Michele A. Acker-Hocevar is at Washington State University, USA. Julia Ballenger is at Texas Wesleyan University, USA.A. William Place is at University of Dayton, USA.Gary Ivory is at New Mexico State University, USA.

• Preface; Gary Ivory, Will Place and Michele Acker-Hocevar.Chapter 1. Voices from the Field, Phase 3: Design and Method; Gary Ivory, Will Place and Michele Acker-Hocevar.Chapter 2. No Child Left Behind as School Reform: Intended and Unintended Consequences; Kristin Kew, Gary Ivory, Miriam Muñiz and Fernando Quiz.Chapter 3. Growth and Development of Children; William Rupp and Sharon Gieselmann.Chapter 4. School Superintendents and Principals Meeting the Academic Needs of All Learners; Elizabeth Murakami-Ramalho and Mariela A. Rodríguez.Chapter 5. Leadership Practices and Processes That Impact Personnel, Professional Development, and Teacher Professionalism and Influence School Improvement; Betty J. Alford and Julia Ballenger.Chapter 6. Assessment; Sally Hipp and Jacquelyn Melin.Chapter 7. Decision-Making Processes, Giving Voice, Listening, and Involvement; Debra Touchton, Rosemarye Taylor, and Michele Acker-Hocevar.Chapter 8. School and District Relationships; Thomas A. Kersten and Julia Ballenger.Chapter 9. Pressure of Outside Forces, Stress, and Finding Balance; Thomas L. Alsbury and Kathryn S. Whitaker.Chapter 10. Social Justice in Middle Passage: The Voyage from Frustrations to Hopes; Ira E. Bogotch.Chapter 11. The Askers and the Tellers: Larger Messages from the Voices 3 Project; Tony Townsend.

Michele A. Acker-Hocevar is at Washington State University, USA. Julia Ballenger is at Texas Wesleyan University, USA.A. William Place is at University of Dayton, USA.Gary Ivory is at New Mexico State University, USA.

• Preface; Gary Ivory, Will Place and Michele Acker-Hocevar.Chapter 1. Voices from the Field, Phase 3: Design and Method; Gary Ivory, Will Place and Michele Acker-Hocevar.Chapter 2. No Child Left Behind as School Reform: Intended and Unintended Consequences; Kristin Kew, Gary Ivory, Miriam Muñiz and Fernando Quiz.Chapter 3. Growth and Development of Children; William Rupp and Sharon Gieselmann.Chapter 4. School Superintendents and Principals Meeting the Academic Needs of All Learners; Elizabeth Murakami-Ramalho and Mariela A. Rodríguez.Chapter 5. Leadership Practices and Processes That Impact Personnel, Professional Development, and Teacher Professionalism and Influence School Improvement; Betty J. Alford and Julia Ballenger.Chapter 6. Assessment; Sally Hipp and Jacquelyn Melin.Chapter 7. Decision-Making Processes, Giving Voice, Listening, and Involvement; Debra Touchton, Rosemarye Taylor, and Michele Acker-Hocevar.Chapter 8. School and District Relationships; Thomas A. Kersten and Julia Ballenger.Chapter 9. Pressure of Outside Forces, Stress, and Finding Balance; Thomas L. Alsbury and Kathryn S. Whitaker.Chapter 10. Social Justice in Middle Passage: The Voyage from Frustrations to Hopes; Ira E. Bogotch.Chapter 11. The Askers and the Tellers: Larger Messages from the Voices 3 Project; Tony Townsend.

Michele A. Acker-Hocevar is at Washington State University, USA. Julia Ballenger is at Texas Wesleyan University, USA.A. William Place is at University of Dayton, USA.Gary Ivory is at New Mexico State University, USA.

• Preface; Gary Ivory, Will Place and Michele Acker-Hocevar.Chapter 1. Voices from the Field, Phase 3: Design and Method; Gary Ivory, Will Place and Michele Acker-Hocevar.Chapter 2. No Child Left Behind as School Reform: Intended and Unintended Consequences; Kristin Kew, Gary Ivory, Miriam Muñiz and Fernando Quiz.Chapter 3. Growth and Development of Children; William Rupp and Sharon Gieselmann.Chapter 4. School Superintendents and Principals Meeting the Academic Needs of All Learners; Elizabeth Murakami-Ramalho and Mariela A. Rodríguez.Chapter 5. Leadership Practices and Processes That Impact Personnel, Professional Development, and Teacher Professionalism and Influence School Improvement; Betty J. Alford and Julia Ballenger.Chapter 6. Assessment; Sally Hipp and Jacquelyn Melin.Chapter 7. Decision-Making Processes, Giving Voice, Listening, and Involvement; Debra Touchton, Rosemarye Taylor, and Michele Acker-Hocevar.Chapter 8. School and District Relationships; Thomas A. Kersten and Julia Ballenger.Chapter 9. Pressure of Outside Forces, Stress, and Finding Balance; Thomas L. Alsbury and Kathryn S. Whitaker.Chapter 10. Social Justice in Middle Passage: The Voyage from Frustrations to Hopes; Ira E. Bogotch.Chapter 11. The Askers and the Tellers: Larger Messages from the Voices 3 Project; Tony Townsend.