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Thesis (Educat.D.)--Fairleigh Dickinson University, 1982. / Source: Dissertation Abstracts International, Volume: 43-10, Section: A, page: 3162.

Thesis (Educat.D.)--Fairleigh Dickinson University, 1982. / Source: Dissertation Abstracts International, Volume: 43-11, Section: A, page: 3478.

Thesis (Educat.D.)--Fairleigh Dickinson University, 1987. / Source: Dissertation Abstracts International, Volume: 48-03, Section: A, page: 0535.

Thesis (Ed.D.)--Fairleigh Dickinson University, 1987. / Source: Dissertation Abstracts International, Volume: 49-05, Section: A, page: 1024. Adviser: Barbara Kellerman.

Thesis (Ed.D.)--Indiana University, 2005. / Source: Dissertation Abstracts International, Volume: 66-09, Section: A, page: 3169. Chairperson: Martha McCarthy. Title from dissertation home page (viewed Oct. 10, 2006).

Thesis (Ed.D.)--Indiana University, School of Education, 2005. / Source: Dissertation Abstracts International, Volume: 66-09, Section: A, page: 3170. Adviser: Khaula Murtada. Title from dissertation home page (viewed Oct. 10, 2006).

The purpose of this study was to investigate the perceptions of beginning and experienced teachers as they relate to the leadership behaviors a principal should exhibit that would assist teachers in becoming more effective classroom teachers. To accomplish this, a questionnaire was distributed to teacher participants in a school district in Southern Arizona. The teachers were from fifteen schools; tell elementary schools, two middle schools, two high schools, and an alternative school. Teachers taught in grades K-12. Quantitative methodology was used to analyze and describe the responses received from the questionnaires. The questionnaires contained twenty-one general leadership domains as identified by Principals For Our Changing Schools, from the National Policy Board for Educational Administration (NPBEA) (1993). The perceptions of beginning teachers and experienced teachers were compared. The following conclusions were based on the findings of this study: (1) The twenty-one leadership domains, as identified by the NPBEA (1993) were found to be important by both beginning and experienced teachers. (2) The general leadership theme areas, which were made up of the twenty-one leadership domains were also found to be important to both beginning and experienced teachers. (3) There was little difference between beginning and experienced teachers In their perceptions as they relate to the leadership domains that a principal should exhibit that would help them to become effective in the classroom. (4) There were three areas that were found to be significantly different in the perceptions of beginning and experienced teachers, and they are: (1) the principal should provide staff development; (2) the principal should allocate resources, and (3) the principal should exhibit written expression. The findings of this study should be utilized to assist principals to ensure that the leadership behaviors they exhibit are consistent with needs as perceived by teachers in the classroom. The ultimate goal of leadership is to improve the effectiveness of the teacher in the classroom, therefore principals must concentrate on exhibiting those leadership characteristics that will assist in achieving this goal.

This qualitative case study analyses how the goals of global education are perceived by teachers and students of one high school currently involved in a global education program. My central question is: "How do students and teachers currently involved in a global education program in one rural Ontario high school perceive the goals of global education?" Participants included a principal, five teachers, and five students involved in a pilot global education program for grade nine students at a small, homogeneous, rural high school in Ontario. This study presents their specific context and perspectives in order to contribute to a deeper understanding of the nature, transference, and effects of the goals of global education. Data was collected through individual interviews, a focus group, and one classroom observation. Findings suggest staff and student participants share many similar perceptions of the goals of global education such as increasing students' global and cultural awareness; broadening students' perspectives; engaging students in their own learning; and preparing students for the future. Divergent perceptions among students such as what was meant by the term "global education" and a greater emphasis on helping others through a charity model suggest implications for improving consistency between the greater goals of global education and its implementation. Participants' responses further reveal perceptions of barriers and sources of support for the goals of global education specific to their rural, homogenous context, as well as those common to global educators across North America and the U.K. represented in the extant literature.

This qualitative case study explores the implementation of restorative justice within one Ontario Public School. Restorative justice is a philosophy and a process for dealing with harmful behaviour, viewing such behaviour as a violation of relationships, not rules. My research seeks to present how restorative justice has been implemented in one school, situating this experience within the literature on educational reform. This research reaches beyond an examination of the effectiveness of restorative justice to an exploration of how teachers and administrators think and feel about, and actually employ, restorative justice practices. Findings suggest that while there exists personal commitment to the practice of restorative justice on the part of both teachers and administrators, if necessary structures and cultural systems are not in place, then it is difficult to sustain the restorative justice program. This study identifies the crucial factors needed to sustain a transformative reform such as restorative justice.