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Benefits or harms of No Child Left Behind.

机译：不让任何孩子落后的利弊。

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摘要

The No Child Left Behind Act of 2001 reauthorizes and extensively amends the Elementary and Secondary Education Act of 1965 and establishes control over the majority of federal programs and spending that affect public education. Embedded in the Act are various requirements that states and schools must adhere to as a condition of receiving federal education funds as well as harsh sanctions for failing to meet the requirements. No Child Left Behind notably shifts federal education policy by expanding its role into the areas of standards and assessment, accountability, curricula, discipline and administration, and providership. The Act also exacerbates tensions and blurs the line between competing ideologies of the role and nature of public education. NCLB's dominant reliance on proven research methods and statistical data, and its provisions regarding student assessment, failing schools, and parental choice open the schoolhouse door to commercial marketteers, further transforming public education into a consumer good, classrooms into marketplaces, and students and teachers into immaterial byproducts.; No Child Left Behind's requirements often have more than one result, with some results doing more harm than the Act's stated good. The principle of double effect (PDE) provides a lens to evaluate instances where there are two effects of a single act; that is, PDE can explain the permissibility of an action that causes an undesired or harmful effect secondary to promoting some good end. By using philosophical analysis generally, and the principle of double effect specifically, this dissertation examines No Child Left Behind's implementation requirements, specific programs, and their effects to determine the Act's benefits or harms.; The dissertation proceeds with a review of NCLB's historical context and key features, an introduction to the principle of double effect, and a discussion of democratic and market ideologies and their relationship with education. This dissertation recognizes the various populations affected by the Act, but focuses specifically on students with disabilities and the relationship of the principle of double effect to the implications of NCLB. Chapter Four extends the principle of double effect to NCLB's implementation requirements and specific programs to identify their consequences or effects. The dissertation concludes with a synthesis of the questions and problems presented by NCLB and the implications for students, teachers, public education, and our communities.
机译：2001年的《不让任何孩子落后法案》对1965年的《初等和中等教育法案》进行了重新授权，并对其进行了广泛修订，并建立了对影响公共教育的大多数联邦计划和支出的控制。该法案包含了州和学校在获得联邦教育资金时必须遵守的各种要求，以及对未能满足要求的严厉制裁。 “不让任何一个孩子掉队”通过将其作用扩展到标准和评估，问责制，课程，纪律和管理以及提供服务等领域，显着改变了联邦教育政策。该法案还加剧了紧张局势，并模糊了公共教育的作用和性质的竞争意识形态之间的界线。 NCLB主要依靠可靠的研究方法和统计数据，以及有关学生评估，失败学校和父母选择的规定，为商业市场人士打开了校舍之门，进一步将公共教育转变为消费品，将教室转变为市场，将学生和教师转变为非物质副产物。 “不让任何一个孩子掉队”的要求通常会有不止一个结果，其中一些结果所带来的危害要比该法案规定的要好。双重效果（PDE）原理为评估单个动作有两个效果的实例提供了一个视角。也就是说，PDE可以解释在促成良好目的之后继而导致不良或有害影响的行为的允许性。通过一般的哲学分析，特别是双重效力的原则，本论文研究了“不让任何一个孩子落伍”的实施要求，具体方案及其影响，以确定该法案的利弊。论文回顾了NCLB的历史背景和主要特征，介绍了双重影响原则，并讨论了民主和市场意识形态及其与教育的关系。本论文承认受该法案影响的各种人群，但重点关注残疾学生以及双重影响原则与NCLB含义的关系。第四章将双重效力原则扩展到NCLB的实施要求和确定其后果的特定计划。论文最后总结了NCLB提出的问题和对学生，教师，公共教育和我们社区的影响。

著录项

  • 作者

    Block, Judy.;

  • 作者单位

    Georgia State University.;

  • 授予单位 Georgia State University.;
  • 学科 Education Administration.; Political Science Public Administration.; Education Philosophy of.
  • 学位 Ph.D.
  • 年度 2006
  • 页码 191 p.
  • 总页数 191
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类 教育;政治理论;教育;
  • 关键词

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