000			01809naa a2200169uu 4500
001			8022916483010
003			OSt
005			20231106171020.0
008			080229s2008 xx ||||gr |0|| 0 eng d
100	1		_99304 _a Rusaw, A. Carol
245	1	0	_aAn Assessmebt of the scientific paradigm in no child left behind
260			_aArmonk, New York : _bM. E. Sharpe, _cSeptember 2007
520	3		_aThe No Child Left Behnf (NCLB) Act of 2002, based on a scientific research approach, attempts to measure and track teacher and administrator performance to achieve accountability for student outcomes on standardized tests of basic competencies. Although the NCLB Act attempts to transform school systems through rigorous student testing, integration of parental choice, improvement of reading comprehension, and use of best practices, it lacks a comprehensive basics for complete change. This paper compares the scientific research basics for NCLB with an open systems model of school change and notes weaknesses in theoretical assumptions, variables, and components of NCLB as well as in attempts to implement the model. The current NCLB model cannot adapt to changes within the internal as well as external contexts that affect instructional processes and outcomes. The paper asserts that reform envisioned by the drafters of the NCLB Act is more completely achieved through a systems approach that incorporates multiple research methodologies, broad participation among researchers, policymakers, administrators, and stakeholders, and sufficient technical support and resource allocations from legislators
773	0	8	_tPublic Performance & Management Review _g31, 1, p. 85-100 _dArmonk, New York : M. E. Sharpe, September 2007 _xISSN 15309576 _w
942			_cS
998			_a20080229 _b1648^b _cTiago
999			_aConvertido do Formato PHL _bPHL2MARC21 1.1 _c25787 _d25787
041			_aeng