scholarly journals The Culture and History of Standards-Based Educational Reform and Social Studies in America

2018 ◽  
Vol 1 (1) ◽  
pp. 26-49
Author(s):  
Joshua L Kenna ◽  
William B. Russell III
Keyword(s):  
No Child Left Behind ◽  
Public Education ◽  
Social Studies ◽  
Educational Reform ◽  
Reform Movement ◽  
Professional Organizations ◽  
Public Education System ◽  
Left Behind ◽  
History Of ◽  
State Educational

There is no surprise that the culture of America’s public education system is continually changing. More than a decade ago the federal initiative No Child Left Behind (NCLB) was signed into law; a law that many consider the pinnacle of the standards-based educational reform (SBER). The purpose of this study was to define the nature, culture, and meaning of the contemporary standards-based educational reform movement, and to trace the historical roots of the SBER via federal and state educational policies, as well as the work of various professional organizations. 

No Child Left Behind: The Ongoing Movement for Public Education Reform

2006 ◽  
Vol 76 (4) ◽  
pp. 461-473 ◽  
Author(s):  
ROD PAIGE
Keyword(s):  
Public Schools ◽  
No Child Left Behind ◽  
Public Education ◽  
Education Reform ◽  
Education System ◽  
Academic Skills ◽  
Public Education System ◽  
Left Behind ◽  
Public Education Reform ◽  
Original Goal

In this essay, former secretary of education Rod Paige depicts the No Child Left Behind Act (NCLB) as the culmination of more than half a century of urgent but largely unheeded calls for reform of the nation's public education system. He explains the rationale for the design of NCLB and responds to several criticisms of the legislation, including the notion that it is a one-size-fits-all mandate and that its improvement targets are unrealistic. He further argues that the nation's public schools must become more responsive to the needs of students and their families in order to remain viable. Finally, he contends that subsequent reauthorizations should stay true to NCLB's original goal of holding school systems accountable for equipping all students with the academic skills on which America's future depends.

Getting Ruby a Quality Public Education: Forty-Two Years of Building the Demand for Quality Public Schools through Parental and Public Involvement

2006 ◽  
Vol 76 (4) ◽  
pp. 570-586 ◽  
Author(s):  
ARNOLD FEGE
Keyword(s):  
Public Schools ◽  
No Child Left Behind ◽  
Public Education ◽  
School Improvement ◽  
Public Involvement ◽  
Elementary And Secondary Education ◽  
Left Behind ◽  
History Of ◽  
Education Act ◽  
Access To Data

In this article, Arnold Fege identifies parental and public engagement as critical to sustaining equity in public education. He traces the history of this engagement from the integration of schools after Brown v. Board of Education in 1954 and the implementation in 1965 of the Elementary and Secondary Education Act through the provisions of No Child Left Behind (NCLB). He finds that while NCLB gives parents access to data, it does not foster use of that information to mobilize the public to get involved in school improvement. Fege concludes with historical lessons applicable to the reauthorization of NCLB, emphasizing enforcement of provisions for both parental and community-based involvement in decisionmaking, resource allocation, and assurance of quality and equity.

The Impact of the Neoliberal Revolution on Society and Public Education

2020 ◽  
Author(s):  
Arthur Shapiro
Keyword(s):  
No Child Left Behind ◽  
Public Education ◽  
Educational System ◽  
Political Process ◽  
Public Support ◽  
Private Investment ◽  
Credit Recovery ◽  
Left Behind ◽  
American Society ◽  
The Impact

The neoliberal revolution negatively impacted the American society and educational system. Several major contributors to neoliberal thinking helped develop the theory. Two examples of utilizing neoliberal principles are the Sears corporation and the nation of Honduras, both teetering on the brink of collapse. The GINI Index can be used to provide insight into American economic inequality. Neoliberalism as a social movement and its impact on the American educational system are analyzed. Major conceptual components of neoliberalism, including competition, choice, privatization, standardization, accountability, marketing, and deregulation, are presented. Legislation using these principles include No Child Left Behind, Race to the Top and the Every Child Succeeds Act (ESSA). The testing, voucher, and charter movements are discussed. Three kinds of charter schools together with their academic and segregating results are analyzed. Charter and voucher supporters have become active in the political process to increase the charter component of public education. Corruption in charters and vouchers and neoliberalism’s undermining of public support for public education is treated. Online education’s positive support for small and rural schools, particularly for high schools, is noted, as is online education’s assistance for credit recovery. Another impact of neoliberalism on public education is noted, that is treating charters and vouchers as commodities which provide opportunities for private investment.

scholarly journals Reconstructing Technoliteracy: A Multiple Literacies Approach

2005 ◽  
Vol 2 (3) ◽  
pp. 238-251 ◽  
Author(s):  
Richard Kahn ◽  
Douglas Kellner
Keyword(s):  
No Child Left Behind ◽  
Computer Literacy ◽  
Technological Literacy ◽  
Multiple Literacies ◽  
Left Behind ◽  
Nation At Risk ◽  
Integration Of Technology ◽  
History Of ◽  
Critical Pedagogies ◽  
Insight Into

Much has been written that describes the history of the concept of ‘technological literacy’ and, more recently, a literature attempting to chart emancipatory technoliteracies has emerged over the last decade. Our article begins with a brief examination of the meanings that ‘technology’ and ‘literacy’ have received towards achieving insight into what sort of knowledge and skills ‘technoliteracy’ hails. We then summarize the broad trajectories of development in hegemonic programs of contemporary technoliteracy from their arguable origins as ‘computer literacy’ in the A Nation at Risk report of 1983 up to the present call for integration of technology across the curriculum and the standards-based approach of the No Child Left Behind Act of 2001 and 2004's US National Educational Technology Plan. In contradistinction, we reveal how this approach has been tacitly challenged at the global institutional level through the United Nations' Project 2000+, and theorize how this might link up with a democratic project of re-visioning education though multiple literacies. Finally, in closing, we think about what it will mean to reconstruct ‘technoliteracy’ broadly in this manner and conclude with a call for new critical pedagogies that can inform and be informed by the counterhegemonic idea of ‘multiple technoliteracies’.

Declaring Bankruptcy on Educational Inequity

2010 ◽  
Vol 25 (6) ◽  
pp. 908-934 ◽  
Author(s):  
Lisa Bass ◽  
Cynthia Gerstl-Pepin
Keyword(s):  
No Child Left Behind ◽  
Public Education ◽  
School Reform ◽  
Educational Policy ◽  
Reform Policy ◽  
Left Behind ◽  
Educational Debt ◽  
Educational Inequity ◽  
Community Issues ◽  
Nclb Act

The authors consider Ladson-Billings’ (2006) charge to reframe the way the ‘achievement gap’ is viewed, and put forth the metaphor of “bankruptcy” as a way to acknowledge the educational debt and educational inequity and move towards debt forgiveness in public education. Specifically, the bankruptcy metaphor is used to examine the debt embedded in the historical progression of federal school reform policy including the No Child Left Behind (NCLB) act. Acknowledging this debt requires valuing and supporting children and their families through educational policy that supports equity. The authors assert that reconciliation of the debt requires working across disciplines and agencies to address the larger community issues surrounding educational inequities.

scholarly journals Agile Scrum Pedagogy: Leveraging Collaborative Corporate Practices to Enhance Engagement

2021 ◽  
Vol 4 (2) ◽  
Keyword(s):  
No Child Left Behind ◽  
Educational Reform ◽  
Creative Thinking ◽  
Learning Strategy ◽  
Negative Impact ◽  
Thinking Skills ◽  
Corporate Leaders ◽  
Left Behind ◽  
Business Entities ◽  
Every Student Succeeds Act

Accountability legislation such as No Child Left Behind and Every Student Succeeds Act ushered in an era of right-answer based reforms. Teachers, students, parents as well as community and corporate leaders lament the legislation’s negative impact on critical and creative thinking skills. Recent educational reform proposals focus on reversing the accountability trends. The change is propelling instructors at all levels to consider making contextually relevant pedagogical modifications. Business entities increasing resolve to adopt Agile Scrum principles offers educators an intriguing, authentic teamwork learning strategy. This article presents a business professor’s journey from content-driven to Agile Scrum’s context-embracing classroom instruction. Results from this action research affirm Agile Scrum principles that suggest engagement increases when instructors provide students flexibility, fast-paced opportunities to absorb content.

Sign in / Sign up

Export Citation Format

Share Document