Peer reviewed
ERIC Number: EJ955810
Record Type: Journal
Publication Date: 2010
Pages: 7
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0740-7874
EISSN: N/A
Accelerating the Pedagogy of Poverty in Urban Schools: Unanticipated Consequences of the No Child Left Behind (NCLB) Act
Waxman, Hersh C.; Padron, Yolanda N.; Lee, Yuan-Hsuan
ERS Spectrum, v28 n2 p37-43 Spr 2010
The No Child Left Behind Act (NCLB) of 2002 calls for several changes in the K-12 education system in the United States. It focuses on evidence-based educational practices for schools in the United States. This study was part of a large-scale, 8-year research project that examined the quality of classroom instruction from three elementary schools in a large urban school district serving primarily culturally and linguistically diverse Hispanic students from low socioeconomic circumstances. Overall, the observational results revealed that during the last 3-year period since NCLB was implemented, classroom instruction became more teacher-centered and there were fewer opportunities for students to be engaged in small group activities. Students also were observed being off-task significantly more after NCLB was implemented. (Contains 1 table.)
Descriptors: Urban Schools, Group Activities, Elementary School Students, Elementary Schools, School Districts, Federal Legislation, Academic Achievement, Educational Practices, Educational Legislation, Educational Change, Educational Quality, Student Diversity, Hispanic American Students, Low Income Groups, Socioeconomic Status, Small Group Instruction, Grade 4, Grade 5, Large Group Instruction, Interaction, Teacher Student Relationship, Learning Activities, Time on Task, High Stakes Tests
Educational Research Service.
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 4; Grade 5
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A