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dc.contributor.authorRodríguez, Mariela A.
dc.contributor.authorMurakami-Ramalho, Elizabeth
dc.contributor.authorRuff, William G.
dc.date.accessioned2017-03-02T23:39:52Z
dc.date.available2017-03-02T23:39:52Z
dc.date.issued2009
dc.identifier.citationRodríguez, Mariela A., Murakami-Ramalho, Elizabeth, & Ruff, William. (2009). Leading with Heart: Urban Elementary Principals as Advocates for Students. Educational Considerations, 36(2), 8-13.en_US
dc.identifier.issn0146-9282
dc.identifier.urihttps://scholarworks.montana.edu/xmlui/handle/1/12659
dc.description.abstractPrincipals in urban settings serve elementary schools often densely populated with highly mobile, ethnically diverse, and economically disadvantaged students (Dworkin, Toenjes, Purser, & Sheikh-Hussin, 2000). Due to the changing landscape of increasing accountability issues required by the No Child Left Behind Act (NCLB) (2001), principals must adjust the mission of the school community to meet legislative demands (Johnson, 2004). Elementary principals are now heavily invested in strategies to meet the increased expectations of raising students’ academic performance. It is important to understand how urban elementary school principals reconcile the tensions between accountability and equality for all students.en_US
dc.titleLeading with Heart: Urban Elementary Principals as Advocates for Studentsen_US
dc.typeArticleen_US
mus.citation.extentfirstpage8en_US
mus.citation.extentlastpage13en_US
mus.citation.issue2en_US
mus.citation.journaltitleEducational Considerationsen_US
mus.citation.volume36en_US
mus.identifier.categorySocial Sciencesen_US
mus.relation.collegeCollege of Education, Health & Human Developmenten_US
mus.relation.departmentEducation.en_US
mus.relation.universityMontana State University - Bozemanen_US


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