Teachers' perceptions of the influence of no child left behind on classroom practices

Research output: Contribution to journalArticle

5 Citations (Scopus)

Abstract

Due to the magnitude of NCLB, the pressure on teachers has increased to perhaps immeasurable proportions. One could argue that NCLB has ramifications for nearly all aspects of the teaching- learning process, including classroom-based assessment. The purpose of this study was to describe the extent to which K-12 teachers perceive that NCLB has influenced their instructional and assessment practices. Differences based on several demographic variables were also examined. An original instrument was administered to teachers and 1,534 responses were received. Salient findings revealed that teachers believe NCLB is having negative impacts on instructional and curricular practices, including higher levels of stress related to improving student performance. Teachers reported several changes in how they assess students. Significant group differences were found, particularly on the resultant components of Student Test Preparation and Instructional Changes.

Original languageEnglish (US)
Pages (from-to)1-34
Number of pages34
JournalCurrent Issues in Education
Volume13
Issue number3
StatePublished - 2010
Externally publishedYes

Fingerprint

classroom
teacher
student
learning process
Teaching
performance
Group

Keywords

  • Assessment practices
  • Classroom practices
  • No child left behind
  • Teacher perceptions

ASJC Scopus subject areas

  • Education

Cite this

Teachers' perceptions of the influence of no child left behind on classroom practices. / Mertler, Craig.

In: Current Issues in Education, Vol. 13, No. 3, 2010, p. 1-34.

Research output: Contribution to journalArticle

@article{29d5580605a44b17ad7b59d0a38e5545,
title = "Teachers' perceptions of the influence of no child left behind on classroom practices",
abstract = "Due to the magnitude of NCLB, the pressure on teachers has increased to perhaps immeasurable proportions. One could argue that NCLB has ramifications for nearly all aspects of the teaching- learning process, including classroom-based assessment. The purpose of this study was to describe the extent to which K-12 teachers perceive that NCLB has influenced their instructional and assessment practices. Differences based on several demographic variables were also examined. An original instrument was administered to teachers and 1,534 responses were received. Salient findings revealed that teachers believe NCLB is having negative impacts on instructional and curricular practices, including higher levels of stress related to improving student performance. Teachers reported several changes in how they assess students. Significant group differences were found, particularly on the resultant components of Student Test Preparation and Instructional Changes.",
keywords = "Assessment practices, Classroom practices, No child left behind, Teacher perceptions",
author = "Craig Mertler",
year = "2010",
language = "English (US)",
volume = "13",
pages = "1--34",
journal = "Current Issues in Education",
issn = "1099-839X",
publisher = "Arizona State University",
number = "3",

}

TY - JOUR

T1 - Teachers' perceptions of the influence of no child left behind on classroom practices

AU - Mertler, Craig

PY - 2010

Y1 - 2010

N2 - Due to the magnitude of NCLB, the pressure on teachers has increased to perhaps immeasurable proportions. One could argue that NCLB has ramifications for nearly all aspects of the teaching- learning process, including classroom-based assessment. The purpose of this study was to describe the extent to which K-12 teachers perceive that NCLB has influenced their instructional and assessment practices. Differences based on several demographic variables were also examined. An original instrument was administered to teachers and 1,534 responses were received. Salient findings revealed that teachers believe NCLB is having negative impacts on instructional and curricular practices, including higher levels of stress related to improving student performance. Teachers reported several changes in how they assess students. Significant group differences were found, particularly on the resultant components of Student Test Preparation and Instructional Changes.

AB - Due to the magnitude of NCLB, the pressure on teachers has increased to perhaps immeasurable proportions. One could argue that NCLB has ramifications for nearly all aspects of the teaching- learning process, including classroom-based assessment. The purpose of this study was to describe the extent to which K-12 teachers perceive that NCLB has influenced their instructional and assessment practices. Differences based on several demographic variables were also examined. An original instrument was administered to teachers and 1,534 responses were received. Salient findings revealed that teachers believe NCLB is having negative impacts on instructional and curricular practices, including higher levels of stress related to improving student performance. Teachers reported several changes in how they assess students. Significant group differences were found, particularly on the resultant components of Student Test Preparation and Instructional Changes.

KW - Assessment practices

KW - Classroom practices

KW - No child left behind

KW - Teacher perceptions

UR - http://www.scopus.com/inward/record.url?scp=78649380246&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=78649380246&partnerID=8YFLogxK

M3 - Article

VL - 13

SP - 1

EP - 34

JO - Current Issues in Education

JF - Current Issues in Education

SN - 1099-839X

IS - 3

ER -