Principals' Responses to the Teacher Quality Provision of the No Child Left Behind Act of 2001
thesisposted on 21.02.2013 by Michael L. Flynn
In order to distinguish essays and pre-prints from academic theses, we have a separate category. These are often much longer text based documents than a paper.
Since the passage of the No Child Left Behind legislation in 2002, principals have been held accountable for fulfilling a segment of it known as the Teacher Quality provision. This study examines how principals with varying levels of capacity to address the problem were either successful or unsuccessful in meeting the mandate using a wide variety of strategies.