The readiness of school principals to implement the multicultural requirements of the No Child Left Behind Act of 2002 (Title I and Title III) for Latino students who are limited English proficient

The readiness of school principals to implement the multicultural requirements of the No Child Left Behind Act of 2002 (Title I and Title III) for Latino students who are limited English proficient

President Bush signed into law the No Child Left Behind Act of 2002 (NCLBA) on January 8, 2002, which represented his education reform plan and contains the most sweeping changes to the Elementary and Secondary Education Act (ESEA) since it was enacted in 1965. The principals’ role is critical to su...

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Bibliographic Details
Main Author: Propst, David Lee
Format: Others
Published: DigitalCommons@Robert W. Woodruff Library, Atlanta University Center 2004
Subjects:
Educational Leadership
Online Access:http://digitalcommons.auctr.edu/dissertations/2766
http://digitalcommons.auctr.edu/cgi/viewcontent.cgi?article=4263&context=dissertations
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spelling ndltd-auctr.edu-oai-digitalcommons.auctr.edu-dissertations-42632016-07-21T03:01:18Z The readiness of school principals to implement the multicultural requirements of the No Child Left Behind Act of 2002 (Title I and Title III) for Latino students who are limited English proficient Propst, David Lee President Bush signed into law the No Child Left Behind Act of 2002 (NCLBA) on January 8, 2002, which represented his education reform plan and contains the most sweeping changes to the Elementary and Secondary Education Act (ESEA) since it was enacted in 1965. The principals’ role is critical to success as public schools strive to meet the challenge of implementing the new No Child Left Behind Act requirements. Therefore, the purpose of this study was to explore the perception of teachers and administrators regarding the “readiness” of school principals to implement the multicultural requirements of the No Child Left Behind Act policies (Title I and Title III) for Latino students who are limited English proficient. 2004-05-01T07:00:00Z text application/pdf http://digitalcommons.auctr.edu/dissertations/2766 http://digitalcommons.auctr.edu/cgi/viewcontent.cgi?article=4263&context=dissertations ETD Collection for AUC Robert W. Woodruff Library DigitalCommons@Robert W. Woodruff Library, Atlanta University Center Educational Leadership
collection NDLTD
format Others
sources NDLTD
topic Educational Leadership
spellingShingle Educational Leadership
Propst, David Lee
The readiness of school principals to implement the multicultural requirements of the No Child Left Behind Act of 2002 (Title I and Title III) for Latino students who are limited English proficient
description President Bush signed into law the No Child Left Behind Act of 2002 (NCLBA) on January 8, 2002, which represented his education reform plan and contains the most sweeping changes to the Elementary and Secondary Education Act (ESEA) since it was enacted in 1965. The principals’ role is critical to success as public schools strive to meet the challenge of implementing the new No Child Left Behind Act requirements. Therefore, the purpose of this study was to explore the perception of teachers and administrators regarding the “readiness” of school principals to implement the multicultural requirements of the No Child Left Behind Act policies (Title I and Title III) for Latino students who are limited English proficient.
author Propst, David Lee
author_facet Propst, David Lee
author_sort Propst, David Lee
title The readiness of school principals to implement the multicultural requirements of the No Child Left Behind Act of 2002 (Title I and Title III) for Latino students who are limited English proficient
title_short The readiness of school principals to implement the multicultural requirements of the No Child Left Behind Act of 2002 (Title I and Title III) for Latino students who are limited English proficient
title_full The readiness of school principals to implement the multicultural requirements of the No Child Left Behind Act of 2002 (Title I and Title III) for Latino students who are limited English proficient
title_fullStr The readiness of school principals to implement the multicultural requirements of the No Child Left Behind Act of 2002 (Title I and Title III) for Latino students who are limited English proficient
title_full_unstemmed The readiness of school principals to implement the multicultural requirements of the No Child Left Behind Act of 2002 (Title I and Title III) for Latino students who are limited English proficient
title_sort readiness of school principals to implement the multicultural requirements of the no child left behind act of 2002 (title i and title iii) for latino students who are limited english proficient
publisher DigitalCommons@Robert W. Woodruff Library, Atlanta University Center
publishDate 2004
url http://digitalcommons.auctr.edu/dissertations/2766
http://digitalcommons.auctr.edu/cgi/viewcontent.cgi?article=4263&context=dissertations
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