Urban Early Childhood Educators’ Perceptions of the Impact of NCLBon Their Literacy Practices

Terry Husband


While much has been written concerning the impact of NCLB on students, teachers, parents, administrators, andpolicies makers in general, little has been documented about the impact of NCLB on urban early childhood educators’literacy practices in particular. The purpose of this paper is to present the preliminary findings from a research studythat examines urban early childhood educators’ perceptions of NCLB on their literacy practices. An on-line surveywas administered to 47 urban early childhood educators in grades P-3 in an urban school district in the Midwest partof the United States of America. While a significant percentage of the teachers surveyed perceive that NCLB has hada largely negative impact on curriculum, literacy instruction and student achievement overall, it has, nonetheless, ledto a more rigorous curriculum in their classrooms.

Full Text:


DOI: https://doi.org/10.5430/jct.v3n1p47


  • There are currently no refbacks.

Copyright (c) 2014 Terry Husband

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

Journal of Curriculum and Teaching ISSN 1927-2677 (Print) ISSN 1927-2685 (Online)  Email: jct@sciedupress.com

Copyright © Sciedu Press


To make sure that you can receive messages from us, please add the 'Sciedu.ca' domain to your e-mail 'safe list'. If you do not receive e-mail in your 'inbox', check your 'bulk mail' or 'junk mail' folders.