Urban school principals and the 'no child left behind' act

被引：0

作者：

Gardiner M.E. ^{[1
]}

Canfield-Davis K. ^{[2
]}

Anderson K.L. ^{[3
]}

机构：

[1] Department of Counseling and School Psychology, Department of Special Education and Educational Leadership, University of Idaho, Boise, Boise, ID 83702-7369

[2] Department of Counseling and School Psychology, Department of Special Education and Educational Leadership, University of Idaho, Coeur d'Alene, ID 83814

[3] Boise State University, Boise, ID 83725

来源：

The Urban Review | 2009年 / 41卷 / 2期

关键词：

Multicultural education theory; Multicultural leadership; No child left behind act; Urban school principals;

D O I：

10.1007/s11256-008-0102-1

中图分类号：

学科分类号：

摘要：

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. © Springer Science+Business Media, LLC 2008.

引用

页码：141 / 160

页数：19

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