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.

Employers have criticized the secondary education program stating graduates are not meeting expected entry-level job competencies and attitudes. Recent surveys of employers indicated wide dissatisfaction with the educational quality of high school graduates and confirmed much of the general criticism which has been made of American education.The purpose of this study was to obtain data to answer the following research questions:1. What are the entry-level job competencies and attitudes needed by high school graduates?2. What effect does the number of employees have the entry-level job competencies and attitudes required?3. What effect does the type of business have on the entry-level job competencies and attitudes required?Data were collected from 679 employers by the use of a mailed questionnaire.Major Findings In response to all three research questions, employers indicated an entry-level employee did not need understand basic economic/free enterprise concepts to be successful in an entry-level position. According to the responses to Research Questions No. 1 and 3, employers rejected the need for an entry-level employee to have the ability to speak critically and constructively in the exchange of ideas and to know the terminology of the business/industry. Employers rejected other questionnaire items but at a lower frequency rate than noted above.Conclusions1. A list of competencies and attitudes was established as being needed by an entry-level employee.2. The number of employees and type of business/industry did have an effect on the competencies and attitudes needed by an entry-level employee.