Description
As schools across Arizona worked to meet NCLB's AYP requirement in 2010-2011, they were also labeled and sanctioned by AZ Learns. This phenomenological study focused on six effective high school principals in two Arizona school districts to ascertain how accountability policies impacted the principals' job responsibilities, autonomy, and ability to pursue social justice on their campuses.
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Contributors
- Batsell, Holly (Author)
- Powers, Jeanne M. (Thesis advisor)
- Mccarty, Teresa (Committee member)
- Davey, Lynn (Committee member)
- Arizona State University (Publisher)
Date Created
The date the item was original created (prior to any relationship with the ASU Digital Repositories.)
2013
Subjects
- Educational leadership
- Accountability
- Autonomy
- High school
- No Child Left Behind
- Principal leadership
- Social Justice
- High school principals--Arizona.
- High school principals
- Educational leadership--Arizona.
- Educational leadership
- School management and organization--Arizona.
- School management and organization
Resource Type
Collections this item is in
Note
- Partial requirement for: Ed. D., Arizona State University, 2013Note typethesis
- Includes bibliographical references (p. 134-139)Note typebibliography
- Field of study: Educational administration and supervision
Citation and reuse
Statement of Responsibility
by Holly Batsell