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Portraiture of Cultural Responsive Leadership in Title 1 School Principals Implementing Mandates of No Child Left Behind Act within the Context of Parent Involvement

Abstract The signing of the No Child Left Behind Act in 2001 created a need for Title 1 principals to conceptualize and operationalize parent engagement. This study examines how three urban principals in Arizona implemented the mandates of the Act as it pertains to parent involvement. The purpose of this qualitative case study is to examine how principals operationalize and conceptualize parent involvement as they navigate barriers and laws particular to the state of Arizona. This study sought to understand issues surrounding parent involvement in Title 1 schools in Arizona. The beliefs and interview dialogue of the principals as it pertains to parent engagement provided an understanding of how urban principals in Arizona implement the aspects of No... (more)
Created Date 2012
Contributor Conley, Loraine (Author) / Brayboy, Bryan (Advisor) / Mccarty, Teresa (Committee member) / Scott, Kimberly (Committee member) / Arizona State University (Publisher)
Subject Educational leadership / Educational administration / Community Wealth / Cultural Responsive / Parent Involvement / Principal
Type Doctoral Dissertation
Extent 171 pages
Language English
Reuse Permissions All Rights Reserved
Note Ed.D. Electrical Engineering 2012
Collaborating Institutions Graduate College / ASU Library
Additional Formats MODS / OAI Dublin Core / RIS

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Description Dissertation/Thesis