How Factors of Arizona's Rural Districts Impact the Implementation of Models of Professional Development Required by No Child Left Behind

Persistent Link:
http://hdl.handle.net/10150/194628
Title:
How Factors of Arizona's Rural Districts Impact the Implementation of Models of Professional Development Required by No Child Left Behind
Author:
Bingenheimer-Rendahl, Frieda Jane
Issue Date:
2006
Publisher:
The University of Arizona.
Rights:
Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
Abstract:
Federal legislation, No Child Left Behind (NCLB, 2001), has brought the call for high quality and excellence into every aspect of education, including professional development. The links between teacher learning and student learning are well documented. teacher skill is one aspect influencing student growth; hence, professional development provides a path to the goal of NCLB - increased student achievement. However, it is a long way from policy decisions to implementation in local districts; hence, the professional development requirements of NCLB face challenges to implementation. One of the factors affecting NCLB policy implementation at all levels is the capacity of schools and districts to implement policies as they are intended (Cooper, Fusarelli, & Randall, 2004; Heck, 2004; Odden, 1991). Especially in rural districts, factors of isolation, poverty, and size may restrict the implementation of policy requirements (Jimerson, 2004; Reeves, 2003). This policy impact study used qualitative methods to look at the question, "How Do Factors of Arizona's Rural Districts Impact the Implementation of Models of Professional Development Required by NCLB?" Information was gathered through the use of document analysis, site-visits, and semi-structured interviews.
Type:
text; Electronic Dissertation
Keywords:
professional development; rural schools; No Child Left Behind; policy implementation; policy impact study
Degree Name:
Ed.D.
Degree Level:
doctoral
Degree Program:
Educational Leadership; Graduate College
Degree Grantor:
University of Arizona
Advisor:
First, Patricia
Committee Chair:
First, Patricia

Full metadata record

DC FieldValue Language
dc.language.isoenen_US
dc.titleHow Factors of Arizona's Rural Districts Impact the Implementation of Models of Professional Development Required by No Child Left Behinden_US
dc.creatorBingenheimer-Rendahl, Frieda Janeen_US
dc.contributor.authorBingenheimer-Rendahl, Frieda Janeen_US
dc.date.issued2006en_US
dc.publisherThe University of Arizona.en_US
dc.rightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.en_US
dc.description.abstractFederal legislation, No Child Left Behind (NCLB, 2001), has brought the call for high quality and excellence into every aspect of education, including professional development. The links between teacher learning and student learning are well documented. teacher skill is one aspect influencing student growth; hence, professional development provides a path to the goal of NCLB - increased student achievement. However, it is a long way from policy decisions to implementation in local districts; hence, the professional development requirements of NCLB face challenges to implementation. One of the factors affecting NCLB policy implementation at all levels is the capacity of schools and districts to implement policies as they are intended (Cooper, Fusarelli, & Randall, 2004; Heck, 2004; Odden, 1991). Especially in rural districts, factors of isolation, poverty, and size may restrict the implementation of policy requirements (Jimerson, 2004; Reeves, 2003). This policy impact study used qualitative methods to look at the question, "How Do Factors of Arizona's Rural Districts Impact the Implementation of Models of Professional Development Required by NCLB?" Information was gathered through the use of document analysis, site-visits, and semi-structured interviews.en_US
dc.typetexten_US
dc.typeElectronic Dissertationen_US
dc.subjectprofessional developmenten_US
dc.subjectrural schoolsen_US
dc.subjectNo Child Left Behinden_US
dc.subjectpolicy implementationen_US
dc.subjectpolicy impact studyen_US
thesis.degree.nameEd.D.en_US
thesis.degree.leveldoctoralen_US
thesis.degree.disciplineEducational Leadershipen_US
thesis.degree.disciplineGraduate Collegeen_US
thesis.degree.grantorUniversity of Arizonaen_US
dc.contributor.advisorFirst, Patriciaen_US
dc.contributor.chairFirst, Patriciaen_US
dc.contributor.committeememberBosworth, Krisen_US
dc.contributor.committeememberPedicone, Johnen_US
dc.contributor.committeememberArenas, Albertoen_US
dc.identifier.proquest1888en_US
dc.identifier.oclc659746561en_US
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