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Principals' Responses to the Teacher Quality Provision of the No Child Left Behind Act of 2001

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posted on 21.02.2013 by Michael L. Flynn
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.

History

Advisor

Smylie, Mark A.

Department

Education

Degree Grantor

University of Illinois at Chicago

Degree Level

Doctoral

Committee Member

Mayrowetz, David Miller, Christopher Scribner, Jay Superfine, Benjamin

Submitted date

2012-12

Language

en

Issue date

21/02/2013

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