Initial impacts of No Child Left Behind on elementary science education

By George W. Griffith, Lawrence C. Scharmann. 2008

115 citations recorded by the source corpus.

Subfields: Education, General Agricultural and Biological Sciences

View Paper: https://www.semanticscholar.org/paper/d99062745ddd4d8294f83a6cea27605da1824954

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

1. H. Patrick
2. Ala Samarapungavan
3. P. Mantzicopoulos
4. C. Eick
5. H. Davis
6. M. Poulou
7. Brian French
8. Michelle M. Riconscente

In General Agricultural and Biological Sciences

1. P. Mantzicopoulos
2. C. Eick
3. H. Patrick

Citations in the corpus

• What Kindergarten Students Learn in Inquiry-Based Science Classrooms (2011, background): “More recent research indicates that the percentage of time spent on elementary school science instruction, estimated at between 10–13% by the National Center for Educational Statistics (NCES) in 1997, has dropped dramatically since then (Center on Educational Policy, 2006; Griffith & Scharmann, 200”
• Use of the Outdoor Classroom and Nature-Study to Support Science and Literacy Learning: A Narrative Case Study of a Third-Grade Classroom (2012, background): “Many elementary schools and teachers devote little time to science due to the constraints of NCLB ( Griffith and Scharmann 2008 ).”