<p>Past research has shown that learner-centered environments can improve students' self-esteem and increase their academic skills. The purpose of this study was to determine whether teaching the core curriculum within a caring classroom environment increases students ability to communicate effectively and perform at higher achievement levels in writing. The study addressed the experiences of teachers in implementing a new writing program with a strong emphasis on social skill development as a precursor to good writing. Guided by the social learning theories of Dewey, Rogers, and Vygotsky, who contended that social interaction is vital to the development of cognition, a qualitative case study was undertaken consisting of individual interviews with 15 teachers at 6 elementary schools in southwestern Connecticut. Data were collected to address the extent to which a caring community of students can foster positive academic outcomes. Data were analyzed and coded to discover common themes. Results showed that teachers perceived that the social skills taught through the program did increase students writing skills. In addition, students had better listening skills and were more comfortable taking academic risks. This finding supports past social learning theories. Based on these findings, 3 days of professional learning workshops were created with the goals of building student-teacher relationships, creating learner-centered environments, and curtailing bullying. Equipping teachers with this resource will help to create social change by helping students become better communicators in a diverse society, increasing their graduation rates, and preparing them to enter the global workforce of the 21st century. </p>

<p> This study will focus on the role of the writer during the early years of the Soviet Union (1920&ndash;1935) through the example of the life and works of Mikhail Bulgakov. Bulgakov&rsquo;s literary career paralleled Josef Stalin&rsquo;s rise to supreme power over not only the Communist Party but the Soviet Union and its citizens. As Bulgakov struggled to publish and stage his works, the Soviet government under Stalin strengthened its resolve to utilize writers to educate the masses in the correct behaviors and values of good Soviet citizens. Each demonstrated his own leadership style: as Stalin evolved into a strong Authoritarian Leader, Bulgakov &lsquo;s survival depended upon his Adaptive Leadership skills. Stalin&rsquo;s greatest successes were during his lifetime; Bulgakov&rsquo;s followed his death as the Soviet Union declined and his works were published. Research questions include the role of the writer in his contemporary society and the writer&rsquo;s ability to influence his contemporary society through his own survival in an authoritarian society but the survival of his works for audiences in other times and places. Bulgakov could not compromise his artistic vision, Stalin, although he recognized and appreciated talent, could not compromise his ideological convictions. The result was a complex relationship between two prominent figures whose leadership styles as much as their differing viewpoints dictated the course of their actions.</p>

Thesis (Ph. D.)--State University of New York at Binghamton, School of Management, 2007. / Includes bibliographical references.

<p> The purpose of this qualitative exploratory research study was to examine the perceptions of K-12 educational leaders who have experience related to Response to Intervention (RtI) and Common Core State Standards (CCSS). This study was guided by the following three research questions: 1. What do K-12 educational leaders who have systems knowledge and experience, related to Response to Intervention and CCSS, perceive as the potential modifications needed to align the assessment components (universal screening and progress monitoring) of Response to Intervention with the CCSS for Language Arts? 2. What do K-12 educational leaders who have systems knowledge and experience, related to RtI and the CCSS, perceive as challenges that may result from any modifications to the assessment components needed to aligning the assessment components of RtI with the CCSS for Language Arts at? 3. What strategies do K-12 educational leaders who have systems knowledge and experience, related to RtI and CCSS, perceive might be utilized to address any challenges regarding aligning the assessment components (universal screening and progress monitoring) of RtI with the CCSS for Language Arts? </p><p> This research study utilized a qualitative exploratory design and involved eight educational leaders from Southern California. The findings from this study supported five practice recommendations. The first recommendation was for LEAs to develop a shared vision in regards to the role of RtI in supporting the CCSS for ELA. The second recommendation was for LEAs to develop teams of stakeholders to participate in the development of a comprehensive plan, throughout all phases of implementation, to align their RtI assessment tools to the CCSS for ELA. The third recommendation was for LEAs to develop RtI assessment tools that aligned to the CCSS for ELA. The fourth recommendation was for LEAs to select a College and Career Readiness (CCR) or 21st century framework, in order to help teachers to support the CCR skills embedded in the CCSS. The fifth recommendation was for LEAs to create strategic professional development plans to ensure that teachers receive adequate training to teach the College and Career Readiness skills embedded in the CCSS for ELA.</p>

<p>Den här uppsatsen har syftat till att redogöra vilka teorier som presenteras i studielitteraturen för direkt ledarskap i Försvarsmakten och U.S. Army. Uppsatsen har vidare syftat till att redogöra för skillnader och likheter i hur dessa teorier presenteras. Slutligen har syftet varit att visa hur detta påverkar ledare och soldater i praktiken.</p><p>För att genomföra arbetet har litteraturstudier med kvalitativ metod använts. För att visa på ovan nämnda likheter och skillnader har komparation använts.</p><p>Först har fem mätpunkter ställts upp och redogjorts för. Därefter har dessa jämförts och ett resultat har påvisats.</p><p>Resultatet som påvisats är att den jämförda litteraturen har samma ambition med vilken ledarstil som förespråkas samt hur denna beskrivs. Emellertid skiljer sig böckerna åt på ett flertal punkter såsom språkbruk, pedagogisk utformning, vetenskaplighet och användarvänlighet.</p><p>Vidare har konstaterats att ovanstående skillnader troligen påverkar hur ledaren tänker och agerar kring sitt ledarskap vilket förmodligen också påverkar underställda. </p> / <p>The purpose of this study is firstly, to describe the differences and similarities between theories presented in literature on leadership used by the Swedish Armed Forces and the U.S. Army. Secondly, to describe differences and similarities regarding how those theories have been presented in the literature. The final purpose is to find out how this can affect leaders and soldiers in real life.</p><p>To achieve the purposes described above, both a Swedish and an American book have been studied and then compared.</p><p>The comparison is based on five criteria which have been described and then compared and then conclusions have been drawn.</p><p>The result of this study shows that both the Swedish and the American literature focus on Transformational Leadership Style. This style is described in the same way in both books. However differences have been found between the books, which are the use of language, a pedagogical design, a scientific starting point and a user friendliness.</p><p>Finally, the result of the study indicates that the differences mentioned above affect the way a leader acts and looks upon his/her leadership (style) which in its turn influences the relationship between a leader and his/her subordinates.</p>

Den här uppsatsen har syftat till att redogöra vilka teorier som presenteras i studielitteraturen för direkt ledarskap i Försvarsmakten och U.S. Army. Uppsatsen har vidare syftat till att redogöra för skillnader och likheter i hur dessa teorier presenteras. Slutligen har syftet varit att visa hur detta påverkar ledare och soldater i praktiken. För att genomföra arbetet har litteraturstudier med kvalitativ metod använts. För att visa på ovan nämnda likheter och skillnader har komparation använts. Först har fem mätpunkter ställts upp och redogjorts för. Därefter har dessa jämförts och ett resultat har påvisats. Resultatet som påvisats är att den jämförda litteraturen har samma ambition med vilken ledarstil som förespråkas samt hur denna beskrivs. Emellertid skiljer sig böckerna åt på ett flertal punkter såsom språkbruk, pedagogisk utformning, vetenskaplighet och användarvänlighet. Vidare har konstaterats att ovanstående skillnader troligen påverkar hur ledaren tänker och agerar kring sitt ledarskap vilket förmodligen också påverkar underställda. / The purpose of this study is firstly, to describe the differences and similarities between theories presented in literature on leadership used by the Swedish Armed Forces and the U.S. Army. Secondly, to describe differences and similarities regarding how those theories have been presented in the literature. The final purpose is to find out how this can affect leaders and soldiers in real life. To achieve the purposes described above, both a Swedish and an American book have been studied and then compared. The comparison is based on five criteria which have been described and then compared and then conclusions have been drawn. The result of this study shows that both the Swedish and the American literature focus on Transformational Leadership Style. This style is described in the same way in both books. However differences have been found between the books, which are the use of language, a pedagogical design, a scientific starting point and a user friendliness. Finally, the result of the study indicates that the differences mentioned above affect the way a leader acts and looks upon his/her leadership (style) which in its turn influences the relationship between a leader and his/her subordinates.