The impact of the Downey walk-through approach on effective instructional leadership practices, teacher self-reflection, and on enhancing student learning

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dc.contributor.authorMillar, Julie Anne.en_US
dc.date.accessioned2013-06-06T19:32:02Z
dc.date.available2013-06-06T19:32:02Z
dc.date.issued2009en_US
dc.degree.disciplineEducational Administration, Foundations and Psychologyen_US
dc.degree.levelMaster of Education (M.Ed.)en_US
dc.description.abstracten_US
dc.format.extent6107305 bytesen_US
dc.identifier(Sirsi) a2071317en_US
dc.identifier.urihttp://hdl.handle.net/1993/21523
dc.language.isoengen_US
dc.rightsopen accessen_US
dc.titleThe impact of the Downey walk-through approach on effective instructional leadership practices, teacher self-reflection, and on enhancing student learningen_US
dc.typemaster thesisen_US
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