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Direct linkBlair, Peter; Recker, Mimi M.; Glomb, Nancy K. – Educational Media and Technology Yearbook, 2018
A wide variety of legislation impacts the jobs of special education teachers in the United States. In 2002, the No Child Left Behind Act (NCLB) was signed into law, mandating that states develop standards and report outcomes for all students in the key areas of math and reading. In 2004, the reauthorized Individuals with Disabilities Education…
Descriptors: Special Education Teachers, Faculty Development, Disabilities, Educational Legislation
ASCD, 2012
First launched in April 2009, the Common Core State Standards Initiative was conceived to identify and develop college- and career-readiness standards that address what students are expected to know and be able to do when they have graduated from high school. The initiative introduced the final version of the standards in June 2010, and by…
Descriptors: State Standards, Curriculum Development, Technical Assistance, Professional Development
Download full textForbush, David E.; Morgan, Robert L. – 2003
This paper describes Project Impact*Net, a model project for delivering training to paraeducators and teachers in light of requirements of the No Child Left Behind Act. The project delivered four semester-length courses to instructional sites serving 69 participants in Delaware, Idaho, Pennsylvania, and Utah. The Project Impact*Net delivery system…
Descriptors: Compliance (Legal), Disabilities, Distance Education, Inservice Education
Hunsaker, Scott L.; Parke, Cynthia J.; Bramble, Joan G. – Understanding Our Gifted, 2004
To close the achievement gap, the "No Child Left Behind" law calls for all students to make appropriate yearly progress. This presumably means that progress is being made by capable readers at the same time progress is being made by struggling readers. However, there appear to be unintended effects of "No Child Left Behind"…
Descriptors: Achievement Gap, Reading Comprehension, Academically Gifted, Federal Legislation
