Search Results for no-child-left-behind-act-2001
1-14 of 14 Search Results for
The American Biology Teacher. 2018; 806416–422 doi: https://doi.org/10.1525/abt.2018.80.6.416
Published: 01 August 2018
..., L. ( 2008 ). Initial impacts of No Child Left Behind on elementary science education . Journal of Elementary Science Education , 20 ( 3 ), 35 – 48 . Hadzigeorgiou, Y. P. ( 2012 ). Fostering a sense of wonder in the science classroom . Research in Science Education , 42 ( 5 ), 985...
The American Biology Teacher. 2015; 779659–668 doi: https://doi.org/10.1525/abt.2015.77.9.3
Published: 01 November 2015
... . Proceedings of the National Academy of Sciences USA , 108 ( Supplement 1 ), 4578 – 4585 . Lederberg, J. ( 2001 ). ‘Ome sweet ‘omics – a genealogical treasury of words . The Scientist , 15 ( 7 ). Looft, T. & Allen, H.K. ( 2012 ). Collateral effects of antibiotics on mammalian gut...
The American Biology Teacher. 2014; 764247–251 doi: https://doi.org/10.1525/abt.2014.76.4.6
Published: 01 April 2014
...). [Online.] Available at http://www.doe.in.gov/achievement/assessment/end-course-assessments-ecas . Jorgensen, M.A. & Hoffmann, J. (2003). History of No Child Left Behind Act of 2001 (NCLB). San Antonio, TX: Pearson Education. Lennon, C. & Burdick, H. (2004). The Lexile Framework as an...
The American Biology Teacher. 2014; 764238–241 doi: https://doi.org/10.1525/abt.2014.76.4.4
Published: 01 April 2014
... their decisions on the basis of reason and data, not faith and tradition. That’s easy to say and hard to do with the present “teach to the test” mentality of “No Child Left Behind” or “Race to the Top.” Real gains will be made when we can teach our students, the leaders of the future, how to change...
The American Biology Teacher. 2013; 753156–158 doi: https://doi.org/10.1525/abt.2013.75.3.3
Published: 01 March 2013
... with young people this year. At first I thought that I would write about educational initiatives – perhaps the No Child Left Behind Act, sometimes subtitled the “No Child Left Untested Act” or the “No Principal Left Unretired Act” – or maybe I should write to you about teaching while forgetting there’s...
The American Biology Teacher. 2011; 739568–571 doi: https://doi.org/10.1525/abt.2011.73.9.14
Published: 01 November 2011
... Feeding........7:407-I Structure and Function........3:156-I Student Proficiency Rates........7:389-A Surface Area........3:156-I Surface Tension........3:164-H Surface-to-Volume Ratio........5:260-F Mutation........9:548-H Narrative........1:8-F No Child Left Behind Act of...
The American Biology Teacher. 2011; 737389–393 doi: https://doi.org/10.1525/abt.2011.73.7.4
Published: 01 September 2011
... ) California's STAR program national vs. state educational curriculum standards No Child Left Behind Act of 2001 standardized educational tests student proficiency rates The California Standards Tests (CSTs) are for California public schools and are aligned to the state content standards. All students...
The American Biology Teacher. 2008; 706336–341 doi: https://doi.org/10.2307/30163292
Published: 01 August 2008
... abilities. This is particularly impor- tant since the No Child Left Behind Act (NCLB) requires that, beginning in 2007-2008, all states must test students in sci- ence at least once in grades 3-5, once in grades 6-9, and once in grades 10-12 (Gross, 2005). Design of valid, reliable, and practical arge-scale...
The American Biology Teacher. 2007; 695273–279 doi: https://doi.org/10.2307/4452156
Published: 01 May 2007
... Digest of Education Statistics 2001 2002 National Research Council. (1996). National Science Education Standards. Washington, DC: National Academy Press. National Research Council National Science Education Standards 1996 No Child Left Behind Act, PL 107-110. 105th Congress. (Enacted in...
The American Biology Teacher. 2008; 703140–152 doi: https://doi.org/10.2307/30163227
Published: 01 March 2008
... important. Recent mandates such as the No Child Left Behind Act (2003) will directly affect how federal monies are allocated to schools that fail to meet standards. Ultimately, the reputation of the school and the jobs of administrators and teachers may hang in a precarious bal- ance according to how well...
The American Biology Teacher. 2003; 659646–648 doi: https://doi.org/10.2307/4451585
Published: 01 November 2003
... in the U.S. Senate's No Child Left Behind Act language that sanctioned teach- ing the "controversy" surrounding evolution; it passed the Senate by a preliminary vote of 91 to 8 (see httpwww.discovery.org/viewDB/ index.php3 ?program-CRSCstories &command=view&id= 1172 and httpwww.agiweb.orgZgap/legislo...
The American Biology Teacher. 2003; 653165–166 doi: https://doi.org/10.2307/4451467
Published: 01 March 2003
... to drop the Santorum Amendment. In December 2001, the confer- ence committee finished its work. The compromise bill was submitted to Congress, which passed it (renaming it the No Child Left Behind Act in the process) and sent it to President Bush for his signa- ture, which it duly received on January...
The American Biology Teacher. 1978; 4061A–371 doi: https://doi.org/10.2307/4446262
Published: 01 September 1978
... reliance igest are uch longer and far solely on a textbook - the sheer volume of biological knowledge is so great that no textbook more informative than abstracts in a can totally satisfy the student's information and research needs . . . teachers and students of the normal abstracting publication. The...
The American Biology Teacher. 1974; 367401–406 doi: https://doi.org/10.2307/4444885
Published: 01 October 1974
... heavier. Another student (right) has just added 2 ml of water to the test flask. Suc- cessive aliquots are added to this flask until the subject senses a difference in its weight from that of the control flask, which remains unchanged. A third student (left) acts as recorder. rate. The extent of...