Will Race to the Top have the same mixed results No Child Left Behind had on student learning and preservice teacher preparation?

Hurley, Marlene M. and Padro, Fernando F. and Hawke, Michael F. (2013) Will Race to the Top have the same mixed results No Child Left Behind had on student learning and preservice teacher preparation? Quality Approaches in Higher Education, 4 (2). pp. 20-29.

Abstract

Race to the Top (RTTT) creates concerns for researchers and teachers (Owens, 2009) because of its emphasis on high-stakes testing and the continued lack of collaboration
among educators, researchers, and policy makers. These laws reflect Foucault's notion of governmentality due to the approach taken to meet the aims of both the Bush and Obama
administrations. This four-step study looked into the impact No Child Left Behind (NCLB) had on preservice teacher preparation based on the integrated math-science (IMS)model. A review of the literature identified 16 studies on IMS that provided the basis for a national survey to determine the reasons for offering IMS, the successes and challenges of the model, and the future of IMS at their higher education institutions (HEI). The number
of IMS courses was lower than found in catalogs and the overall rate of IMS courses during 2004-05 was comparable to that in the 1950s.


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Item Type: Article (Commonwealth Reporting Category C)
Refereed: Yes
Item Status: Live Archive
Additional Information: ©2013 by ASQ. Quality Approaches in Higher Education grants permission to requestors desiring to cite content and/or make copies of articles provided that the journal is cited; for example, Source: Quality Approaches in Higher Education, Year, Vol. xx, (No. xx), http://asq.org/edu/quality-information/journals/
Faculty / Department / School: Current - Division of Academic Services - Learning and Teaching Support
Date Deposited: 28 Mar 2014 07:40
Last Modified: 23 Apr 2015 02:56
Uncontrolled Keywords: governmentality; integrated math-sciences; preservice teacher preparation; Race to the Top; STEM
Fields of Research : 16 Studies in Human Society > 1605 Policy and Administration > 160506 Education Policy
13 Education > 1301 Education Systems > 130103 Higher Education
13 Education > 1302 Curriculum and Pedagogy > 130202 Curriculum and Pedagogy Theory and Development
Socio-Economic Objective: E Expanding Knowledge > 97 Expanding Knowledge > 970113 Expanding Knowledge in Education
URI: http://eprints.usq.edu.au/id/eprint/25028

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