An Analysis of the Relationship of Perceived Assistant Principal Instructional Leadership Behaviors and Student Academic Achievement at the High School Level

Text Registration

An Analysis of the Relationship of Perceived Assistant Principal Instructional Leadership Behaviors and Student Academic Achievement at the High School Level

Status

Published

on 25 May 2018

Year of Creation

2018

Michael Todd Jones

Registration Number

TX0008612655

on 25 May 2018

The U.S. Copyright record (Registration Number: TX0008612655) dated 25 May 2018, pertains to an electronic file (eService) titled "An Analysis of the Relationship of Perceived Assistant Principal Instructional Leadership Behaviors and Student Academic Achievement at the High School Level" created in 2018. The copyright holder is Michael Todd Jones, known for their creative contributions in text registration. For any inquiries concerning this copyrighted material, kindly reach out to Michael Todd Jones.

Michael Todd Jones

Application Details

Registration Number

TX0008612655

Registration Date

5/25/2018

Year of Creation

2018

Agency Marc Code

DLC-CO

Record Status

New

Physical Description

Electronic file (eService)

First Publication Nation

United States

Personal Authors

Michael Todd Jones

Notes

Rights Note: Mark Dill, ProQuest-CSA, LLC, 789 E. Eisenhower Parkway, Ann Arbor, MI, 48108-3218, United States, (800) 521-0600, disspub@proquest.com

Statements

Application Title Statement: An Analysis of the Relationship of Perceived Assistant Principal Instructional Leadership Behaviors and Student Academic Achievement at the High School Level

Author Statement: Michael Todd Jones Citizenship: not known Authorship: text

Notes

Rights Note: Mark Dill, ProQuest-CSA, LLC, 789 E. Eisenhower Parkway, Ann Arbor, MI, 48108-3218, United States, (800) 521-0600, disspub@proquest.com

Statements

Application Title Statement: An Analysis of the Relationship of Perceived Assistant Principal Instructional Leadership Behaviors and Student Academic Achievement at the High School Level

Author Statement: Michael Todd Jones Citizenship: not known Authorship: text

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