TITLE

DANCING THE CURRICULUM

AUTHOR(S)
Skoning, Stacey
PUB. DATE
June 2010
SOURCE
Kappa Delta Pi Record;Summer2010, Vol. 46 Issue 4, p170
SOURCE TYPE
Academic Journal
DOC. TYPE
Article
ABSTRACT
The article offers information on the significant advantage of using creative movement and dance in meeting the diverse learning needs of students in the U.S. It states that students are meaningfully engaged in learning science, social studies, literature, and mathematics through varied forms of movement in any inclusive and multi-level classroom. However, the innovative strategies and unique use of creative movement and dance can help classroom teachers effectively implement the standards and legislation of the 2001 No Child Left Behind Act (NCLB).
ACCESSION #
51840672

 

Related Articles

  • NO CHILD LEFT BEHIND--A CRITICAL ANALYSIS. Ellis, Charles R. // Curriculum & Teaching Dialogue;2007, Vol. 9 Issue 1/2, p221 

    The thrust of this paper is to critically analyze the societal impact of the No Child Left Behind Act. The paper traces the history and evolution of Federal governmental involvement in education, particularly curriculum, culminating in the passage and implementation of the No Child Left Behind...

  • Schools Urged to Push Beyond Math, Reading To Broader Curriculum. Manzo, Kathleen Kennedy // Education Week;12/20/2006, Vol. 26 Issue 16, p11 

    The article reports on education experts who think that the No Child Left Behind Act (NCLB) in the United States is not doing enough to ensure that students are receiving a well-rounded education that goes beyond math and reading. Many argue that subjects such as history, arts, and literature...

  • 'Getting Accountability RIGHT. Rothstein, Richard // Education Week;1/28/2009, Vol. 28 Issue 19, p36 

    In this article the author examines educational accountability and curricular distortion related to implementation of the U.S. No Child Left Behind act. He reflects on test scores and curricular changes made to align with specific requirements in reading and mathematics. Also discussed is the...

  • Looking Beyond NCLB. LEWIS, ANNE C. // Phi Delta Kappan;Mar2007, Vol. 88 Issue 7, p483 

    The article focuses on criticism and reformed views towards the No Child Left Behind Act. The author suggests the initiative brought about few results from its goals, despite admirable attempts to redefine the central focus of education in the United States. Various problems are listed with the...

  • The Gap Clap Trap. Houston, Paul D. // School Administrator;Aug2006, Vol. 63 Issue 7, p50 

    The article discusses the No Child Left Behind (NCLB) act. The author argues that while the goals of NCLB are laudable, overall it has been detrimental to public schools in the U.S. because it narrowed the curriculum through sanctions; applied unflattering and not entirely deserved labels on...

  • Putting the squeeze on the curriculum.  // American Teacher;Apr2008, Vol. 92 Issue 7, p9 

    The article discusses concerns on the impact of the U.S. No Child Left Behind (NCLB) policy. Based on a Center on Education Policy research, instructional time for other subjects aside from math and reading have been reduced under the policy. In a Partnership for 21st Century Skills survey, 88%...

  • Nationwide Standards Eyed Anew. Olson, Lynn // Education Week;12/7/2005, Vol. 25 Issue 14, p1 

    The article focuses on the efforts to set national standards, curricula and tests for education in the United States. With the federal No Child Left Behind Act underscoring the wide variation in what states demand of their students, people on both sides of the political aisle are again making...

  • Standardized Testing, Diversity and Informational Texts. Schneider, Barbara Kane // Journal of Content Area Reading;2011-2012, Vol. 9 Issue 1, p91 

    Both No Child Left Behind and Race to the Top have resulted in mandated assessment as a major component in the competition for school funding. The results have been mixed including anger, confusion, frustration as well as support from stakeholders. The juxtaposition between the increasing...

  • CBM Progress Monitoring Within a Standards-Based System: Introduction to the Special Series. Wallace, Teri; Espin, Christine A.; McMaster, Kristen; Deno, Stanley L. // Journal of Special Education;Summer2007, Vol. 41 Issue 2, p66 

    The article offers information about a curriculum-based measurement (CBM) method in monitoring a student's progress within a standard-based educational system. With requirements set by the U.S. No Child Left Behind Act of 2001, progress monitoring has received much closer attention in the...

Share

Read the Article

Courtesy of VIRGINIA BEACH PUBLIC LIBRARY AND SYSTEM

Sorry, but this item is not currently available from your library.

Try another library?
Sign out of this library

Other Topics