Did consequential accountability policies decrease the share of visual and performing arts education in U.S. public secondary schools during the No Child Left Behind era?

Gara, Taylor V.; Farkas, George; Brouillette, Liane

doi:10.1080/10632913.2020.1854911

Cited by 3 publications

(2 citation statements)

References 41 publications

(65 reference statements)

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“…Alternatively, when weighing a life -our commitment to teaching, those potentially the best teachers could steer away if they felt the risk of being judged unfairly was too high. We know very little about how accountability affects risk or even the perceptions of risk and, thus, its effect on the willingness to enter or remain in teaching (Hanushek & Rivkin, 2010;Gara et al, 2022).…”

Section: Introductionmentioning

confidence: 99%

Teachers’ perspectives on the implementation of the “No child left behind policy”: Basis for framework enhancement

Arante

Magarin

2023

IJLT

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This study aimed to evaluate the teachers’ perspectives on the implementation of the “No Child Left Behind Policy” in the Elementary Schools in Cabadbaran City Southeast District. The researchers employed the descriptive survey design utilizing adapted and validated researcher-made questionnaires. It was administered to 108 teacher-participants who were elementary public-school teachers of South-east Cabadbaran District in the Division of Cabadbaran City. The researcher used complete enumeration in data gathering. Collected data were statistically treated and analyzed using Mean. Based on the study results, the participants’ perspectives on the implementation of the “No Child Left Behind” policy in terms of school accountability and teachers’ competency were outstanding. The implementation level was very satisfactory in terms of adequate/average yearly progress, student academic performance, teachers’ level of awareness, and workload under this policy. This finding means that the teacher-participants believed this program needed no improvement in its implementation. Keywords: No child left behind policy, school accountability, teachers’ awareness, teachers’ perspectives, teachers’ workload;

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Section: Introductionmentioning

confidence: 99%

Teachers’ perspectives on the implementation of the “No child left behind policy”: Basis for framework enhancement

Arante

Magarin

2023

IJLT

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“…Pembelajaran berdiferensiasi adalah proses belajar-mengajar di mana siswa dapat mempelajari materi pelajaran sesuai kemampuan, minat, dan kebutuhan sehingga para siswa tidak frustasi dan merasa gagal dalam pengalaman belajarnya (Tomlinson, 2017). Pembelajaran berdiferensiasi merupakan pembelajaran yang berakar dari gagasan Tomlinson, namun benih ide pembelajaran berdiferensiasi mulai berkembang sejak dimulainya program No Child Left Behind (2002Behind ( -2015 di Amerika Serikat (Bondie et al, 2019;Gara et al, 2022). Walaupun demikian riset tentang pembelajaran berdiferensiasi masih terbatas, yakni: (1) kegiatan pembelajaran di kelas dengan siswa cerdas/berkebutuhan khusus/difabel serta kelas inklusi (Brigandi et al, 2019;Chandra Handa, 2019;Magableh & Abdullah, 2021); (2) penggunaan teknologi untuk mendukung diferensiasi pembelajaran (Mahoney & Hall, 2017;Thapliyal et al, 2022); dan (3) persepsi guru dan siswa tentang pembelajaran berdiferensiasi (Chandra Handa, 2020;Scarparolo & MacKinnon, 2022;Zólyomi, 2022).…”

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Eksplorasi Pengetahuan Guru Ipa SMP Tentang Pembelajaran Berdiferensiasi Dalam Kurikulum Merdeka : Pengukuran Berdasarkan Complex Multiple-Choice Survey

Mahdiannur

Erman

Martini

et al. 2022

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Changes in the national education curriculum and learning approaches in the Merdeka Curriculum become problems for teachers. In contrast, the key to successful curriculum implementation depends on the understanding and ability of teachers to translate and develop the curriculum itself. This study purposed to reveal science teachers’ knowledge and understanding on differentiated learning and the Merdeka Curriculum. This study involved sixty-five participants with a professional background as science teachers at the Lower Secondary School level. Small-scale surveys were conducted using complex multiple-choice item questions. This study reveals the average science teacher’s understanding of differentiated learning and the changes in science subjects in terms of content and process according to the Merdeka Curriculum only 37.85%. Furthermore, the findings show that current training had minimal impact on the science teachers’ preexisting knowledge. Therefore, according to the Merdeka Curriculum, the training pattern’s vital role must be concerned with developing teacher knowledge and understanding of changes in science subjects for the Lower Secondary School and the learning process. However, despite some limitations, we also think that the spaces for teachers’ curriculum agency patterns can be used to improve the science teachers’ knowledge and understanding on differentiated learning and the Merdeka Curriculum.

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Trends in arts education in United States public schools from 1988–2018

Dalane

2023

Arts Education Policy Review

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Did consequential accountability policies decrease the share of visual and performing arts education in U.S. public secondary schools during the No Child Left Behind era?

Cited by 3 publications

References 41 publications

Teachers’ perspectives on the implementation of the “No child left behind policy”: Basis for framework enhancement

Teachers’ perspectives on the implementation of the “No child left behind policy”: Basis for framework enhancement

Eksplorasi Pengetahuan Guru Ipa SMP Tentang Pembelajaran Berdiferensiasi Dalam Kurikulum Merdeka : Pengukuran Berdasarkan Complex Multiple-Choice Survey

Trends in arts education in United States public schools from 1988–2018

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