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Introduction to the Special Issue: No Child Left Behind (NCLB) and Minority Youth: What the Qualitative Evidence Suggests
Angela Valenzuela, Linda Prieto and Madlene P. Hamilton
Anthropology & Education Quarterly
Vol. 38, No. 1 (Mar., 2007), pp. 1-8
Stable URL: http://www.jstor.org/stable/4126357
Page Count: 8
You can always find the topics here!Topics: No Child Left Behind Act, Educational research, Education, Ethnography, Pedagogy, Teachers, Classrooms, English language learners, Children, Students
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This article presents an analysis of four ethnographic studies examining the impacts of the No Child Left Behind (NCLB) Act on minority youth. The analysis relies on qualitative approaches to address immediate problems of practice as well as broad theoretical questions related to NCLB. The studies reveal nuances in teacher pedagogy, curricular instruction, cultures, communities, and political influences that cannot be captured in reviews of purely quantitative data.
Anthropology & Education Quarterly © 2007 American Anthropological Association