Thesis (Ph. D.)--Catholic University of America, 1944. / Bibliography: p. 184-204.

Thesis (Ph. D.)--University of Pennsylvania, 1925. / Bibliography: p. 113-116.

Thesis (PH. D.)--Columbia University, 1928. / Vita. Published also as Teachers College, Columbia University, Contributions to education, no. 284. eContent provider-neutral record in process. Description based on print version record. "Classified bibliography": p. 125-127.

Inaug.-diss.--Würzburg. / Lebenslauf. Leaf with "Druckfehler-berichtung" inserted after p. [4]. "Benutzte werke": p. [2]-3.

Thesis (Ph. D.)--Catholic University of America, 1944. / Bibliography: p. 184-204.

Thesis (Ph.D.)--Indiana University, Dept. of Instructional Systems and Technology and Religious Studies, 2006. / "Title from dissertation home page (viewed July 12, 2007)." Source: Dissertation Abstracts International, Volume: 67-10, Section: A, page: 3695. Adviser: Charles M. Reigeluth.

<p> This study examined principals&rsquo; perceptions of faith-based schools in Southern California. A 6-item survey was distributed by hard copy to 217 Catholic principals affiliated with the Archdiocese of Los Angeles and by e-mail to 218 Protestant school principals affiliated with the Association of Christian School International. The survey was completed by 148 principals (101 from Catholic schools and 47 from Protestant schools, 34% of population), suggesting that hand-delivered surveys yielded a higher return. However, the Protestant principals who responded exclusively online completed significantly more comprehensive written comments or transcripts to the survey. </p><p> Both groups of principals revealed high parent engagement in both types of schools and the selection by parents of a faith-based school was based upon personal values. However, highlights revealed that these administrators placed a high level of importance on open and consistent communication with parents and being visibly present on the campus. Principals were present at morning drop-off, visible on-site throughout the day, and at pick-up. In addition, the schools maintained a current website, frequent parent conferences by teachers and principals, and weekly or daily messages using various technological forms. Principals commented that they desired that every interaction with the school was positive and informative. Principals indicated that parent volunteer activity tended to be different in the two types of schools. Catholic school parents were expected to volunteer to work at the school, and participate in fund raising activities for the school. These parental expectations were vital to the school&rsquo;s financial base, as nuns continue to be replaced by lay teachers. In addition, Catholic school parents were required to supervise completion of a child&rsquo;s homework and support school rules, such as children wearing uniforms. Protestant school principals indicated that their parents were active in school-based activities such as sports, the performing arts, classroom support, as well as in school-wide activities such as open houses and fundraisers. Although the Catholic and Protestant schools provided opportunities for parents to participate in the school decision-making process, few principals reported all parent school boards or parents making the primary decisions beyond participation in the selection of the school principal.</p><p>

<p> This study examined the relationship between school leaders&rsquo; self-reported levels of emotional intelligence and teacher perceptions of school climate in K&ndash;12 Catholic schools in Indiana. This study built upon the findings of a mixed-method study by Juma (2013) that was limited in scope and generalizability, and examined the relationship between a principal&rsquo;s perceived emotional intelligence and teacher perceptions of school climate. The current study used a quantitative methodological approach and a larger sample size to enhance understanding of the relationship between school leaders&rsquo; perceptions of emotional intelligence and teacher perceptions of school climate. The Emotional Intelligence Quotient 2.0 (EQ-i 2.0) and the Organizational Climate Questionnaire (OCQ) were completed by 200 teachers and 30 school leaders in 30 K&ndash;12 Catholic schools in Indiana. This study did not find a significant relationship between a school leader&rsquo;s perceived level of emotional intelligence and teacher&rsquo;s perceived school climate. Prior research on these variables has been inconclusive. This study adds to the body of research examining the possible connection between a school leader&rsquo;s emotional intelligence and school climate.</p><p>

<p> Educational reforms have created a climate of accountability and high academic pressure that has resulted in a pushing down of the curriculum into early childhood education. Once a prominent pedagogical feature, play is disappearing from kindergarten. The following is a doctoral dissertation that studied administrator, teacher, and parent perceptions of play and its role within the kindergarten curriculum at a Catholic elementary school in the Los Angeles Archdiocese. Using a qualitative case study method, the study noted how play was utilized in transitional kindergarten and traditional kindergarten classrooms at the school site. Interviews, classroom observations, and document review of school publications contributed to the following findings: play was used as a reward for classroom management, adults did not commonly see the connection between play and learning, and academic achievement was valued over play. These findings were placed in the larger context of kindergarten, play, and curriculum by using a theoretical framework built on Early Child Education theories and Epstein&rsquo;s (2011) Parental Involvement framework. This case study highlighted factors that influenced curriculum design and implementation in kindergarten. It contributes to the effort to inform parents, teachers, administrators, and policy makers of the importance of defending play within kindergarten in light of social pressures that favor a didactic kindergarten setting.</p><p>

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