This paper highlights modern educational theorists' criticisms of the No Child Left Behind (NCLB) Act approach to education.
Written in 2009; 1,775 words; 7 sources; APA; $ 57.95
Paper Summary:
The paper discusses the criticisms of the No Child Left Behind (NCLB) approach that include its one-dimensional focus on reading/writing and mathematics skills, its exclusive concern over standardized test results, its neglect of the fundamental distinction between memorizing and learning and its inability to accommodate student interest and its powerful motivational potential. The paper therefore shows how the NCLB Act contradicts the consensus of both contemporary educational theorists and previous generations of philosophers.
Outline:
Introduction
Rote Memorization and the Mechanical Accumulation of Knowledge
Learning Facts Instead of Learning How to Think
The Implications of the Range of Human Cognitive Intelligence
Conclusion
From the Paper:
"Critics of the NCLB approach argue that NCLB neglects the needs of students already achieving satisfactorily in reading, writing, and mathematics; it ignores the needs of superior student virtually completely; and it focuses so much on standardized test scores that any increase it achieves actually comes at the expense of genuine learning. The NCLB approach to education runs completely contrary to the consensus among modern educational theorists that American education already provides too narrowly on two components of human cognitive intelligence. In many respects, contemporary beliefs about the deficiencies of traditional education practices are remarkably consistent with those of previous generations of philosophers and social commentators who would likely be equally critical of the NCLB Act."
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