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The Urban Review

Erschienen in:

01.06.2009

Urban School Principals and the ‘No Child Left Behind’ Act

verfasst von: Mary E. Gardiner, Kathy Canfield-Davis, Keith LeMar Anderson

Erschienen in: The Urban Review | Ausgabe 2/2009

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Abstract

This exploratory study investigated how six practicing school principals responded to the requirements of the No Child Left Behind law (United States Congress Public Law 107–110, 2002, January, No Child Left Behind Act, http://www.ed.gov/policy/elsec/leg/esea02/107-110.pdf) in light of the multicultural leadership demands presented by an urban setting. It examines perspectives of principals on the legal aspects of No Child Left Behind (NCLB) and what they did to manage its requirements. Multicultural leadership literature provided a framework to understand the perspectives of school leaders. The findings suggest three principals were engaged in meaningful and practical work to both fulfill the requirements of NCLB and meet the needs of their students. Three principals were focused on the requirements of the law and did not see the connection between multicultural leadership and NCLB. The study’s recommendations include a multicultural leadership approach to current NCLB school reform.

Vorheriger Artikel High-School Teachers’ Attempts to Promote Self-Regulated Learning: “I may learn from you, yet how do I do it?”

Nächster Artikel Unraveling the Myths of Accountability: A Case Study of the California High School Exit Exam

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Titel: Urban School Principals and the ‘No Child Left Behind’ Act
verfasst von: Mary E. Gardiner
Kathy Canfield-Davis
Keith LeMar Anderson
Publikationsdatum: 01.06.2009
Verlag: Springer Netherlands
Erschienen in: The Urban Review / Ausgabe 2/2009
Print ISSN: 0042-0972
Elektronische ISSN: 1573-1960
DOI: https://doi.org/10.1007/s11256-008-0102-1

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