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No Child Left Behind: Changing Research Proposal

The research will examine the merits of the potential solutions and their likely impact on both teachers and students. The research will examine the most viable solution including its definition, implementation, advantages, disadvantages and call to action. Reader/Audiences

The intended audience for this research paper is public school teachers. A secondary audience will consist of school administrators, those responsible for adopting public policy and parents of school age children.

Methods

This research will use a quantitative research method that involves the administration of a survey to elementary school teachers of grades K-6. The research method will examine the key issues as indicated by a literature review. Key issues to be included in the survey are the perceived stress on teachers as they strive to teach to the test (Ottalini, 2008), how teaching to the test impacts special groups within the classroom (Irving, Nti, & Johnson, 2007), and how teaching to the test has narrowed their creativity and enthusiasm for teaching (Sonnenblick, 2008).

Qualifications

My qualifications for conducting this study include an undergraduate degree in Psychology. Currently, I am substitute teacher in a public school system and plan to obtain a certificate to teach high school in the near future. My practical experience in the classroom provides the inspiration for this research project.

Work Schedule

The following schedule will be used for the completion of this research study.

Activity

Completion Date

Gathering Information

Analyzing Information

Organizing Information

Planning the Draft

Drafting the Report

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(2007). Meeting the Needs of the Special Learner in Science.
International Journal of Special Education. 22 (3): 109-118.

Menken, K. (2006). The name assigned to the document by the author. This field may also contain sub-titles, series names, and report numbers.Teaching to the Test: How No Child Left Behind Impacts Language Policy,

Curriculum, and Instruction for English Language Learners. Bilingual Research Journal.

30 (2): 521-546. Eric Digest. Eric Identifier: A unique accession number assigned to each record in the database; also referred to as ERIC Document Number (ED Number) and ERIC Journal Number (EJ Number).EJ750294

Ottalini, D. (2008). No Child Left Behind's Emphasis on 'Teaching to the Test' Undermines

Quality Teaching. UM News Desk. Social Issues. University of Maryland. Retrieved February 28, 2010 from http://www.newsdesk.umd.edu/sociss/release.cfm?ArticleID=1576

Sonnenblick, J. (2008). The President's education plan is hurting students and teachers. School Library Journal. May 1, 2008. Retrieved February 28, 2010 from http://www.schoollibraryjournal.com/article/CA6555540.html

HTMLCONTROL Forms.HTML:Hidden.1

HTMLCONTROL Forms.HTML:Hidden.1

US Department of Education. 2010. Elementary and Secondary Education. Retrieved February

28, 2010 from http://ed.gov/policy/elsec/guid/states/index.html.

Sources used in this document:
References

Irving, M., Nti, M., & Johnson, W. (2007). Meeting the Needs of the Special Learner in Science.

International Journal of Special Education. 22 (3): 109-118.

Menken, K. (2006). The name assigned to the document by the author. This field may also contain sub-titles, series names, and report numbers.Teaching to the Test: How No Child Left Behind Impacts Language Policy,

Curriculum, and Instruction for English Language Learners. Bilingual Research Journal.
Quality Teaching. UM News Desk. Social Issues. University of Maryland. Retrieved February 28, 2010 from http://www.newsdesk.umd.edu/sociss/release.cfm?ArticleID=1576
Sonnenblick, J. (2008). The President's education plan is hurting students and teachers. School Library Journal. May 1, 2008. Retrieved February 28, 2010 from http://www.schoollibraryjournal.com/article/CA6555540.html
28, 2010 from http://ed.gov/policy/elsec/guid/states/index.html.
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