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  • About
  • The Global ETD Search service is a free service for researchers to find electronic theses and dissertations. This service is provided by the Networked Digital Library of Theses and Dissertations.
    Our metadata is collected from universities around the world. If you manage a university/consortium/country archive and want to be added, details can be found on the NDLTD website.
41

AN ASSESSMENT OF FOUR HEW-USOE SUMMER RESEARCH/EVALUATION TRAINING INSTITUTES AT THE UNIVERSITY OF NEW HAMPSHIRE

BARNES, EVERETT WILLIAM 01 January 1973 (has links)
Abstract not available
42

Improving the principal's effectiveness through organizational behavior management (OBM) procedures: Goal-setting and performance feedback

Gillat, Alex 01 January 1989 (has links)
This research tested the application of organizational behavior management (OBM) procedures in order to improve principals' effectiveness and teachers' and students' performance. After establishing baseline rates for: (1) principal and teachers' verbal praise, non-verbal feedback and goal setting and, (2) academic performance of students, in three classes in two schools (one, elementary school, the other, secondary), treatment conditions were introduced in two different experimental designs: single-subject reversal design and multiple-baseline across-subjects design. During the intervention phases, the rates of praise, feedback and goal setting increased, as well as the academic performance of the students. The principals' effectiveness with an important instructional leadership skill was demonstrated. The results suggest that the behavior of principals and teachers may change positively after the application of OBM procedures and may positively impact upon students' performance.
43

MUSLIM SCHOOL PLANNING IN THE UNITED STATES: AN ANALYSIS OF ISSUES, PROBLEMS AND POSSIBLE APPROACHES

ALI, KAMAL HASSAN 01 January 1981 (has links)
This is a study that analyzes the planning and the operation of full-time, alternative Muslim schooling in the United States. It begins by establishing the historical background of the Muslim school environment. An historical overview traces significant events in Islam relative to the development of the American Muslim orthodoxy. The overview describes the origins of Islam in Mecca, its subsequent spread through Africa, the arrival of Muslim slaves to the New World and, finally, the origins and activities of pseudo-"Islamic" cults which preceded the ascension of the indigenous Muslim orthodoxy. The characteristics and the theoretical implications of Islamic Law to Muslim educational development are examind as an introduction to the analysis of three Muslim schools selected for case study. The schools are: Madrassah tush-Shaheedain, 1204 Bedford Avenue, Brooklyn, New York 11216. Islamic Institute, 1560 St. John's Place, Brooklyn, New York 11231. Islamic Community Center School, 325 N. Broad St., Philadelphia, PA 19107. Each of these schools is a full-time alternative to traditional public school education and, in each case, the educational plan is to merge western and classical Islamic school goals. Achievement of an educational synthesis that is derived from combining western and Islamic approaches is seen as the overarching goal of the Muslim school movement in America. Accordingly, the implications of educational synthesis to school planning and function in the areas of academic programming, school organization and administration, school finances, and school-community relations, are examined in detail. Analysis of the practical issues relating to emerging planning problems, constraints and needs in the three cases forms the basis for suggested planning approaches aimed at supplying remedies for specific problem areas. An agenda for continued research in Muslim education is included in the closing remarks of the study.
44

MEN AND WOMEN SPECIAL EDUCATION ADMINISTRATORS: DISCREPANCIES BETWEEN PERCEPTIONS OF THE IDEAL ADMINISTRATOR AND SELF-EVALUATIONS, IN TERMS OF TRADITIONAL SEX-ROLE TRAITS

HOLMES, M. DENISE 01 January 1983 (has links)
The study examined the relationship between sex-role stereotypes and the perceptions of special education administrators about their work. From the literature, the study presumed that men and women would hold similar perceptions of their administrative role, perceptions more like the male stereotype than the female stereotype. The study also presumed that women would hold different self-evaluations than men, relative to this role. These premises were tested with five null hypotheses. Perceptions were measured, and discrepancies between "ideal" and self-evaluations were derived, in an ex post facto, non-experimental design. The study adapted the Broverman Sex-Role Questionnaire, designed to measure perceptions about men and women in terms of sex-role stereotypes. Participants included 215 New England special education administrators, responding to surveys mailed to a stratified random sample of 393. Items in the survey were designated "male-valued" or "female-valued," according to Broverman's findings that these traits are commonly perceived to be characteristic of, and socially desirable for, men or women. Three of the five null hypotheses were accepted. The study found that the men and women respondents did not hold different views of their role, and that neither age nor years of experience was a significant factor in self-evaluations. Two of the null hypotheses were rejected. The respondents reported their professional role more like the male sex role than the female sex role. Also, compared to men, women respondents reported a significantly greater discrepancy between the role and self-evaluations, relative to the male-valued traits. The findings suggest the following: that perceptions of the role of special education administrator reflect a generalized "male-oriented" school administrator role; that these perceptions are less a reflection of the specific responsibilities of the special education administrator; that women tend toward significantly lower self-evaluations on many traits perceived as most important to this role; that men and women hold similar self-perceptions for female-valued traits associated with the role. Implications for training and directions for future research in special education administration were discussed.
45

EDUCATIONAL LEADERSHIP: A FIELD TEST OF HERSEY AND BLANCHARD'S SITUATIONAL LEADERSHIP THEORY

CLARK, NEWTON ARTHUR 01 January 1981 (has links)
Numerous situational theories have been suggested to explain effective leadership. The purpose of this study was to examine leadership in an entire school district and test the validity of Hersey and Blanchard's Situational Leadership Theory. A field test was designed with 50 leaders (principals and supervisors) and 275 followers (teachers). Each follower completed the Leadership Style and Maturity Scale instruments relative to a specific task generated by a locally developed but state mandated teacher evaluation process. A panel of 7 superiors (central office raters) provided leader effectiveness data by completing the Leader Effectiveness Scale. Followers (teachers) also provided leader effectiveness data. The results of the study showed the follower population to be, relative to the tasks chosen, at a very high level of maturity. All leadership styles were reported with style S3 the most prevalent (45.1%). Most followers (64.0%) rated the effectiveness of the leadership they received as very good or excellent. Followers rated leadership styles of S2 and S3 as most effective; superiors rated leaders most effective if they used leader styles S1 and S4. In some cases, leadership style/maturity level matches were correlated with high leader effectiveness; in other cases, style-maturity matches were associated with low leader effectiveness. An analysis of the data concluded that either the Maturity Scale does not discriminate levels of maturity or that, in the situation in which it was used, the vast majority (82.2%) of the followers were at M4, the highest level of task relevant maturity. All leadership styles were reported. Followers rated styles S3, S4, and S2 effective in some situations. According to follower perception of leader effectiveness, styles S2 and S3 were considered most effective, style S4 was considered the least effective in many cases, even when matched with M4 maturity level followers. High relationship behavior from leaders appears to be needed by followers, independent of their maturity level. Low relationship behavior by leaders appears not to be desired by followers at any maturity level. The data also supports the conclusion that superiors and subordinates often view the same leader very differently in terms of effectiveness. The most effective leader styles from the followers' perspective (S2, S3) appear to be not as effective as styles S1 and S4 when superior perception of high leader effectiveness was considered. These conclusions suggest the need to conduct future research in various education settings with improved methodology and refined instrumentation. Further, Situational Leadership Theory should perhaps be adapted for use in public school districts by compensating for the apparent need of the followers for high relationship leader behaviors. Also, the concept of degree of difficulty should be integrated into the task relevant component of the follower maturity level portion of the theory to encourage followers to report lower levels of maturity. In addition, the past and/or present leader/follower relationship should be factored into the leadership style portion of the Situational Leadership Theory.
46

A study of teacher and principal perceptions to the LBDQ relative to leader behavior in effective and ineffective schools in selected schools in northeast Ohio

McGuire, Anna M. January 1984 (has links)
No description available.
47

A Study of the Public Schools of Madison County with Recommendations for their Future Organization

Bennett, Harold Stewart January 1947 (has links)
No description available.
48

Omochumnes Alternative High School: Academic Achievement And Attitude Evaluation.

Eltinge, David Stephen 01 January 1976 (has links)
No description available.
49

Teacher collaboration and elementary science teaching using action research as a tool for instructional leadership /

Roberts, Sara Hayes. January 1900 (has links) (PDF)
Thesis (Ed.D.)--University of North Carolina at Greensboro, 2006. / Title from PDF title page screen. Advisor: Carl Lashley; submitted to the School of Education. Includes bibliographical references (p. 121-127).
50

Instructional supervision : perceptions of Canadian and Ukrainian beginning high-school teachers

Kutsyuruba, Veniamin Venedyktovych 10 September 2003
<p>During the past several decades, instructional supervision and professional development have been identified as vehicles to enhance the performance of teachers. One of the most critical problems facing the profession is how to improve the development of beginning teachers. The purpose of the study was to examine beginning teachers perceptions of actual and ideal approaches to supervision and their perceived connection to professional development in Canadian and Ukrainian high schools. The study was based on the belief that the supervisory process should be a collaborative effort reflecting the professional concerns of the individual teacher.</p> <p>The study was based on the belief that the supervisory process should be a collaborative effort reflecting the professional concerns of the individual teacher. The conceptual framework dwelt upon supervisory choices for beginning teachers, namely collaboration with supervisors or peers, and self-reflection. Stemming from the need for improved supervision of teachers was a need to develop a connection between supervision and professional development for the purpose of instructional improvement.</p> <p>Quantitative and qualitative methods of inquiry were used in this study. The survey was used to elicit teachers points of view and to establish a profile of the supervision experiences of high school teachers in their first years of teaching in the areas of Saskatoon, Canada and Chernivtsi, Ukraine. The sample consisted of 22 teachers in Canada and 26 teachers in Ukraine. The qualitative data were obtained through the use of semi-structured interviews that incorporated open-ended questions. Interviews were conducted with four of the survey respondents in each country. Participants responses were analyzed according to the research questions and recurring themes.</p> <p>The findings revealed that in both countries beginning teachers desired more frequent use of supervision that meets their individual professional needs. A choice in supervisory approaches, better planning, and active involvement in decision making process regarding the supervisory practices were viewed as being beneficial for them. Beginning teachers advocated a need for supervision that promotes trust and collaboration, and that provides them with support, advice, and help.</p> <p>Respondents advocated supervision that is closely connected to professional development. They expressed the desire to grow professionally and improve their instruction in order to provide quality education for students. Participant responses, for the most part, aligned with the literature which indicated that beginning teachers need extensive supervisory assistance. A number of implications were derived for theory, practice, and further research.</p>

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