The Study of Teacher Education Policy in No Child Left Behind Act in America

• Main Authors: Meng-Chun Chen, 陳孟君
• Other Authors: Wei-Ling Tang
• Format: Others
• Language: zh-TW
• Published: 2011
• Online Access: http://ndltd.ncl.edu.tw/handle/71209273133891476851

碩士 === 國立屏東教育大學 === 教育學系 === 99 === Congress of the U.S. reauthorized the Elementary and Secondary Education Act (ESEA) of 1965 in 2002 as the No Child Left Behind Act of 2001 (NCLBA). One of the goals of NCLBA is increasing teachers’ quality and preparing highly qualified teachers to improving all American students’ achievement. The study adopted document analysis to analyze the substance of Title II “preparing, training, and recruiting high quality teachers and principals” of NCLBA, contents of reports which published from the Secretary of Education in America, research reports or review articles about NCLBA and teacher education to understand the requirements of “highly qualified teacher” and “high quality teacher” and the role of federal government, states, and school districts when preparing, training, and recruiting highly qualified teachers and high quality teachers. The conclusions of the study as follows: 1. “highly qualified teacher”is a requirement in respect of teachers’ teaching qualification requirements in NCLBA; and “high quality teacher”is a requirement in respect of knowledge and skills and competency in each of the academic subjects the teachers teach. 2. The requirement in respect of teaching license in each of the academic subjects in which the teacher teaches to meet the expectation of highly qualified teacher in NCLBA instead of becoming the burden of teachers whom teach in urban districts, rural districts, or schools that are teacher shortages or difficult to staff. 3. NCLBA focus on improve the quality of teachers and principals in reading, mathematics, and science to improve students’ academic achievement in reading, mathematics, and science and based on students’ academic achievement in reading, mathematics, and science to evaluate the quality of teachers and principals. 4. NCLBA focuses on training, recruitment and retention of outstanding high quality teachers. 5. The requirement in respect of improving the quality of teachers and principals in reading, mathematics, and science through professional development activities in NCLBA is narrowing the function of professional development activities. 6. The provisions in NCLBA can improve the quality of teachers and principals in mathematics and science through professional development activities and maintain teachers’ teaching qualification requirements in NCLBA. 7. NCLBA emphasizes integrating technology into curriculum and teaching, to improve teachers’ and students’ technology literacy . 8. NCLBA still emphasized the purpose of accountability and improving students’ academic achievement. 9. State education agency and local education agency must play long-term working for teacher education and improving students’ academic achievement to achieve the requirements of teacher quality in NCLBA.