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110615s2009 xxu e engxd |
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|a9781109207231
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|aAAI3361966
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|aTMUE|beng|cTMUE|dTMUE
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100 |
1
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|aDellamoraElizabeth
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10
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|a"Who cares about these kids?": A case study of the impact of No Child Left Behind on educational opportunity for impoverished youth|h[[electronic resource]]
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|aAnn Arbor, Mich : |bUMI, |c2009
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|a394 p
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|aSource: Dissertation Abstracts International, Volume: 70-06, Section: A, page: 1929
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|aAdviser: Colleen L. Larson
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500 |
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|aSchool code: 0146
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502 |
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|aThesis (Ph.D.)--New York University, 2009
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|aThis purpose of this study was to examine the impact of federal policy on teaching and learning at the local level. The No Child left Behind Act (NCLB) was designed to serve America's public school students by improving the achievement of all students and closing the achievement gap. The primary research questions in this study are: How are teachers and administrators making sense of the NCLB mandates designed to support low achieving students? How are they implementing these policies? How are current efforts at the school and classroom level influencing opportunities to achieve for poor students of color?
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|aAmartya Sen (1992) provides a useful framework for examining issues of equity and opportunity in poor communities, questioning the logic of using universal policies to achieve greater equity. NCLB is a universal policy that aims to address the achievement gap without attending to the inequalities faced by the children the law is designed to serve
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|aThis interpretive case study was conducted over seven months at an elementary school in New York City. The School of Academic Excellence serves a predominantly Hispanic community in Bedford Stuyvesant. Primary data methods included formal and findings of this study reveal that NCLB's efforts to close the achievement gap by focusing on academics only were problematic. This narrow focus excluded other areas that are crucial to child development: social, emotional and physical. The staff at The School for Academic Excellence recognizes the serious limitations of the narrow academic focus of NCLB and found that by focusing on achievement alone, their children failed to succeed and quickly became discouraged by too much testing and too little human attention and interaction. The findings of this study also reveal the daily, lived realities of educators who struggle to honor the mandates of NCLB without ignoring the social, emotional, and physical needs of their students
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0
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|aEducation, Bilingual and Multicultural
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650 |
0
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|aEducation, Tests and Measurements
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650 |
0
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|aEducation, Elementary
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650 |
0
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|aEducation, Curriculum and Instruction
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710 |
2
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|aNew York University
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856 |
7
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|uhttp://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3361966
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