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Wright, Robert E. – College Student Journal, 2010
The use of standardized tests for outcome assessment has grown dramatically in recent years. Two driving factors have been the No Child Left Behind legislation, and the increase in outcome assessment measures by accrediting agencies such as AACSB, the international accrediting body for business schools. Despite the growth in usage, little effort…
Descriptors: College Outcomes Assessment, Educational Testing, Standardized Tests, Accreditation (Institutions)
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Kaniuka, Theodore S. – College Student Journal, 2009
The delivered curriculum, or the curriculum the students actually experience has always been a function of teacher decision making. Since the inception of high stakes accountability, the curricula to which students are exposed have become a focal point of school reform efforts. This article argues that the null curriculum is expanding in ways that…
Descriptors: Social Class, School Restructuring, Educational Change, Probability
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Otto, Sherri Jennings; Arnold, Mitylene – College Student Journal, 2005
The purpose of this study is to describe the level of administrator support perceived by special education teachers in South Texas. The literature on teacher retention indicates that "lack of administrative support" as an important reason for leaving the profession. This study examined the factors related to administrator support…
Descriptors: Teaching (Occupation), Beginning Teachers, Special Education Teachers, Teacher Attitudes
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Thornton, Bill; Peltier, Gary; Hill, Gus – College Student Journal, 2005
The No Child Left Behind Act requires that all teachers in core academic subjects to be "highly qualified" by the end of the 2005-06 school year. New teacher leave the profession at an alarming rate--research indicates that 50% have left within five years of their first job. This article explores the personality types of pre-service…
Descriptors: Beginning Teachers, Undergraduate Students, Teacher Persistence, Profiles
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Ediger, Marlow – College Student Journal, 2005
With the No Child Left Behind federal mandate, teachers and school administrators are challenged to provide the best instruction possible in mathematics and reading. Students are required to take the state mandated tests in grades three through eight and in grade ten. The stakes are high in that students may not be passed on to the next higher…
Descriptors: Federal Legislation, Test Results, Mathematics Instruction, Mathematics Teachers