John Dewey and the No Child Left Behind Act (NCLB): What Would He Say?
DOI:
https://doi.org/10.11575/jet.v48i3.44246Abstract
Using John Dewey's writings and hypothetical thinking, this paper presents a critical review of the No Child Left Behind Act (NCLB) and its implication for reform. It begins with Dewey's early work and includes his greatest success at Arthurdale WV in the l 930's. The importance of constructivist thinking is juxtaposition among the reformist views of today's assessment driven policy to qualify for funding. Like Dewey, the author argues for experiential learning
to make connections in real life situations presented through school opportunities. In trying to highlight transparency, closing failing schools, bringing equanimty, raising standards, and improving curriculum, the No Child Left Behind Act (NCLB) produced a culture of assessment without its accompanying experiential component. Learning best occurs when the experience connects with other aspects, so transfer of the knowledge becomes easily retrievable.
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