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Direct linkBabini, Kathleen Callanan – ProQuest LLC, 2013
Public schools stress the need for students to become informed and engaged citizens, however social studies instruction is becoming marginalized in many elementary schools today, the very area where they learn citizenship and about the world around them. This study seeks to: understand the reason for the loss of instructional time for social…
Descriptors: Social Studies, Elementary Education, Educational Legislation, Federal Legislation
Frias, Ramon – ProQuest LLC, 2013
The No Child Left Behind Act (NCLB)'s emphasis of reading, language arts, and mathematics (RLA&M) and its de-emphasis of science has been a source of great concern among educators. Through an objectivist and constructionist framework, this study explored the unforeseen effects of the NCLB on public science education among Title I (TI) and…
Descriptors: Elementary School Science, Science Tests, Criterion Referenced Tests, High Stakes Tests
Peer reviewed
Download full textNational Center for Education Evaluation and Regional Assistance, 2009
The No Child Left Behind Act of 2001 created the Reading First program to help ensure that all students could read at or above grade level by the end of grade 3. The program promotes practices recommended by the National Reading Panel for early reading instruction, highlighting essential components of reading instruction. As required by the…
Descriptors: State Programs, Federal Legislation, Program Effectiveness, School Personnel
Gamse, Beth C.; Bloom, Howard S.; Kemple, James J.; Jacob, Robin Tepper – National Center for Education Evaluation and Regional Assistance, 2008
This executive summary describes results of the "Reading First Impact Study: Interim Report." The report presents preliminary findings from the Reading First Impact Study, a congressionally mandated evaluation of the federal government initiative to help all children read at or above grade level by the end of third grade. The No Child…
Descriptors: Reading Programs, National Programs, Program Effectiveness, Reading Comprehension
Gamse, Beth C.; Bloom, Howard S.; Kemple, James J.; Jacob, Robin Tepper – National Center for Education Evaluation and Regional Assistance, 2008
This report presents preliminary findings from the Reading First Impact Study, a congressionally mandated evaluation of the federal government initiative to help all children read at or above grade level by the end of third grade. The No Child Left Behind Act of 2001 (NCLB) established Reading First and mandated its evaluation. This document is…
Descriptors: Reading Programs, National Programs, Program Effectiveness, Reading Comprehension
VanFossen, Phillip J.; McGrew, Chris – International Journal of Social Education, 2008
This study replicates a 2005 study of the status of social studies in the K-5 curriculum in Indiana. The current study reports the results of a comprehensive survey (33 fixed and 2 open-ended) of a stratified (by grade) random sample of K-5 teachers in Indiana (n = 385; response rate = 32%). Results indicated a continued marginalization of social…
Descriptors: Academic Standards, Social Studies, State Standards, Elementary Education
