Thesis (Ed.D.)--Boston University.

Thesis (Ed.D.)--Boston University

Thesis (B.Sc)--University of Hong Kong, 2006. / Includes bibliographical references.

Thesis (M. Ed.)--University of Hong Kong, 2006. / Title proper from title frame. Also available in printed format.

<p>Dating back to the 13th century, the community originated and grew alongside the</p><p>river. Halmstad was an important city, with an important port, and the largest on the</p><p>West Coast during the Middle Ages.</p><p>The area around the river has been always an important place for the trade.</p><p>From XIX century all the area has been also full of industries. The trade sailboats</p><p>have been sailing around the Nissan for long time making Halmstad one of the best</p><p>interesting and important trade centre a cause of that it is close to important cities</p><p>like Göteborg, Malmö and Copenhagen.</p>

Graduation date: 1934

Specialist degree in education, Eastern Illinois University. / Includes bibliographical references (leaf 71).

Thesis (M.Ed.)--Regis University, Denver, Colo., 2006. / Title from PDF title page (viewed on Feb. 20, 2007). Includes bibliographical references.

Thesis (M. A.)--University of Hong Kong, 2006. / Title proper from title frame. Also available in printed format.

The purpose of the study was to determine if there is a lack of congruity between selected public secondary school was carried out using selected questions developed by Dr. Donn L. Dieter and a sample of administrators and teachers in fifty-six Ohio public secondary schools classified into three different sizes of schools.ConclusionsThe following conclusions were drawn from the study:1. There were significant differences between large groups of teachers and administrators regarding the importance of twenty factors of effective teaching.2. There were significant differences between employees (teachers and administrators) of different class schools regarding the importance of two factors of effective teaching.3. There were differences between teachers of different class schools, administrators of different class schools and teachers and administrators of similar and different class schools regarding the importance of seventeen factors of effective teaching.4. There were differences between teachers and administrators in this study and respondents in the study by Donn L. Dieter regarding the importance of three factors of effective teaching.5. Class A administrators showed the most agreement with Class A teachers of all administrator teacher pairs regarding the importance of the sixty-seven factors of effective teaching presented in the questionnaire.6. When significant differences occurred between administrators and teachers, administrators always rated the item in question as more important to effective teaching than did teachers.7. The twenty significant differences between teachers and administrators constituted thirty percent of the entire questionnaire.8. There were items of significant difference between teachers and administrators for which previous research showed little evidence of the importance or lack of importance of the item to effective teaching.