For the past 100 years the majority of schools in North America have been organized on a graded basis. The classification of children by grades, the common method in Quebec, assumes that if a child is ten years old and in grade five then he should be able to work at the same level as his peers in all the subjects of the curriculum. [...]

Thesis (Ph. D.)--Illinois State University, 1987. / Title from title page screen, viewed August 9, 2005. Dissertation Committee: Mary Ann Lynn, Kenneth H. Strand (co-chairs), Ronald L. Laymon, Clayton F.Thomas, William F. Stimeling. Includes bibliographical references (leaves 64-67) and abstract. Also available in print.

Thesis (Ed. D.)--Illinois State University, 1994. / Title from title page screen, viewed March 21, 2006. Dissertation Committee: Robert L. Arnold (chair), Robert L. Dean, G. Alan Hickrod, Sally B. Pancrazio, William C. Rau. Includes bibliographical references (leaves 123-132) and abstract. Also available in print.

Thesis (Ed. D.)--Illinois State University, 1997. / Title from title page screen, viewed June 7, 2006. Dissertation Committee: Sally B. Pancrazio (chair), Ronald S. Halinski, Dianne E. Ashby, Ramesh Chaudhari, Robert F. Hall. Includes bibliographical references (leaves 137-152) and abstract. Also available in print.

Thesis (Ed.M.)--Boston University / Supervision can and should be the most important function of a principal. One of the things that effects the quality of supervision as practiced by the elementary school principal is whether there is a lack of supervision or whether there is an abundance of supervision. Thus, it is the purpose of this thesis to attempt to discover the degree of freedom allowed the elementary school teacher by her supervising principal in her classroom and in her daily work. If the degree of freedom allowed can be discovered, this could be compared with what is the ideal according to educational authorities. This comparison could be an aid in helping the principal and the teacher improve supervision and thus improve their school. If the foregoing can be accomplished, the ultimate purpose of education would be closer to realization.

"The principal considers the 'how' as important as the 'what'. Success in developing a school program in which understandings and improvements grow in the most desirable way is dependent on how it is done. How can the principal grow in leadership ability? How can the principal help teachers to become enthusiastic about their school programs? How can the principal help children to interpret their school to parents, friends, and laymen? How can the principal help parents and the general public realize their responsibility for a modern program of elementary education? These responsibilities and opportunities place demands upon the elementary school principal which he can rarely meet without systematic preparation for doing so. This preparation may be gained, at least in large part, by (a) growing in his own leadership ability, (b) by giving attention to principal-teacher relationships, (c) by giving attention to principal-pupil relationships, and (d) by the optimum utilization of people and common media of communication in the school community. This paper presents a study of the ways by which the principal can do each of these"--Introduction. / Typescript. / "February, 1951." / "Submitted to the Graduate Council of Florida State University in partial fulfillment of the requirements for the degree of Master of Arts in Education." / Advisor: H. A. Curtis, Professor Directing Paper. / Includes bibliographical references (leaves 55-57).

No description available.

Thesis (Ph.D.)--Victoria University of Wellington, 2009. / Includes bibliographical references.

No description available.

Thesis (M. Ed.)--Memorial University of Newfoundland, 2000. / Bibliography: p. 59-62.