 |
The Case of the No Child Left Behind Legislation Educational Research and Federal Funding Edited by: Jerry Carlson, University of California - Riverside Joel R. Levin, University of Arizona |
ORDER ONLINE
We use Paypal for online orders. Click here for more information about ordering from IAP. RELATED TITLES RELATED CATEGORIES |
|
2006. A volume in the series: Psychological Perspectives on Contemporary Educational Issues. Series Editor(s): Jerry Carlson, University of California - Riverside and Joel R. Levin, University of Arizona CONTENTS: Focal Article: The No Child Left Behind Act and Scientific Research: A View from Washington, D.C., Valerie F. Reyna. Commentaries: A Matter of Proof: Why Achievement … Learning, Patricia A. Alexander and Michelle M. Riconscente. Federal Intrusion in Research and Teaching and the Medical Model Myth, Richard L. Allington. Educational Research and NCLB: A View from the Past, Robert C. Calfee. The Education Acts: Political Practice Meets Practical Problems, Scientific Processes, Process Control, and Parkinson’s Law, Earl Hunt. Why Converging Scientific vidence Must Guide Educational Policies and Practices, G. Reid Lyon. Response to Valerie F. Reyna’s The No Child Left Behind Act and Scientific Research: A View from Washington, D. C., Douglas E. Mitchell. The No Child Left Behind Act: What if it Worked?, Angela M. O’Donnell. Educational Science: More Than Research Design, Gary D. Phye. What Role Should the Government Play in a Science of Education?, Michael Pressley. Scientific Research is Programmatic, Daniel H. Robinson. Prudent Inquiry: Conceptual Complexity Versus Practical Simplicity in Knowing What Works, William R. Shadish. Final Words, Valerie F. Reyna. | ||
