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Principals' Responses to the Teacher...

Flynn, Michael Lawrence.

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

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Principals' Responses to the Teacher Quality Provision of the No Child Left Behind Act of 2001./
Author:	Flynn, Michael Lawrence.
Description:	274 p.
Notes:	Source: Dissertation Abstracts International, Volume: 74-08(E), Section: A.
Contained By:	Dissertation Abstracts International74-08A(E).
Subject:	Education, Policy. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3558507
ISBN:	9781303029240

Principals' Responses to the Teacher Quality Provision of the No Child Left Behind Act of 2001.
Flynn, Michael Lawrence.

Principals' Responses to the Teacher Quality Provision of the No Child Left Behind Act of 2001. - 274 p.

Source: Dissertation Abstracts International, Volume: 74-08(E), Section: A.

Thesis (Ph.D.)--University of Illinois at Chicago, 2012.

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.

ISBN: 9781303029240Subjects--Topical Terms:

1669130
Education, Policy.

Principals' Responses to the Teacher Quality Provision of the No Child Left Behind Act of 2001.
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245 1 0 $a Principals' Responses to the Teacher Quality Provision of the No Child Left Behind Act of 2001.
300 $a 274 p.
500 $a Source: Dissertation Abstracts International, Volume: 74-08(E), Section: A.
500 $a Adviser: Mark A. Smylie.
502 $a Thesis (Ph.D.)--University of Illinois at Chicago, 2012.
520 $a 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.
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