Thesis (Ph. D.)--University of Wisconsin--Madison, 1984. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 65-70).

Thesis (Ph. D.)--University of Toronto, 2008. / Source: Dissertation Abstracts International, Volume: 69-06, Section: A, page.

Thesis (Ph. D.)--University of Hong Kong, 2008. / Includes bibliographical references (p. 313-332) Also available in print.

Thesis (Ed. D.)--Virginia Polytechnic Institute and State University, 1993. / Vita. Abstract. Includes bibliographical references (leaves 196-209). Also available via the Internet

Thesis (Ed.D.)--The Chinese University of Hong Kong, 2008. / Adviser: Alvin Leung Seung Ming. Includes bibliographical references.

Thesis (Ph. D.)--University of Wisconsin--Madison, 1984. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 330-335).

Thesis (M. Ed.)--University of Hong Kong, 2005. / Title proper from title frame. Also available in printed format.

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

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.

Thesis (M. Ed.)--University of Hong Kong, 2002. / Includes bibliographical references (leaves 159-166).