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Negotiating Dual Accountability Systems: Strategic Responses of Big Picture Schools to State-Mandated Standards and Assessment
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Suchman, Sara P. – ProQuest LLC, 2012
The No Child Left Behind Act of 2001 mandated that states implement standards and test-based accountability systems. In theory, local educators are free to select the means for teaching the standards so long as students achieve a predetermined proficiency level on the exams. What is unclear, however, is how this theory plays out in schools…
Descriptors: Accountability, Educational Legislation, Federal Legislation, State Standards
Defining Special Educator' Tools: The Building Blocks of Effective Collaboration
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Sayeski, Kristin L. – Intervention in School and Clinic, 2009
The role of the special educator has changed. Similar to general educators, special educators are more accountable, more specialized, and more collaborative. To be effective in this new role, special educators need to recommit to the founding principles of the discipline and embrace the tools that allow them to meet the needs of students with…
Descriptors: Educational Strategies, Instructional Design, Individualized Education Programs, Federal Legislation
Research in the Wake of the No Child Left Behind Act: Why the Controversies Will Continue and Some Suggestions for Controversial Research
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Brigham, Frederick J.; Gustashaw, William E., III; Wiley, Andrew L.; Brigham, Michele St. Peter – Behavioral Disorders, 2004
The authors provide an analysis of why the controversies surrounding educational treatment are likely to continue even with scientific validation of practices as called for in the No Child Left Behind (NCLB) act. They describe how bias in human judgment makes it difficult to trust others and also difficult to doubt oneself relative to important…
Descriptors: Federal Legislation, Individualized Instruction, Individualized Programs, Behavior Disorders