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 (Ph. D.)--University of Hong Kong, 2001. / Includes bibliographical references (leaves 350-380).

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

This study examines questions of gender, masculinity, and teaching through an autobiographical exploration of my experiences as a male elementary teacher. Its twofold purpose as a self-study was to inform my own teaching through a perspective look at the entirety of my career to this point and to give my teaching a direction for its final years. In order to provide a context within which to locate this autobiography, biographical narratives of four other experienced male elementary teachers were constructed. / The participants were asked, in a series of taped and transcribed interviews/conversations, to relate their experiences as male elementary teachers. The orientation of these biographical constructions followed a life history methodological approach. The participants were asked to trace their careers as elementary teachers and touch on such broad topic areas as: How they became elementary teachers? What has kept them in the classroom? How they see their roles in the context of their female colleagues? What is the future direction of their careers? What are some of the particular issues of teaching that concern them? / It was through my own participation in these conversations, and through the subsequent analysis and construction of their biographies that I was able to address these questions as they related to my own teaching. Their narratives provided a contextual backdrop for our shared experiences and a counterpoint to those experiences that are unique to each of us. I call the emergent methodology "contextualized autobiography." It was, in fact, through their narratives that my own story emerged and granted insight into issues of teaching, gender and masculinity as they exist for the male elementary teacher. The study's significance beyond the exploration of self is addressed to the political issue of the calls for more male teachers in elementary education and the assumptions on which those calls are based.

Thesis (M.Ed. (Literacy and Language))--University of South Australia, 1995.

Thesis (Ph. D.)--University of Wyoming, 2005. / Title from PDF title page (viewed on Feb. 20, 2008). Includes bibliographical references (p. 117-127).

Thesis (Ed. D.)--University of Wyoming, 2005. / Title from PDF title page (viewed on Nov. 5, 2007). Includes bibliographical references (p. 87-93).

Thesis (Ed.D.)--University of Tulsa, 1993. / Bibliography: leaves 66-70.

Thesis (Ph. D.)--University of Washington, 1997. / Vita. Includes bibliographical references (leaves [180]-191).

Thesis (Ed.D)--Teachers College, Columbia University, l988. / Typescript; issued also on microfilm. Sponsor: Frank L. Smith. Dissertation Committee: Thurston Atkins. Bibliography: leaves 136-146.