No Child Left Behind Act

Paper Summary:

This paper deals primarily with the No Child Left Behind Act as it relates to the recruiting and retention of special education teachers in rural school districts, and discusses some of the problems that many of these teachers face when they work in areas of the country where they do not get the support that they need. The paper examines the statement of the problem and provides detail about why a study of this nature is necessary.The goal of the paper is to show that the No Child Left Behind Act does not just affect students, but that some teachers are suffering due to the requirements that have been placed on them and their school districts.

Outline:
Chapter One
Introduction
Background
Statement of the Problem
Hypotheses Statements
Purpose of the Study
Definition of Terms
Importance of the Study
Scope of the Study
Overview of the Study
Chapter Two
Review of Related Literature
Chapter Three
Research Methodology
Population and Sample
Research Instrument
Survey
Research Procedure and Design
Statistical Method Used
Chapter Four
Analysis of the Data
Table 1
Chapter Five
Summary, Recommendations, and Conclusions
Summary
Recommendations
Conclusions
Works Cited
Appendix

From the Paper:

"In addition to this, the elementary school children rode with many high school students in almost every one of the rural West Virginia counties, which could pose a danger to these younger students (Reeves, 2003). Students that had long bus rides also reported that they were more often stressed and tired, that many of their grades dropped, that they did not participate in many after-school activities, and that they had to spend a lot less time with their families because of their time spent on traveling (Reeves, 2003). The parents of children that attended school far away from home also attended fewer of the scheduled parent-teacher meetings, volunteered to help in the classroom less often, and did not attend as many of the extra-curricular activities that were offered at or held at the school (Reeves, 2003)."

Sample of Sources Used:

• American Association of School Administrators. (2000). Declining enrollments: Silent killer of rural communities. Arlington, VA: Author.
• Bandura, A. (1977). Social learning theory. Englewood Cliffs, NJ: Prentice-Hall.
• Banks, S. R., & Necco, E. G. (1987). Alternative certification, educational training, andjob longevity. Action in Teacher Education, 9, 67-73.
• Banks, S. R., & Necco, E. G. (1990). The effects of special education category and typeof training on job burnout in special education teachers. Teacher Education and
• SpecialEducation, 13, 187-191.

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