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  The “Garden” That is Being Left Behind “No Child Left Behind” (NCLB) and its effect on the Kindergarten Experience

  Ebone Hennings

  The expectations of both teachers and students of Kindergarten have drastically changed over the past 20 years. Once a place where children could learn and grow in their ideal image, Kindergarten has turned into a place of assessments and accountability measures. The shift in demands and expectations took place after the passing of the No Child Left Behind Legislation in 2002. My research dives into how the passing of the legislation has affected the overall Kindergarten experience and what are the best practices in a contemporary Kindergarten classroom.

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  Implementation of Project-based Learning to Entrepreneurship at International Preparatory in Buffalo: Its Effect on Learners’ Desire to Become Entrepreneurs and Impact on the Practice of 21st Century Skills

  Susana M. Bernhardt

  To extract the evidence of the effect of project-based learning in the teaching of entrepreneurship at International Preparatory in the City of Buffalo, the researcher will work with two groups of students. One group of students hereinafter called Group A will be exposed to the course of entrepreneurship using the project-based learning golden standards and teaching practices recommended by the Buck Institute of Education and the second group, hereinafter called Group B will not include project-based learning as a teaching strategy. Of special interest is the notable effect on the students’ desire to want to open and operate a business as an entrepreneur. In addition, the paper seeks to identify ways in which the students in Group A apply 21^st Century skills of critical thinking, creativity, collaboration, and communication as an integral part of using project-based learning.