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High School Principals in the Vortex: Accountability, Autonomy, and Social Justice

Abstract 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. Interviews were conducted in three phases: superintendents, three principals from the superintendents' recommendations of effective school leaders, and three teachers from each school. In addition to analysis of individual principal leadership patterns, comparisons were made across districts, and from school to school within the same district. ... (more)
Created Date 2013
Contributor Batsell, Holly (Author) / Powers, Jeanne M. (Advisor) / Mccarty, Teresa (Committee member) / Davey, Lynn (Committee member) / Arizona State University (Publisher)
Subject Educational leadership / Accountability / Autonomy / High school / No Child Left Behind / Principal leadership / Social justice
Type Doctoral Dissertation
Extent 156 pages
Language English
Reuse Permissions All Rights Reserved
Note Ed.D. Educational Administration and Supervision 2013
Collaborating Institutions Graduate College / ASU Library
Additional Formats MODS / OAI Dublin Core / RIS

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Description Dissertation/Thesis