Innovation, NCLB, and the Fear Factor

  title={Innovation, NCLB, and the Fear Factor},
  author={La Tefy Schoen and Lance D. Fusarelli},
  journal={Educational Policy},
  pages={181 - 203}
This article explores the impact of the No Child Left Behind Act (NCLB) on the behavior of teachers and school leaders, specifically the centralizing, standardizing tendencies of the legislation, and juxtaposes their reactions to the types of teaching and leadership required to lead 21st-century schools. The authors argue that the isomorphic behavioral responses to NCLB conflict with the pedagogical and leadership behaviors of the 21st-century schools movement. The authors conclude that unless… 

Instructional Leadership in the Era of No Child Left Behind: Perspectives from the United States

Most large-scale urban school reform efforts of the last three decades in the United States have centered on providing incentives and sanctions for aligning educational practice to standards set at

At the Crossroads: Wellbeing and Principalship Preparation

This study was designed to gain a baseline understanding of how future K-12 building leaders in pre-service principal preparation programs address their own wellbeing. In this exploratory study,

De-essentializing No Child Left Behind

This article articulates a research strategy to examine the implementation of No Child Left Behind (NCLB), embracing a critical, non-essentialist perspective. To date, critical approaches to NCLB

Promoting Rigor-in-Practice through School Self-Evaluation: A Middle School’s Experience with Model Development, Implementation, and Evaluation

For years, the No Child Left Behind Act (NCLB) has demanded that our nation pay ever closer attention to school evaluation (Schmidt, 2008; Stanik, 2007). Never before have the stakes of evaluation

Career and Technical Education in Light of the No Child Left Behind Legislation

The No Child Left Behind Act of 2002 is considered to be the most comprehensive and highly scrutinized piece of educational legislation that has been enacted in history. With its focus on core

Bringing context out of the shadows of leadership

Research on educational leadership and management has resulted in the accumulation of increasingly persuasive findings concerning the impact school leadership can have on school performance. Indeed,

Charter School Leadership and Innovation in an Era of Accountability

Charter schools were developed to act as laboratories for innovative educational practices. This study utilized a mixed-methods design to examine if charter school leaders can support innovation in

Teacher and School Predictors of Teacher Deprofessionalization and Demoralization in the United States

The purpose of this study is to examine changes in teachers’ perception of their work during key periods of the accountability and assessment policy movement in the United States. We utilize a

A Tale of Two Principals: The Complexity of Fostering and Achieving Organizational Improvement.

This dissertation served as a pilot study that tested a set of ideas drawn from the existing literature grounded in organizational learning theory, leadership theory, sociocultural theory, and the

Using the PIMRS in Future Research on Leadership and Learning

This chapter extends findings published in a systematic review of PIMRS research conducted between 1983 and 2010 (Hallinger in Edu Adm Q 47(2):271–306 2011a ) . We highlight key conclusions that



The Potential Impact of the No Child Left Behind Act on Equity and Diversity in American Education

With its overriding emphasis on accountability, testing, sanctions, rewards, and public school choice, the No Child Left Behind Act of 2001 (NCLB) raises both the hopes and fears of educators

The Political Economy of Gubernatorial Elections: Implications for Education Policy

This article examines the impact of gubernatorial turnover on education policy initiatives in Florida, New York, and Texas. Within the past decade, each of these states was led by a Democratic

A contemporary learning theory perspective on the etiology of anxiety disorders: it's not what you thought it was.

How considerations of early learning histories and temperamental vulnerabilities affect the short- and long-term outcomes of experiences with stressful events and how contextual variables during and following stressful learning events affect the course of anxiety disorder symptoms once they develop is shown.

Experience and Education

Experience and Educationis the best concise statement on education ever published by John Dewey, the man acknowledged to be the pre-eminent educational theorist of the twentieth century. Written more

New Learning Environments for the 21st Century: Exploring the Edge

Even those of us who haven’t been teaching very long don’t have to be told that today’s college students engage with the world differently than we did when we were in school. Today’s students are

When the presence of creative coworkers is related to creativity: role of supervisor close monitoring, developmental feedback, and creative personality.

  • Jing Zhou
  • Psychology
    The Journal of applied psychology
  • 2003
Converging results from the 2 field studies demonstrated that when creative coworkers were present, the less supervisors engaged in close monitoring, the more employees exhibited creativity.

Active learning : creating excitement in the classroom

"College teaching and lecturing have been so long associated that when one pictures a college professor in a classroom, he almost inevitably pictures him as lecturing." Few would argue with the

The Innovator's Solution: Creating and Sustaining Successful Growth

An innovation classic. From Steve Jobs to Jeff Bezos, Clay Christensen's work continues to underpin today's most innovative leaders and organizations. A seminal work on disruption--for everyone

Why Minimal Guidance During Instruction Does Not Work: An Analysis of the Failure of Constructivist, Discovery, Problem-Based, Experiential, and Inquiry-Based Teaching

Evidence for the superiority of guided instruction is explained in the context of our knowledge of human cognitive architecture, expert–novice differences, and cognitive load. Although unguided or

Out of the Crisis

According to W. Edwards Deming, American companies require nothing less than a transformation of management style and of governmental relations with industry. In Out of the Crisis, originally