- Page 1 and 2: COMPREHENSIVE SCHOOL IMPROVEMENT MA
- Page 3: COMPREHENSIVE SCHOOL IMPROVEMENT MA
- Page 7 and 8: Figure 1. Interview Analysis Proced
- Page 9 and 10: 2272 requirements, in terms of unif
- Page 11 and 12: a susprise to state leaders. Gradua
- Page 13 and 14: coals in academic and non-academic
- Page 15 and 16: Chapter 2 REVIEW OF THE LITERATURE
- Page 17 and 18: standards. will make schools accoun
- Page 19 and 20: What is most in~portant to restruct
- Page 21 and 22: developing curriculum were repeated
- Page 23 and 24: ing to the policy intervention. If
- Page 25 and 26: institute fundamental change in the
- Page 27 and 28: vieu, of rhc ulorld. and as scholar
- Page 29 and 30: i~p~>rn;~ch~> to leadership Sound i
- Page 31 and 32: n:~na~c'mc~ th;~t allou s III~III t
- Page 33 and 34: Chapter 3 METHODOLOGY Introduction
- Page 35 and 36: as l.c\'ic*' of ~1.eliminal.y draft
- Page 37 and 38: pro\,idcd hy at leahr three of the
- Page 39 and 40: To allow for practice with the inte
- Page 41 and 42: sign, clemon~tr~ttinp their \x~illi
- Page 43 and 44: Chapter 4 FINDINGS AND DICUSSION Th
- Page 45 and 46: setting of ~iiininlum standi11.d~.
- Page 47 and 48: I~~l~?(/~~l of22 72 Participants vo
- Page 49 and 50: going to have ac;~clcmic successes
- Page 51 and 52: change Ixocess :is 0;1rcI 11ienibt'
- Page 53 and 54: cli:~nfcs \-esy rapidly. They'cl pr
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questioned hy patrons ahour [he num
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I~l;lccil in tllcir ;rclministr:ito
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,I.lle ltllT pl.inl.il)i 01' this ;
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lllcnl I1lt)IICl I 1,. !!OII ~01111
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sLllxrintendents, Thc ~LI~JCI-~II~~
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to ncccssitatc the rcpo~-ring ol'st
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1-(,~~ ,jll.OLlfh difj;'1.~[11 ~tl.
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Dis11-icr R. Hc srilrecl. "The inte
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ased s(>lcl!: on slanclar~dizcd ach
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.l'lle si~l>c~.inrcndent ~>~.nl'css
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lie \4.01-d "l.ocus" \c\.~~.i~l til
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nlc 5uper.i1lrcndent spoke at solne
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plovelllent team to include Illore
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leaclel.ship aIiu Lullcglul ~lll~l~
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le]ieved it very difficult for peop
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\'el' what ulas really expected and
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so~lle of those o[her areas ale not
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lengthened the implementation deadl
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:xtra-ciirric~ilar activity. The di
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u~anl in jri ]-id of ~nla11 school^
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heir port of entry to HF 2272. - l5
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,usiness dramatically as a District
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L" N ~ ~-.sli C ip This alstrlct bi
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dido'( (ske control himself. He all
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In sumlnarizing- a principal cited
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7 ...- d kc11 de-e~1l~hasized it ha
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a 101 of expectations On schools. Y
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largela school districts. As more a
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~n-one llelp We gi\'e. no nliltter
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seaI.cI1 (711 uihal lo engender bet
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7 mission (Bklss A\'olio- 1994). Th
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Tr~~chc~..~. Teacher-leadel-s were
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. 'vided. "I IJal-entS are sitting
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7 school i*l~rol'elllcnt and cvel.y
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Clloll,~c 1)j-ncesX. It b'as diffic
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isdainf~1lly shrugged off what lhcy
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IJiliilfe~~ded Co~tsc~q~~c~~c.rs Th
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122 fin:~l concern drdt ~vith the t
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policy IS clear and amhiyity is avo
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sc:lllclilnlizcd ic\t scolrs. M'ill
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some \viewed this as an 0ppXtunily
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'hapter f c S U MMAKY, C-Ui\(-'LGS
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so5pccted ~c~islnli\~e nloti\.es of
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cllanfe to their leadcr\lliP teams.
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practitioners saw as catering to th
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the adultlpupil ratio in one large
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-140 Tllc thollgllt of 1cfislnlol.s
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REFERENCE Ba~.d;sh. E. ( 1977). The
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Kapl~nn, a((,), 432-437. Dcnzln. N.
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q~ii~litati\re research. Chicago, l
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School Leadel-ship, 2 ( 1 1, 34-44.
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York: Teachers College Pres! ~~h:lt
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47, - 171-197 ~~lcott, H. F. ( 1YsO
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HF 2272 Implemenl,,,,,, ,,u~Y Inter
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HF 2272 Ia,..L,,,L,,~,t~~n study In
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HF 22.1~ Imple~~enratlon Study Inte
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HOUSE FLLE 2272 1 3 MJ ACT 4 p.~~v~