This dissertation examines the levels of and relationships between technical leadership, adaptive leadership, and defined autonomy among Denver school leaders along with their combined effects on school growth gains over time. Thirty principals provided complete responses to an online survey that included existing scales for technical leadership,…

The purpose of this qualitative study was to investigate and examine the perceptions of alternative school teachers and administrators about the impact of No Child Left Behind on their students and school. Through the lens of alternative school practitioners, this study examined the intersection of at-risk students, alternative education programs,…

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 year as the benchmark for Adequate Yearly Progress…