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Secondary Reading Teachers and Scientifically Based Reading Research
How Middle and High School Teachers Are Coping with No Child Left Behind
Engels
203 b
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The struggle to improve middle and high school §literacy skills begins with the classroom teacher. §At the heart of every successful school and in front §of every successful Reading classroom stands a §teacher who is supposed to be "highly qualified" §under the standards of No Child Left Behind. This §is one of the first studies of how Reading teachers §are handling unprecented micro-management of their §classrooms in Florida, a state that has jumped §through every federally directed reading reform. §Teachers have been praised yet implicity vilified as §the real culprits in the struggle to take the US §back to the top of Reading. The struggle to comply §with the urgent directives of the Reading platform §mandanted by No Child Left Behind has left teachers §exhilirated yet drained, more competent yet §frustrated, and grateful for new tools but angry at §their top down directed implementation. Hear in §their own voices how NCLB Reading directives work, §or not, for them.
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