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Search theses and dissertations gathered from participating repositories worldwide. Every result links back to the library that holds it. No account is needed.
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Showing 1 to 20 of 20 for “"No Child Left Behind (NCLB) Act"”.
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What is the Impact of a Transition Program and Traditional Program of Study on Over Age First Time Ninth Grade Students
… to address Standards of Learning (SOL) and No Child Left Behind (NCLB) Act and the initiatives to rethink our high schools as they attempt to prepare students for the ongoing changes of the economy, workforce, and expectations of colleges and universities.
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A study of technology integration in an all girls' school: the role of attitudes and beliefs of teachers
… and barriers with respect to their use of technology in promoting students’ learning. Unlike most previous studies of technology integration, this study is conducted at a gender specific, technology-rich, religious-based private school. In addition the study aims at identifying the various …
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The relationship between reported incidents of student discipline and student achievement across four Eastern states
The No Child Left Behind (NCLB) Act of 2001 was established to improve student achievement among all public school students. To accomplish this goal, this federal mandate requires each state to establish the seven set priorities under NCLB. In addition, each state is required to establish and …
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Variations in Student Development Trajectories in Reading and Mathematics: A Multilevel Growth Mixture Model Approach.
… has long been a cause of national concern. The No Child Left Behind (NCLB) act of 2001 represents the latest attempt to both correct past educational inequities and to improve the competitiveness of American education. NCLB mandates that all students must meet proficiency standards by the …
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The Relationship Between Core-Plus Mathematics Project And Student Achievement
… the standards-based teaching. According to the No Child Left Behind (NCLB) act, students should receive a rigorous and relevant curriculum. The High School Content Expectations (HSCE) is a set of objectives that meet this criteria but the current curriculum still uses traditionally-based …
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Exploration of Common Leadership Behaviors Exhibited by Georgia Elementary Principals from High Performing, High Poverty Schools
… focus on their leadership behaviors and practices. Researchers of various studies on principal leadership behaviors and student achievement have found that leadership behaviors make a difference in the academic achievement for all students. Researchers also found that the principal's most …
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The Impact of Career and Technical Education (CTE) on Student Academic Achievement and Graduation Rates in the Commonwealth of Virginia
The No Child Left Behind (NCLB) Act of 2001 required that states set clear standards for what all students should learn, and hold schools accountable for student progress in the areas of language arts, reading, and mathematics to assess their abilities (USDOE, 2002). However, while NCLB emphasizes …
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Early Childhood Human Capital
… consists of three essays examining the early childhood human capital. The first chapter sets out to identify the effect of sibling birth spacing on children's academic achievement and engagement in risky behaviours by using data from the National Longitudinal Survey of Youth (NLSY79). Some …
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The Roles of Middle and High School Reading Specialists
The main goal of The No Child Left Behind (NCLB) Act of 2001 is to hold school districts accountable to close the achievement gap. One way in which the NCLB is ensuring accountability is by requiring school districts to seek better qualified and prepared classroom teachers and well-prepared reading …
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Balancing accountability and ethics : a case study of an elementary school principle
In recent years, the federal No Child Left Behind (NCLB) Act has increasingly had a major impact on daily decisions in schools, especially for principals' performance. Depending on the accountability rating, schools are in jeopardy of closing, and principals and teachers are at risk of being fired …
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Teacher and Principal Assessment Literacy
ABSTRACT Perry, Michael, Ed. D., May 2013 Educational Leadership Teacher and Principal Assessment Literacy: A look at the level of assessment literacy of high school principals and high school teachers in the state of Montana. Chair: Dr. John Matt The implementation of the No Child Left Behind …
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Teacher and Principal Assessment Literacy
ABSTRACT Perry, Michael, Ed. D., May 2013 Educational Leadership Teacher and Principal Assessment Literacy: A look at the level of assessment literacy of high school principals and high school teachers in the state of Montana. Chair: Dr. John Matt The implementation of the No Child Left Behind …
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An Evaluation of a Special Education Preschool Program Serving Children With Autism or Autistic-Like Behaviors
… faced with the requirements designated under the No Child Left Behind (NCLB) Act of 2001. Included in this legislation are the requirements of administrators to ensure that children with disabilities make academic progress and meet the legal mandates of the Individuals with Disabilities Education …
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Exploring A New Path For School Climate & Safety Assessment
<p>The passage of the No Child Left Behind (NCLB) Act in 2001, ushered in a new era of federal oversight in state educational accountability systems. While the act may have succeeded in identifying schools in need of support and creating data systems to help inform parents and assist educators in …
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Challenges that Two Georgia Elementary Principals Face in Rasing Achievement of At-Risk Third Garde Students
… a variety of duties which include, but are not limited to, administrative and instructional tasks. Intense job accountability for all students to raise the achievement of at-risk third grade students has caused principals to face challenges and to use strategies to increase student …
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The Impact of Reading Programs as a Map Project Strategy
<p>The No Child Left Behind (NCLB) Act of 2001 was enacted to protect the United States' most vulnerable students and was signed into law in January 2002 (U.S. Department of Education, 2002). For many years, black, Hispanic, special education, and limited English proficient students were not …
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The Difference between Grade Span Configuration and Student Achievement in Four Eastern States
The No Child Left Behind (NCLB) Act of 2001 was established to improve student achievement among all public schools. This federal legislation sets a proficiency goal of 100% for all students by the 2013-14 school year. Each state is required to provide parents and others interested in the public …
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School leaders as both colonized and colonizers: understanding professional identity in an era of no child left behind
This study positioned the federal No Child Left Behind (NCLB) Act of 2002 as a reified colonizing entity, inscribing its hegemonic authority upon the professional identity and work of school principals within their school communities of practice. Pressure on educators and students intensifies each …
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The Relationship Between Attitudes Toward the "No Child Left Behind" Law and Perceived Levels of Burnout Among Teachers in Berrien County, Michigan
… in the three subscales of the Maslach Burnout Inventory (MBI) are influenced by teachers' attitude toward the No Child Left Behind (NCLB) Act. This study also examined the extent to which years of teaching experience and class size influence differences in reported levels of burnout.</p> …
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Teachers' and Administrators' Perceptions of a New Multi-Measure Teacher Evaluation System in One Large Urban School District in Texas: Implications for School and District Leaders
The No Child Left Behind (NCLB) Act, and Obama‘s Race to the Top (2009) policy charged districts with increasing academic achievement by improving teacher quality. The problem of teacher quality has plagued the public school system for decades. Stronge and Hindman (2005) suggest, we can greatly …