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Zancanella, Don – English Education, 2008
As coeditor of the April 2006 issue of this journal, Tara Star Johnson wrote an eloquent essay in which she explored "the increasing bureaucratic pressure to mass-produce, homogenize and monitor students" as manifested in the No Child Left Behind Act and the National Council for Accreditation of Teacher Education (NCATE) accreditation…
Descriptors: Federal Legislation, Accreditation (Institutions), Phenomenology, Teaching Experience
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Burns, Leslie David – English Education, 2007
This article analyzes CEE's and NCTE's current positions related to political action and highlights the increasing need for public intellectual and political activism as an integral part of organizational policy. Using Lakoff's (2005) concept of cognitive/linguistic framing in political discourse along with Kuchapski's (2002) characterizations of…
Descriptors: Activism, Politics of Education, Educational Change, Accountability
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Alsup, Janet; Emig, Janet; Pradl, Gordon; Tremmel, Robert; Yagelski, Robert P. – English Education, 2006
Elaborating three major dimensions of our profession, the authors argue the need for critically literate citizens and the urgent need for English teacher educators to prepare teachers who envision that as their key professional responsibility. The authors contextualize this task within the current political and social climate in which distortion…
Descriptors: Teacher Responsibility, Educational Policy, English Instruction, English Teacher Education
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McCracken, Nancy Mellin – English Education, 2004
The No Child Left Behind Act (NCLB), signed into law in 2002, bears certain resemblances to the war on terrorism in Iraq. Of course, NCLB will not directly produce any civilian casualties or smashed buildings, but the political strategies used to roll it out have been eerily similar to those used in the war against terrorism. Disturbing rates of…
Descriptors: Federal Legislation, Politics of Education, Educational Change, Colleges
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Altwerger, Bess; Arya, Poonam; Jin, Lijun; Jordan, Nancy L.; Laster, Barbara; Martens, Prisca; Wilson, G. Patricia; Wiltz, Nancy – English Education, 2004
In this article, the authors first describe their research, then discuss the ethical and professional dilemmas they face as teacher educators as a consequence of NCLB. Here, they offer some possible approaches to coping with these dilemmas in the context of university undergraduate and graduate teacher education programs. Their study examined the…
Descriptors: Ethics, Federal Legislation, Grade 2, Inservice Teacher Education
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Meyer, Richard – English Education, 2004
Texts such as No Child Left Behind (NCLB) contribute to the contexts in which one works because of the restrictions and sanctions they impose upon teachers and children. As others in this issue discuss in more detail, NCLB has a punitive edge that can replace teachers, decrease local school control, and change curriculum (L. Meyer, 2003). In this…
Descriptors: Federal Legislation, Teaching Methods, Sanctions, Methods Courses
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Katz, Susan Roberta – English Education, 2004
In this article, the author explores the possible future for bilingual teachers and teacher educators in the United States in light of the recently enacted No Child Left Behind legislation. She first examines the impact of the law on bilingual education generally and compare it to language policy in the European Union. Then she discusses its…
Descriptors: Foreign Countries, Federal Legislation, Teacher Educators, Monolingualism
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Nelms, Ben F. – English Education, 2004
In the state of Florida, several of the principles of No Child Left Behind (NCLB) have been enacted earlier than at the federal level. For example, the Florida Comprehensive Achievement Test (FCAT) is required for all students through grade 10 and must be passed for promotion to grade 3 and for high school graduation. Schools are graded A through…
Descriptors: Federal Legislation, High Risk Students, Outreach Programs, Teacher Education Programs