Initial Impacts of No Child Left Behind on Elementary Science Education.
作者： George Griffith , Lawrence Scharmann
DOI: 10.1007/BF03174707
关键词: No child left behind 、 Reading (process) 、 Mathematics education 、 School size 、 Pedagogy 、 Science instruction 、 National education 、 Psychology 、 Science education 、 National Science Education Standards 、 Elementary science
摘要: This research examines the impact of No Child Left Behind (NCLB) Act on elementary science education within a Midwestern state possessing strong national measures. Elementary teachers (N=164) responded to an online survey, which included both closed-ended and open-ended questions pertaining instruction changes made in since implementation NCLB. More than half these indicated they have cut time from NCLB became law. The reason given for this decrease was mainly need increase math reading instruction.
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