This article explores the tensions embedded in the implementation of the No Child Left Behind Act of 2001 (NCLB) that pose both opportunities and challenges for biology instruction with implications for all the sciences. It highlights issues that may arise as biology instruction is adapted to “fit” the NCLB mandates with specific focus on biology content standards and assessments, curriculum, and teaching.
Details
Type Journal ArticlePub Date 10/1/2006Stock # tst07_074_07_64Volume 074Issue 07