
Record Type: Journal
Publication Date: 2010
Pages: 34
Abstractor: As Provided
Reference Count: 20
ISSN: ISSN-1099-839X
Teachers' Perceptions of the Influence of "No Child Left Behind" on Classroom Practices
Mertler, Craig Alan
Current Issues in Education, v13 n3 2010
Due to the magnitude of "NCLB", the pressure on teachers has increased to perhaps immeasurable proportions. One could argue that "NCLB" has ramifications for nearly all aspects of the teaching-learning process, including classroom-based assessment. The purpose of this study was to describe teachers' beliefs about "NCLB" and its influence on classroom practices. Differences based on several demographic variables were also examined. An original instrument was administered to teachers and 1,534 responses were received. Salient findings revealed that teachers believe "NCLB" is having negative impacts on instructional and curricular practices, including higher levels of stress related to improving student performance. Teachers reported several changes in how they assess students. Significant group differences were found, particularly on the resultant components of "Student Test Preparation and Instructional Changes." (Contains 4 tables.)
Arizona State University, Mary Lou Fulton Institute and Graduate School of Education. Deans Office, P.O. Box 870211 Payne 108, Tempe, AZ 85287. Tel: 480-965-3306; Fax: 480-965-6231; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Ohio