The argument presented here is that individual trust acts facilitate mutual exchange and are, therefore, the ground for the creation, elaboration and sustainability of organisations; specifically, democratic, educational organisations within Canada. The researcher assembles a composite definition of trust, which informs an analysis of themes found in the literature on both leadership and trust. The author argues three propositions based on trust to support the conclusion that trust determines follower receptivity to diverse leader behaviours. Proposition 1 is that, trust and leadership require the free participation of agents. The degree to which agents perceive themselves as free with respect to their interests is a measure of the utility of trust. Proposition 2 that, trust and leadership are relational phenomena necessary for the creation and sustainability of organisations: trust is causative in this regard than is leadership. Proposition 3 is that, the objects of trust and leadership may be concrete as in trust of another person or abstract as in trust in an institution (i.e., in a democracy). Trust is a paradox since the institutionalization of distrust is required for its function. This distrust takes the form of laws, sanctions, customs and norms. Trust is defined by the researcher as a particular item of experience or reality; specifically, the expectation that one will be treated justly in exchanges with others. To trust means to make oneself vulnerable for the purpose of entering into such exchanges, expressly or through an act of law.

Small school reform is an increasingly popular reform in urban comprehensive high schools. Efforts to divide large high schools into small school groups have been funded by The Bill and Melinda Gates Foundation as well as by the Coalition of Essential Schools (CES). The Coalition of Essential Schools is a network of small schools that adhere to similar educational ideologies such as the desirability to provide inclusive educational environments. CES promotes inclusion as a means to equitable and democratic education. This study explains the tensions the philosophy and practice of inclusion has produced concerning English language learner (ELL) programs in conversion small schools. This study investigates (a) the ways in which ELL programs in conversion small schools have supported inclusive education, (b) the ways small school inclusion has affected ELL programs, and (c) the impact inclusion philosophy in conversion small schools on inclusive and equitable instruction for ELL students. Through a multi-case qualitative study including interviews and observations, the contexts for the ELL programs in three different conversion schools are investigated and described. The data shows that none of the ELL programs investigated have been able to fully support instructional inclusion either due to a lack of belief in the efficacy of inclusion or a lack of resources. Small school inclusion has affected ELL programs differently in each school. At one school, the ELL program felt almost no effects of the conversion. At another, the program is radically different than previous to the conversion. Third, inclusive and equitable instruction for ELL students in conversion small schools, even in the best case, is happening only in some classes. Due to a lack of resources, no ELL program has been able to implement inclusion as a programmatic reform. Finally, the impetus to involve ELL students in inclusion programs is highly influenced by special education policies rather than by legislation overseeing ELLs. The study concludes that inclusion is understood and practiced differently at each site. At the sites where any type of inclusion was practiced, teachers reported that inclusion provided ELL students with more social than academic benefits.

The purpose of this study was to examine if professionalism and instructional practice of in-service teachers have been influenced due to the collaboration created by a Professional Development School (PDS) partnership. Within 15 elementary schools in Northeastern Pennsylvania, this researcher explored the perceptions of all teacher groups and building level administrators who have worked at a PDS site. Data were gathered using a survey distributed to 601 staff followed by a one-time interview of 13 teachers and four administrators. The mean score for all Likert Scale questions was above the expected mean. The results of the MANOVA tests showed no overall significance among level of involvement, years of experience, number of PDS students or teaching assignment. Significance was found for the number of student teachers, however a follow-up ANOVA did not support the overall finding. Interviews of the teachers and administrators revealed that each thought the PDS program has benefited in-service teachers by introducing them to new or fresh ideas, concepts and practices. The data also revealed that the requirements for the PDS pre-service teachers’ projects have fostered collaboration among multiple groups of teachers within the PDS site. This study determined that there is a connection among collaboration, professionalism, and instructional practice. All three terms are intertwined and many responses to the open-ended survey questions and the interview questions included more than one for a single answer. The data unearthed sub-categories under each main term. Additional research includes the need to determine the degree or level to which professionalism and instructional practice are impacted by the collaboration brought to a school through the PDS program. / Dr. Alison Rutter Dr. Monte Tidwell Dr. Marilyn J. Narey

A revision of the author's Thesis (Ph. D.)--an abstract of which was published in 1942 under the title: State aid and school consolidation in Illinois. / Includes bibliographical references (p. 109-115).

Thesis (Masters) -- University of Canberra, 2008. / Includes bibliography (p. 320-324) Also available online.

Thesis (Ph. D.)--University of Chicago, Dept. of Education, June 2001. / Includes bibliographical references. Also available on the Internet.

Thesis (Ph. D.)--University of Pennsylvania, 1921. Thesis by Thomas Everette Chochran traces the history of public-school education in the state of Florida from 1822 up to 1920. / Includes bibliographical references (p. 261-265) and index.

Thesis (M.A.) - Simon Fraser University, 2005. / Theses (Faculty of Education) / Simon Fraser University. Also issued in digital format and available on the World Wide Web.

Project (M.P.P.) - Simon Fraser University, 2006. / Theses (Master of Public Policy Program) / Simon Fraser University. Also issued in digital format and available on the World Wide Web.

Thesis (Ph. D.)--Open University. BLDSC no. DX95402.