Date of this Version
By its emphasis on arbitrary standards and misleading systems of accountability, the No Child Left Behind Act has had deleterious effects on classroom practice, teacher education, and even educational research. The new constraints on educational research, driven by a logic of randomized field tests, are part of a larger and more invidious international managerialism that subordinates individual biographies to state-based bureaucratic control.
McDermott, R., & Hall, K. D. (2007). Reflections on the Field: Scientifically Debased Research on Learning, 1854–2006. Retrieved from https://repository.upenn.edu/gse_pubs/146
Date Posted: 07 November 2007
This document has been peer reviewed.