An examination of the issues concerning the No Child Left Behind Act and highly qualified teachers pertaining to middle schools in Maryland.
Written in 2005; 4,400 words; 21 sources; MLA; $ 115.95
Paper Summary:
This paper examines how, in recent years, it has generally been accepted that teacher qualifications are significant to ideas such as No Child Left Behind. It looks at why the qualifications of teachers are so vitally important and why highly qualified teachers are becoming a priority for many schools throughout the country. This paper discusses the concerns that educators have regarding No Child Left Behind and the quality of their educators in order to come up with a curriculum that allows for the differences in the learning styles and abilities of different children and that understands and embraces the benefits that highly qualified teachers can bring to the Middle School experience.
Outline
Introduction
Statement of the Problem
Significance of the Problem
Rationale/Hypothesis
Review of Related Literature
Middle School Models
History of No Child Left Behind
Highly Qualified Teachers and their Implications for Middle Schools
From the Paper:
"Teachers are concerned about not being as effective without the help that they receive from these individuals (Exstrom, 2003). They seem to be critical components in many schools and spend a lot of time one-on-one with students in order to reinforce instruction. Many teachers are not able to do this because they have such heavy class loads and large class sizes (Flores, Tefft-Cousin, & Diaz, 1991). Middle schools are generally designed to be a critical transfer point for children because they are moving out of elementary school and the idea that they are just a child into high school and the idea that they are young men and women (Exstrom, 2003). Because of this middle school is a very crucial time in their lives and without having highly qualified and prepared individuals to get them through this point many of them will struggle (Exstrom, 2003)."
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