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Direct linkRamsay-Jordan, Natasha – International Journal of Educational Reform, 2020
The most highlighted provision and consequence of the reauthorization of the 1965 Elementary and Secondary Education Act (ESEA), the No Child Left Behind (NCLB) Act of 2001, is obsessive practices of assessing students across the United States (U.S.). Despite newly named policies, including Every Student Succeed Act (ESSA) of 2015, which governs…
Descriptors: Preservice Teachers, Culturally Relevant Education, Standardized Tests, Teacher Education
Leitsch, Patricia C. – ProQuest LLC, 2010
Special reading certification in the state of Missouri requires a candidate to complete coursework that involves two three hour practicum experiences. These experiences must entail working with students in kindergarten through grade 12. The practicum experiences are designed to provide significant instruction in the area of reading strategies for…
Descriptors: Practicums, Elementary Secondary Education, Federal Legislation, Reading Strategies
Download full textMollenkopf, Dawn L. – Rural Educator, 2009
The "highly qualified teacher" requirement of No Child Left Behind has put pressure on rural school districts to recruit and retain highly qualified regular and special education teachers. If necessary, they may utilize uncertified, rural teachers with provisional certification; however, these teachers may find completing the necessary…
Descriptors: Rural Schools, Mentors, Federal Legislation, Rural Areas
Rust, Ryan; Sinelnikov, Oleg – Physical Educator, 2010
The purpose of this study was to explore pre-service physical education teacher perceptions of teaching students with disabilities and professional preparation in a self-contained environment during a student teaching practicum. Data collection included formal interviews, informal interviews, direct observation with field notes, and critical…
Descriptors: Student Teaching, Practicums, Physical Education, Disabilities
Boe, Erling E.; Shin, Sujie; Cook, Lynne H. – Journal of Special Education, 2007
The current U.S. Department of Education (USDOE) emphasis on the preparation of teachers in content knowledge, and de-emphasis on pedagogy and teaching practicums, constitutes a major issue concerning how best to prepare a sufficient supply of highly qualified teachers. By contrast, federal policy represented by the 2001 No Child Left Behind Act…
Descriptors: Student Teaching, Practicums, General Education, Special Education
