Thesis (Ph.D.)--University of Missouri-Columbia, 2007. / The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on March 23, 2009) Vita. Includes bibliographical references.

Thesis (Ed. D.)--West Virginia University, 2009. / Title from document title page. Document formatted into pages; contains viii, 336 p. : ill. (some col.). Includes abstract. Includes bibliographical references (p. 279-289).

No description available.

Thesis (Ph.D.)--Baylor University, 2005. / Includes bibliographical references (p. 135-139).

Thesis (Ph. D.)--University of Texas at Austin, 1998. / Vita. Includes bibliographical references (leaves 201-210). Available also in a digital version from Dissertation Abstracts.

This study was designed to determine (a) the nature and extent of planning and programmatic changes that occurred in Indiana schools that have incorporated the Ball State University (BSU) Professional Development School (PDS) model; (b) how the implementation of these changes had impacted the school principal's roles and responsibilities; (c) whether the principal serving as site coordinator effected the school or principal's work; and (d) whether geographic classification effected process or outcomes. Interviews were conducted with the principal, site coordinators and teachers during March 1999. Findings:1.The principals, teachers, and university faculty were continuously involved in planning.2.Although the duration of planning varied, all schools used planning committees, research and multiple planning processes.3.The most notable changes were instructional modifications and collaborative teaching.4.Half of the principals (two urban and one suburban) became more facilitative and more inclined to use shared decision making.5.Half of the schools had a change in the principalship during planning; one school had four different principals during this period.6.Site coordinators had a positive influence on shared decision making.7.More change occurred in the urban schools. Conclusions:1. Ongoing communication and shared decision making helped diminish possible negative consequences of principal turnover during planning.2.Differences in planning duration and frequency did not appear to affect outcomes.3.Transition to a PDS had more effects on the urban schools, suggesting that climates and cultures in suburban schools were initially more congruous with the PDS philosophy.4.The philosophy of the PDS requires a collaborative leadership style on the part of the principal. Those unwilling to assume this role are likely to withdraw from the principalship. Having the principal not serve as the site coordinator promotes collaboration and shared authority.5.Suburban educators were inclined to view PDS issues politically, while the urban educators were inclined to view them economically.Recommendations:1. The leadership style of a principal should be a primary consideration in selecting possible PDS sites.2.Longitudinal studies of PDSs should be conducted in the areas of student academic growth, curriculum, and faculty satisfaction. / Department of Educational Leadership

Thesis (M.A.)--West Virginia University, 2002. / Title from document title page. Document formatted into pages; contains iv, 116 p. : ill. Includes abstract. Includes bibliographical references (p. 106-108).

Thesis (Ed. D.)--West Virginia University, 2008. / Title from document title page. Document formatted into pages; contains vi, 125 p. Vita. Includes abstract. Includes bibliographical references (p. 107-114).

Thesis (Ed. D.)--University of Missouri-Columbia, 2008. / The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on June 9, 2009) Vita. Includes bibliographical references.

Thesis (Ph. D.)--School of Education and Social Sciences Consortium. University of Missouri--Kansas City, 2004. / "A dissertation in education and social sciences consortium." Advisor: Omiunoto [i.e., Omiunota] Ukpokodu. Typescript. Vita. Title from "catalog record" of the print edition Description based on contents viewed Feb. 27, 2006. Includes bibliographical references (leaves 139-153 ). Online version of the print edition.