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Choi, Daniel – International Journal of Educational Leadership Preparation, 2008
Since the passage of the No Child Left Behind Act in 2002, underperforming schools have had to adopt research-based models for school reform, without a practical understanding of what that means. This article brings more clarity for educational leaders as they come to decide on how to fit a reform model to their school-specific contexts.
Descriptors: Educational Improvement, Educational Research, Educational Change, Educational Legislation