The purpose of this study was to develop a valid and reliable instrument to assess elementary school principals' in the reading program. The findings confirm that the Cramer Inventory of Principal Involvement in Reading is such an instrument.A review of the literature yielded a list of 93 behaviors principals exhibit while working with the school reading program. A questionnaire consisting of these behaviors was mailed to 199 elementary school administrators in the United States Department of Defense Dependents Schools in West Germany (DoDDS-G). The administrators were asked to indicate the level of implementation of each of the 93 behaviors. Of the 199 questionnaires mailed, 147 were returned (73.8 percent). The 30 behaviors which best correlated with the total test were retained for the final instrument, the Cramer Inventory of Principal Involvement in Reading. This instrument was mailed to the principals and fourth-grade teachers of 15 randomly-selected DoDDS-G schools. Of the 15 principal questionnaires mailed, 10 were returned (66.6 percent). Of the 34 teacher questionnaires, 16 were returned (40.7 percent). A pairwise comparison of the 7 principal responses and the corresponding 13 teacher responses from their schools indicated significant differences in the two groups' perceptions of the role of the elementary school principal in the reading program.The following conclusions were supported by the findings of this study: (1) Principals' involvement in the elementary school reading program involves interacting with three populations: students, parents, and teachers. While interacting with these three populations, the principal supervises the curriculum and the instructional practices, sets and maintains high expectations, establishes a positive school climate, and monitors and assesses student performance. (2) Of the three populations--students, teachers, and parents-elementary school administrators perceive themselves as most involved with teachers in the school reading program. Involvement with parents is rated below involvement with teachers but above involvement with students. (3) Elementary school principals perceive their involvement in the reading program as greater than the teachers' perception of that involvement. (4) Elementary school principals rate their involvement in the school reading program lower when they are aware that their ratings will be compared to the ratings of teachers in their schools. / Department of Elementary Education

The purpose of this study was to describe the process used to select elementary school principals in Quebec. / The results of the study indicated that the majority of school boards do not have written selection policies and procedures to guide the selection of elementary school principals. In addition, the majority of school boards do not have written job descriptions, written selection criteria or written selection techniques. / Although there was an absence of written job descriptions, respondents considered educational leadership as the main expectation for elementary school principals. / In the absence of written selection criteria, it was noted that respondents had criteria that they felt were important for the elementary school principalship. The three most important personal selection criteria were decision-making skills, human relations skills and communication skills. / The results of this study indicated that the director-general and the director of human resources were the main participants in the selection committee. However, the final employment decision was primarily the responsibility of the school commissioners. / The interview was the most common technique used by respondents in this study. / Respondents were satisfied with their selection process and do not plan to revise this process. (Abstract shortened by UMI.)

Thesis (Ed. D.)--Georgia Southern University, 2007. / "A dissertation submitted to the Graduate Faculty of Georgia Southern University in partial fulfillment of the requirements for the degree Doctor of Education." Under the direction of Walter S. Polka. ETD. Electronic version approved: May 2007. Includes bibliographical references (p. 109-115) and appendices.

Thesis (Ed.D.)--Georgia Southern University, 2007. / "A dissertation submitted to the Graduate Faculty of Georgia Southern University in partial fulfillment of the requirements for the degree Doctor of Education." Under the direction of Michael D. Richardson. ETD. Electronic version approved: May 2007. Includes bibliographical references (p. 100-106) and appendices.

Thesis (Ed.D.)--Georgia Southern University, 2007. / "A dissertation submitted to the Graduate Faculty of Georgia Southern University in partial fulfillment of the requirements for the degree Doctor of Education." Education Administration, under the direction of Walter S. Polka. ETD. Electronic version approved: December 2007. Includes bibliographical references (p. 105-114) and appendices.

Thesis (Ph. D.)--University of Oregon, 2007. / Typescript. Includes vita and abstract. Includes bibliographical references (leaves 170-178). Also available for download via the World Wide Web; free to University of Oregon users.

Thesis (Ed. D.)--University of Toronto, 2004. / Adviser: Doug McDougall.

Thesis (Ed. D.)--Virginia Polytechnic Institute and State University, 1991. / Vita. Abstract. Includes bibliographical references (leaves 102-106). Also available via the Internet.

Thesis (Ed. D.)--Virginia Polytechnic Institute and State University. / Vita. Abstract. Includes bibliographical references (leaves 120-125). Also available via the Internet.

Thesis (M. Sc.)--University of Hong Kong, 2003. / Also available in print.