No Child Left Behind

The No Child go forth Behind Act has epicurean the deck against schools with special needs. At this point in clock with the 2004 elections right around the corner, it seems that this Act is taking a rope of criticism for its rigid cuddle to the educational progress of our children today. No Child Left Behind has whatsoever wonderful goals and aspirations: to nigh(a) the student work break of serve, make public schools accountable, set standards of worth for every child, and put a qualified teacher in every classroom. (http://www.NCLB.gov) In this paper I forget be discussing how this peeled truth closes the student achievement gap and setting standards of excellence for every child using some of the psychological principles that we have covered in this course. Also I will be addressing some of the flaws that this law has by non addressing some of the theories of psychological developments discussed in our text.

Introduction Part I ? active voice Learning Approach

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A cornerstone to the No Child Left Behind Act (NCLB) is that educators should engage classroom practices that work.



The law specifically implies that there is a great importance in choosing instructional approaches that are based on scientific question and have a proven track record of triumph. (http://www.ballard-tighe.com) With scientifically based approaches this law hopes to close the student achievement gap. One of the scientific approaches often used is the Active Learning approach. Learning with this approach takes on a visual modality that learning is most effective when students actively apply new knowledge in meaningful activities that link to their existing knowledge and skill development. (http://www.ballard-tighe.com) This learning scheme or approach adheres to principles in Piagets theory of cognitive child development.

Summary: Chapter 12 ?Cognition: Piagets Theory...If you want to get a full essay, suppose it on our website: Orderessay



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