Some error occured while loading the Quick View. Please close the Quick View and try reloading the page.
With the publication of this book, the scholarly journal Issues in Education: Contributions from Educational Psychology is moving to a book series publication format. Carlson (University of California-Riverside) and Levin (University of Arizona) present material on aspects of the No Child Left Behind legislation.
Foreword; Jerry S. Carlson and Joel R. Levin
Chapter 1. The No Child Left Behind Act and Scientific Research: A View from Washington, D.C.; Valerie F. Reyna.
Chapter 2. A Matter of Proof: Why Achievement vs. Learning; Patricia A. Alexander and Michelle M. Riconscente.
Chapter 3. Federal Intrusion in Research and Teaching and the Medical Model Myth; Richard L. Allington.
Chapter 4. Educational Research and NCLB: A View from the Past; Robert C. Calfee.
Chapter 5. The Education Acts: Political Practice Meets Practical Problems, Scientific Processes, Process Control, and Parkinson's Law; Earl Hunt.
Chapter 6. Why Converging Scientific Evidence Must Guide Educational Policies and Practices; Reid Lyon.
Chapter 7. Response to Reyna's The No Child Left Behind Act and Scientific Research: A View from Washington, D.C.; Douglas E. Mitchell.
Chapter 8. The No Child Left Behind Act: What if it Worked?; Angela M. O'Donnell.
Chapter 9. Educational Science: More Than Research Design; Gary D. Phye.
Chapter 10. What Role Should the Government Play in a Science of Education?; Michael Pressley.
Chapter 11. Scientific Research is Programmatic; Daniel H. Robinson.
Chapter 12. Prudent Inquiry: Conceptual Complexity Versus Practical Simplicity in Knowing What Works; William R. Shadish.
Chapter 13. Federal Policy and Scientific Research; Valerie F. Reyna.