Principals need to acquire understanding of, and proficiency in, technology skills and integration to be effective instructional leaders. As issues concerning the lack of systemic change in school reform and technology integration persist, little research has been published concerning the extent to which technology leadership behaviors identified…

The purpose of the study was to examine teacher perceptions of school process data over time to determine whether No Child Left Behind (NCLB) sanctions and interventions might produce any observable change in teachers' perceptions of the selected school processes. This study examined the relationship between the school's NCLB sanction status and…

In the study reported here, I explored the notion of teacher leadership as described by individuals participating in a district-wide school reform initiative, the Accelerating Student Achievement Project. Through the district-wide project, teacher leaders were identified at each of the middle and high schools to further develop the schools'…

A problem exists in the U.S. education system regarding the efforts to refine professional development and gain a deeper understanding of content knowledge to impact teachers' abilities to meet students' needs. Many teachers have not had the professional development opportunities that support the improvement of teaching skills and knowledge. The…

Given the potential consequences of test results, it is important that policy makers, educators, and parents understand the empirical base underlying the use and validity of assessments for measuring the academic progress of English Learners (Abedi, Hofstetter, & Lord, 2004). In order to understand how the No Child Left Behind (NCLB) school…