References
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Alvy, H., & Robbins, P. (2005). Growing into leadership. Educational Leadership, 62(8), 50-54.
Anderson, W. (2004). Making sense of adequate yearly progress [Topical summary]. Portland, OR: Northwest Regional Educational Laboratory. Retrieved October 18, 2005, from www.nwrel.org/planning/reports/ayp/AYP.pdf
Barnett, L.G., & Greenough, R. (2004). Regional needs assessment 2004: Northwest educators' priorities for improving low-performing schools. Portland, OR: Northwest Regional Educational Laboratory.
Bryk, A.S., & Schneider, B. (2002). Trust in schools: A core resource for improvement. New York, NY: Russell Sage Foundation.
Cotton, K. (2003). Principals and student achievement: What the research says. Alexandria, VA: Association for Supervision and Curriculum Development.
Davis, S., Darling-Hammond, L., LaPointe, M., & Meyerson, D. (2005). School leadership study: Developing successful principals. Stanford, CA: Stanford University, Stanford Educational Leadership Institute. Retrieved September 29, 2005, from www.gsb.stanford.edu/csi/pdf/SELI_sls_research_review.pdf
DiPaola, M.F., & Walther-Thomas, C. (2003). Principals and special education: The critical role of school leaders (COPPSE Rep. No. IB-7). Gainesville, FL: University of Florida, Center on Personnel Studies in Special Education.
Elmore, R. (2000). Building a new structure for school leadership. Washington, D.C.: Albert Shankar Institute.
Fouts, J.T., Stuen, C., Anderson, M.A., & Parnell, T. (2000). The reality of reform: Factors limiting the reform of Washington's elementary schools. Lynwood, WA: Washington School Research Center. Retrieved October 18, 2005, from www.spu.edu/orgs/research/Reality of Reform - CompleteFINAL.pdf
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