Many Children Left Behind: How the No Child Left Behind Act Is Damaging Our Children and Our Schools

By Deborah Meier, George H. Wood. 2004

473 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/894fc2eb68cf2b76902fec679c814c837168ec2b

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Citations in the corpus

The Importance of Interest: The Role of Achievement Goals and Task Values in Promoting the Development of Interest (2010, background): “…as narrowing the curriculum in order to ''teach to the test'', and stressing the importance of performing well on ''high stakes'' tests – only serve to squeeze out portions of the educational experience that are meaningful and relevant to students' lives (Meier & Wood, 2004; Ryan & Brown, 2005).”
Developing Who I Am: A Self-Determination Theory Approach to the Establishment of Healthy Identities (2009, background): “As a result of this pressure, multiple changes have occurred in how the school day is structured and what is offered, what activities get valued in the classroom, and the emphasis of performance over the pathways of exploration (Meier & Wood, 2003).”
Preventing Mental, Emotional, and Behavioral Disorders Among Young People: Progress and Possibilities (2009, background): “Critics caution that, without attending to students’ social and emotional needs, many of these actions may be ineffective at best and harmful at worst, especially for economically disadvantaged groups (Meier and Woods, 2004).”
Strategic Compromise a Student Teacher's Design of Kindergarten Mathematics Instruction in a High-Stakes Testing Climate (2007, background): “From its inception, a great deal of academic and public debate has surrounded NCLB and its accountability system based on high-stakes tests (Hess & Finn, 2004; Meier & Wood, 2004).”