Secondary Reading Teachers and Scientifically Based Reading Research
How Middle and High School Teachers Are Coping with No Child Left Behind
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The struggle to improve middle and high school literacy skills begins with the classroom teacher. At the heart of every successful school and in front of every successful Reading classroom stands a teacher who is supposed to be "highly qualified" under the standards of No Child Left Behind. This is one of the first studies of how Reading teachers are handling unprecented micro-management of their classrooms in Florida, a state that has jumped through every federally directed reading reform. Teachers have been praised yet implicity vilified as the real culprits in the struggle to take the US ba...
The struggle to improve middle and high school
literacy skills begins with the classroom teacher.
At the heart of every successful school and in front
of every successful Reading classroom stands a
teacher who is supposed to be "highly qualified"
under the standards of No Child Left Behind. This
is one of the first studies of how Reading teachers
are handling unprecented micro-management of their
classrooms in Florida, a state that has jumped
through every federally directed reading reform.
Teachers have been praised yet implicity vilified as
the real culprits in the struggle to take the US
back to the top of Reading. The struggle to comply
with the urgent directives of the Reading platform
mandanted by No Child Left Behind has left teachers
exhilirated yet drained, more competent yet
frustrated, and grateful for new tools but angry at
their top down directed implementation. Hear in
their own voices how NCLB Reading directives work,
or not, for them.
literacy skills begins with the classroom teacher.
At the heart of every successful school and in front
of every successful Reading classroom stands a
teacher who is supposed to be "highly qualified"
under the standards of No Child Left Behind. This
is one of the first studies of how Reading teachers
are handling unprecented micro-management of their
classrooms in Florida, a state that has jumped
through every federally directed reading reform.
Teachers have been praised yet implicity vilified as
the real culprits in the struggle to take the US
back to the top of Reading. The struggle to comply
with the urgent directives of the Reading platform
mandanted by No Child Left Behind has left teachers
exhilirated yet drained, more competent yet
frustrated, and grateful for new tools but angry at
their top down directed implementation. Hear in
their own voices how NCLB Reading directives work,
or not, for them.
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