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Traver, Amy – Journal of Education Policy, 2006
This paper reviews New York City Mayor Michael Bloomberg's education reform agenda, "Children first", in the light of organizational theory. I argue that this reform agenda reflects both coercive and mimetic isomorphism, as Bloomberg uses mayoral control to apply business concepts and practices to New York City's public school system.…
Descriptors: Public Schools, Organizational Theories, Participant Observation, Organizational Change
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Pruisner, Peggy – TechTrends: Linking Research and Practice to Improve Learning, 2009
As a result of the Reading First Program of the No Child Left Behind Act (NCLB), the view of reading has narrowed. Individual state's Reading First professional development programs, and hence reading teachers across the United States, have spent the six years since the funding of the program in 2002 focusing beginning and developmental reading on…
Descriptors: Teacher Education Programs, Reading Research, Reading, Federal Legislation
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Mandinach, Ellen B. – Educational Psychologist, 2012
Data-driven decision making has become an essential component of educational practice across all levels, from chief state school officers to classroom teachers, and has received unprecedented attention in terms of policy and financial support. It was included as one of the four pillars in the American Recovery and Reinvestment Act (2009),…
Descriptors: Evidence, State Schools, Educational Psychology, Educational Practices
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Frost, Joe L. – Childhood Education, 2007
In this article, the author observes how a combination of interrelated elements are currently changing the face of the civilizing traditions of the U.S. education and forming a new culture of childhood. These include: (1) the standardization of education; (2) the dissolution of traditional spontaneous play; and (3) the growing specter of poverty…
Descriptors: Academic Standards, Academic Achievement, High Stakes Tests, Play
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Hill, Kathryn; McNamara, Tim – Measurement: Interdisciplinary Research and Perspectives, 2015
Those who work in second- and foreign-language testing often find Koretz's concern for validity inferences under high-stakes (VIHS) conditions both welcome and familiar. While the focus of the article is more narrowly on the potential for two instructional responses to test-based accountability, "reallocation" and "coaching,"…
Descriptors: Language Tests, Test Validity, High Stakes Tests, Inferences
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Hess, Karin – Measurement: Interdisciplinary Research and Perspectives, 2011
Black, Wilson, and Yao have identified a very real tension felt by teachers today that has been created by No Child Left Behind (NCLB) in the United States and the National Curriculum Assessment in the United Kingdom. In many schools, formative assessment has either taken a backseat to summative assessment use, or many of the formative assessment…
Descriptors: Foreign Countries, National Curriculum, Educational Assessment, Educational Legislation
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Boyles, Deron – Philosophical Studies in Education, 2009
Schooling in the U.S. is increasingly understood through the lenses of science and accountability. From the National Research Council's Scientific Research in Education (SRE) to the No Child Left Behind Act (NCLB), colleges and schools have faced a marked increase (or steady reinforcement) in practices which conform to principles of scientific…
Descriptors: Epistemology, Role of Education, Federal Legislation, Educational Philosophy
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Lustick, David – International Journal of Leadership in Education, 2011
Regardless of what one thinks of No Child Left Behind (NCLB), the current national education legislation has demonstrated the power and potential of learning standards linked with systems of accountability to influence classroom experiences. Unfortunately, the changes promoted by the legislation have tied the professional hands and suppressed the…
Descriptors: Test Preparation, Curriculum Development, Federal Legislation, Educational Change
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Rosemartin, Dennis S. – Kappa Delta Pi Record, 2013
The use of assessments in public schools in the United States to link student test scores to school performance has arguably transformed assessments into accountability tools. Dennis S. Rosemartin, a former elementary classroom teacher, is currently a PhD candidate at the University of Arizona. His area of specialization is teacher preparation and…
Descriptors: Student Evaluation, Federal Legislation, Educational Legislation, High Stakes Tests
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Brint, Steven – Academe, 2008
Today, Americans face a challenge to the organization of higher education that, however it is resolved, will transform the enterprise. That challenge goes under the name "learning outcomes," or sometimes "accountability." It is a challenge brought largely by those outside higher education and is based on criticisms of the…
Descriptors: College Instruction, Higher Education, Standardized Tests, Accountability
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Briggs, Derek C. – Assessment in Education: Principles, Policy & Practice, 2017
In the United States, students have historically taken large-scale assessments for many different purposes. One purpose that is shared with many other countries is a desire to monitor aggregate trends in educational attainment in core subject domains such as literacy, mathematics, and science. In this commentary, the author examines testing,…
Descriptors: Educational Assessment, Learning Theories, Learning, Psychometrics
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Dunn, Rita; Honigsfeld, Andrea – Educational Forum, 2013
In this essay, the authors argue that understanding students' learning styles is likely to (a) help teachers recognize the causes of some academic problems, and (b) lead to better planned, differentiated instruction. Learning style, as defined by Dunn and Dunn, is highlighted, and research supporting its effectiveness is outlined. By citing…
Descriptors: Learning Strategies, Cognitive Style, Academic Achievement, Student Needs
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O'Connell, Lynn M. – Journal of Educational & Psychological Consultation, 2008
In this commentary on Al Otaiba, Hosp, Smartt, and Dole's article (this issue), key strengths, limitations, and systemic issues in the consultation project are identified. It is posited that despite expanded opportunities for school improvement since the implementation of the No Child Left Behind Act (2001) and clear evidence that improvement is…
Descriptors: Federal Legislation, Academic Achievement, Educational Change, Educational Improvement
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Rury, John L. – American Journal of Education, 2012
Jim Garrison's article (Garrison 2012) critiques current reforms in the United States for fostering a harmful "standardization" in schooling, which threatens to further undermine the country's democratic heritage and to prepare many students for servitude in an oppressive social order. John Dewey is cited throughout, as befits Professor…
Descriptors: Evidence, State Standards, Standardized Tests, Educational Change
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Jones, Tammy – Educational Perspectives, 2012
NCLB has created a climate where teachers feel increasingly pressured to ensure their students pass the test, with the result that they allocate less time for purposeful and authentic learning experiences (Kohn, 2004). Thus, rote memorization is favored over inquiry. Teachers must aim to create a classroom environment that recognizes and values…
Descriptors: Teaching Methods, Classroom Environment, Memorization, Federal Legislation
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