This dissertation focuses on the influence of the No Child Left Behind Law (NCLB), one of the most influential educational reform acts in the U.S. and the Massachusetts Education Reform Act (MERA) upon the role of principals in elementary schools throughout Massachusetts. The thesis covered the leadership practices pre- and post- NCLB Federal Law of 2001, the leadership roles of principals, their decision making, and the types of practices they developed as a consequence of NCLB. In addition, principal's backgrounds and cultural influences on their leadership were specifically highlighted in the role of mainstream and non-mainstream principals of ethnic groups including Asian American, African American, Latinos and European whites. How Asian American principals responded and reacted to NCLB was critically analyzed since this was the focus of the dissertation.
Using a quantitative survey sent out to 1,350 principals but with a return of 137 elementary school principals (K-8) in Massachusetts as a sample, and 36 in-depth interviews conducted with equal numbers of principals who were Asian Americans, African Americans, Latinos and European whites in the Boston metropolitan area, and other parts of Massachusetts, the findings indicate that the more assimilated the principals are and in this case, Asian Americans, the more they act and respond like European white principals in their accountability, decision making, and practices. Moreover, acting upon the recommendations made from these findings can serve principals best and provide for future research of within group ethnic and cultural variations on the outcomes of NCLB and its future.
|Commitee:||Carro, Luis, Kiang, Peter, Yan, WenFan|
|School:||University of Massachusetts Boston|
|Department:||Education/Leadership in Urban Schools (EdD)|
|School Location:||United States -- Massachusetts|
|Source:||DAI-A 75/10(E), Dissertation Abstracts International|
|Subjects:||Educational leadership, School administration|
|Keywords:||Accountability, Asian-American principals, No Child Left Behind, School reforms|
Copyright in each Dissertation and Thesis is retained by the author. All Rights Reserved
The supplemental file or files you are about to download were provided to ProQuest by the author as part of a
dissertation or thesis. The supplemental files are provided "AS IS" without warranty. ProQuest is not responsible for the
content, format or impact on the supplemental file(s) on our system. in some cases, the file type may be unknown or
may be a .exe file. We recommend caution as you open such files.
Copyright of the original materials contained in the supplemental file is retained by the author and your access to the
supplemental files is subject to the ProQuest Terms and Conditions of use.
Depending on the size of the file(s) you are downloading, the system may take some time to download them. Please be