Research Progress

I was watching the world is going to end news (channel 7; it actually imports murder and rape reports from other states if there aren't any local violent crimes and sadly is my guilty television pleasure) yesterday and it actually ran a story about another means in which the NCLB is adversely affecting education. I was initially shocked because the story didn't cover the aforementioned crimes and it wasn't their typical feel good "fluff" story. Imagine my surprise when I realized that the segment was not only relevant but pertained to my research project. Apparently, studies have been conducted that due to cutting recess in order to teach according to the NCLB standards (FCAT preparation), students are less attentive in class and their grade point averages are reflecting it. I couldn't possibly make this up. What kind of sadist eliminates recess? Perhaps one that wants 33% of American children to obese? That's another research proposal entirely.

Research Progress

My research is clearly pointing to one conclusion. That is that the NCLB is ineffective. Furthermore, it is ineffective for a myriad of reasons. However, there is a surprising lack of research posted or conducted on its effect on critical thinking and cognitive development. My hope is to discover research and supporting data for this theory. It seems far too important to have been overlooked. I believe that test scores requiring critical thinking such as the PSAT, SAT, LSAT, GRE and MCAT prior to and after the implementation of NCLB will indicate an impact. I will focus heavily on quantitative measurements such as these to formulate my argument.

Blog Progress

I've been conducting research on my blog topic which I am admittedly entering with a bias. It'll be difficult but I believe that I'll be able to remain objective. There is an abundance of data on the topic. The information ranges from the public nature of the act's signing and implementation, the United States Annotated Code, established theories in critical thinking and cognitive development in educational psychology, mandatory FCAT preparation guidelines, class outlines designed to develop critical thinking and testing results on English, math and critical thinking. These sources do not include interviews from students, teachers and professors which will prove to be a valuable source of information. Additionally, I'm leaning towards drama as the genre to communicate my argument.

Fulkerson's Common Sense Approach To Research

Fulkerson's guidelines offer a common sense approach to research and the process of learning. If a topic is interesting to you, it becomes tangible. The tedium of researching a topic that you have no interest in cannot be overstated. Assigning a theater major a research project on tax law and its application is one such example of this antiquated practice. If a topic is current and thorough, it becomes relevant to not only you but the audience. The sole purpose of writing is to communicate. If your topic isn't relevant, you are not communicating. If communicating knowledge is the goal of writing, then you have to present your perspective. This perspective often differs from the prevailing opinion and the recognition of this fact is instrumental in composing a valid argument. This acknowledgement places the burden of responsibility squarely upon the author's shoulders. This uncomfortable muse provides the impetus to conduct the relevant and factually based research required to convince your audience that you are indeed correct.

Research Project

What are the ramifications of the No Child Left Behind Act and its implementation? The application of the act requires the use of standardized testing to gauge the level of academic achievement of students. This has resulted in the teaching of standardized testing materials, not the application of knowledge and critical thinking skills necessary outside of academia and in some cases, within academia. This practice has resulted in a generation of students that lack the ability of critical analysis and the ability to apply knowledge in everyday situations.

Experience and realities clash because the professor's goals, although admirable, do not take into consideration that the student may not be genuinely interested in the subject matter assigned. Merely researching an assigned topic without considering its value to the student is a pitfall. On the other hand, allowing the student to select a topic within the constraints of the subject matter allows the student to be interested and engaged in the subject matter while simultaneously learning. Thus, the professor can achieve his or her goal and the student feels that they have accomplished a goal and have a sense of academic fulfillment.