Download or read book A View from the Principalship Perceptions of Virginia Middle School Principals Regarding the Realization of No Child Left Behind in the Public Schools written by and published by . This book was released on 2001 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: A view from the principalship: Perceptions of Virginia middle school principals regarding the realization of No Child Left Behind in the public schools.
Download or read book Perceptions of Leadership and School Climate Through Eyes of Principals and Teachers of Appalachian No Child Left Behind Blue Ribbon Schools NCLBBRS written by Suzanne H. R. Goodall and published by . This book was released on 2008 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Dissertation Abstracts International written by and published by . This book was released on 2008 with total page 628 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Implementation of No Child Left Behind in Six Virginia Elementary Schools written by Sherell Maria Fuller and published by . This book was released on 2004 with total page 320 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Resources in Education written by and published by . This book was released on 1998 with total page 380 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Parental Involvement Perceptions of how Section 1118 of No Child Left Behind is Being Implemented in New Orleans Public Schools written by Kyshun Andre Webster and published by . This book was released on 2005 with total page 430 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Elementary School Principals and No Child Left Behind written by Charles Gordon Miller and published by . This book was released on 2008 with total page 506 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Principal Perspective written by Brenda Watts Arrington and published by . This book was released on 2013 with total page 448 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Perceptions of Public School Principals Regarding the No Child Left Behind Act of 2001 written by Jason Beals and published by . This book was released on 2002 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Impact of No Child Left Behind on Principal Leadership in Public Middle Schools written by Semeen Rahemtulla Issa and published by . This book was released on 2012 with total page 360 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Perceptions of Elementary Principals on the Effectiveness of No Child Left Behind written by Karma Moore and published by . This book was released on 2007 with total page 140 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book American Doctoral Dissertations written by and published by . This book was released on 2001 with total page 776 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book An Analysis of the Influence of No Child Left Behind and Arizona LEARNS on Middle School Principal Leadership Behaviors and Responsibilities written by Shannon McKinney and published by . This book was released on 2008 with total page 492 pages. Available in PDF, EPUB and Kindle. Book excerpt: Effective leadership is a key factor for productive organizations. In this era of educational accountability, starting primarily with the passage of the No Child Left Behind Act of 2001, there has been increased pressure on school leaders to perform a wide repertoire of leadership skills to increase the capacity of schools to meet or exceed national and state academic standards. Student accountability in Arizona began in 2002 when the state legislature passed A.R.S. ʹ15-241 known as Arizona LEARNS. The Achievement Profile, Arizona LEARNS complied with national mandates to establish a research-based evaluation model for school accountability and is the cornerstone of Arizona's system of school accountability. The purpose of this study was to investigate the influence of NCLB (2001) and Arizona LEARNS (2002) on middle-school principal leadership responsibilities and behavior informed by the work of Marzano, Waters, and McNulty (2005). In addition, the relationship between the academic accountability measures and adherence to the middle-school philosophy was explored. The participants consisted of 56 Arizona middle-school principals. The participants completed a survey instrument. Pearson Product-Moment Correlations, Independent Sample t-tests, and ANOVA were used to investigate the effects of years of experience, annual yearly progress, Title I funding, and Arizona LEARNS performance label on the ability to execute specific leadership behaviors and responsibilities as a result of the influence of NCLB and Arizona LEARNS. Demographic data and responses from the open-ended questions of the survey provided depth to the quantitative analysis. Research results indicated NCLB (2001) and Arizona LEARNS (2002) have influenced the ability of middle-school principals in Arizona to execute specific leadership behaviors and responsibilities, such as Being a Change Agent and Being Visible. Research data also indicated a significant change in middle-schools as a result of the increased focus on academic achievement. In open-ended responses, middle-school principals noted multiple concerns with NCLB (2001) and Arizona LEARNS (2002), specifically a decrease in curricular offerings, less student support, and the public consequences of AYP and Arizona LEARNS labels. This study examines impact of academic accountability on middle-school leadership in Arizona and as such is valuable to practitioners in the current era of accountability.
Download or read book A Qualitative Study of the Perceived Stress Levels of Principals In The No Child Left Behind Era written by William Francis Carlin and published by . This book was released on 2010 with total page 195 pages. Available in PDF, EPUB and Kindle. Book excerpt: This case study examined the extent to which the No Child Left Behind mandate has contributed to principal stress, specifically in middle schools who have achieved annual yearly progress through the use of confidence intervals when measuring sub-groups. A secondary question relating to how principals were coping with the law from an academic/personal point of view was also addressed. The primary data source were interviews with ten principals from urban, suburban and rural school districts surrounding the Philadelphia area. Review of data sources provided by the principals, use of educational databases as well as observations were used to study this phenomenon. The NCLB statute and it's myriad of consequences for schools that do not make AYP have created a more stressful, testing -driven environment for all stakeholders. Principals, teachers, parents, and most importantly, students have all been affected by this statute. Schools that are classified as corrective action 1 and 2 because of low sub-group scores continue to rise in Southeastern Pennsylvania; nowhere is this more dramatic than at the secondary schools level. Principals in these buildings face stiff pressure from internal and external forces. Nationally, recent research has borne out an increase in principal turnover across the country in the last 5 years. According to the statute, every student that attends public school in the United States will be proficient in math and reading, regardless of sub-group, by 2014. The purpose of this qualitative study was to illuminate an area of research pertaining to principals of schools whose subgroups achieved AYP through the use of a confidence interval, and to collect effective instructional data (interventions ) that could theoretically help student sub-groups achieve AYP. There is also an understanding among principals that if they do not meet the AYP goal each year, eventually they can be removed from the leadership positions at their schools. This punitive sanction does not take into effect a school's overall score, but is reflective of all its' subgroups. Results from this study show that principals, although aware of the law and its' sanctions, chose to focus on designing positive interventions that help all students achieve, while at the same time offering instructional supports to their respective staffs. The principals agreed that the NCLB law was good for public education, but stated that sub-group inclusion is unfair to the students it was designed to protect. All principals reported a moderate level of stress connected with the implementation of the statute, but not enough for them to consider leaving their jobs for another occupation. The premise that principals worried about losing their jobs as a result of AYP failure was refuted in this study. All principals reported major changes at their schools in curriculum delivery, interventions for sub-groups, and the use of data assessment systems to drive instruction. An emerging theme from this study is the concept that the NCLB statute over the past five years has become the " great equalizer" between urban and suburban school districts. As more suburban schools fall under NCLB sanctions, they no longer can dismiss AYP failures as a purely urban phenomenon, but actually look to partner with urban schools in order to create effective instructional programs for their students. The research about the impact of the NCLB law on principal stress remains inconclusive. As the law continues to move toward 2014, barring any dramatic changes all public schools in the United States will be under some type of corrective action. There is a large research gap about how principals will survive in this particular environment. This study has started to address that gap by focusing on what schools do when they are an under-performing sub-group away from NCLB sanctions. This study also begins to document the changes that have been occurring in schools as a result of NCLB, along with principal perceptions of stress since the law's advent in 2002.
Download or read book Exemplary Teachers Perceptions of the Principalship written by Cheryl Buscher Henig and published by . This book was released on 1999 with total page 200 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book An Analysis of the Influence of No Child Left Behind and Arizona Learns on Middle school Principal Leadership Behaviors and Responsibilities written by and published by . This book was released on 2005 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: An analysis of the influence of No Child Left Behind and Arizona Learns on middle-school principal leadership behaviors and responsibilities.
Download or read book Virginia Middle School Principals Perceptions of Accountability based Reform written by Beverly Diane Epps and published by . This book was released on 2001 with total page 234 pages. Available in PDF, EPUB and Kindle. Book excerpt:
