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Record identifier : 569495
Personal Name - Primary Intelectual Responsibility : Lee, Tabia
Title and statement of responsibility : The human fallout: Educators' perspectives about No Child Left Behind (NCLB) implementation in urban schools [Thesis]
Publication, Distribution,Etc. : University of California, 2009
Language of the Item : eng
Dissertation of thesis details and type of degree : Ed.D.
Body granting the degree : , University of California
Summary or Abstract : The goal of this qualitative politically-oriented action research is to describe the lived experiences and perceptions of urban educators in relation to NCLB implementation. The broad research question guiding this study is: How has NCLB implementation affected the daily life of (a) classroom teachers, (b) out-of-the-classroom teachers, and (c) administrators at an urban middle school (e.g. pedagogically, socioemotionally, professionally, curricularly, ad infinitum)? In addition, it is anticipated that the experiences of urban educators will provide insight into effects on communities and students. Accordingly, this study illuminates the psychosocioemotional fallout of NCLB implementation in urban schools; NCLB is the latest reincarnation of longstanding efforts to reconstruct American public education via educational policy maneuvers that continue to evolve and impact urban schools in a heretofore unforeseen magnitude with the ultimate aim of nationalization, privatization, and corporatization of public education. Grounded in Applean Critical Education and Freirean Liberatory Education theories, this study comprised of 7 departmentalized focus group interviews features the voices of 33 Los Angeles public middle school educators and provides a forum for critical reflective expression related to NCLB implementation. In addition, 7 follow-up member check interviews were conducted whereby a thematic reliability matrix was co-constructed and discussed to identify emergent discussion themes. This study concludes that there are significant concerns, deficiencies, and harmful consequences related to NCLB implementation in urban schools that far outweigh any potential benefits lauded by supporters. Specifically, NCLB implementation is having negative effects in urban schools in terms of (a) educational choice and equity, (b) teacher professionalism and autonomy, and (c) the interests of students and communities. Little is known about how urban middle school educators are experiencing changes related to NCLB implementation yet the 111th Congress will consider whether to reauthorize or repeal this legislation. This study sought to bring the experiences of urban educators to light in order to better inform fellow educators, administrators, community members, and policy makers of the realities occurring in schools during NCLB implementation. Implications and recommendations for educators, schools and districts, parents and students, and local, state, and federal policymakers include a discussion of reauthorization and repeal options..
Topical Name Used as Subject : Educational tests measurements
: Educational sociology
: Urban planning
Information of biblio record : TL
 
 
 
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