The purpose of this study was to investigate the relationship between leadership responsibilities of Title I principals and student achievement. This study involved the analysis of the results of a 92 item survey sent to successful Title I principals. The 92 items were grouped into 21 leadership responsibilities, first and second order change. The first research question was an examination of the relationship between the 21 leadership responsibilities of Title I principals and student achievement. The overall indication is that a substantial relationship exists between the 21 Leadership responsibilities and combination reading and math averages. Fourteen leadership responsibilities were positively correlated to the overall achievement ranging from Input with r s = .169 to Focus with r s = .018. This indicates principals of successful Title I schools are proactive with their leadership which increases student overall achievement. The second research question was an examination of the most influential 21 leadership responsibilities of Title I schools student achievement in math and reading. The indication of influence of the 21 Leadership responsibilities and math was that a strong correlation does not exist. There are seven positively correlated leadership responsibilities ranging from r s = .103 to r s = .014 indicating student achievement is more affected by the educational conduct within the classroom compared to leadership of the principal (outside the classroom). There was a strong relationship between the leadership responsibilities and reading, with all 21 Leadership responsibilities being positively correlated. This indicates student achievement is dependent on the leadership of the principal to create a school or campus wide effort. The third research question was an examination of the relationship between the 21 leadership responsibilities and student achievement based on school size and demographics. The overall indication is that a relationship exists between student achievement and size of the school (r s = .187), math and population (r s = .234) and a particularly small correlation between reading and population (r s = .045). This finding suggests that the size of the school does matter with regard to overall (math and reading combined) and math student achievement of Title I schools.

The objective of this dissertation is to evaluate how regulatory and market factors affect title insurance charges in different states. As substantial components of home purchase closing costs, title insurance charges have been controversial for decades, and both practitioners and analysts have pointed out apparent variations in title insurance charges among states. Although existing studies have suggested a set of regulatory and market factors as explanations for these among-state variations, empirical evaluations are limited. To fill in this gap, this dissertation empirically assesses whether these factors influence title insurance charges. The research outcomes of these dissertation indicate that after taking into account market factors such as services included in title insurance charges, title-related losses, property values, state populations, home sale volumes, housing prices, and income levels, regulation styles can still partially explain the title insurance charge variations in different states. In particular, states with promulgation regulation can have a higher average title insurance charge than states allowing free competition. This dissertation also tests whether regulation affects title insurance charges by influencing competition in the market and whether regulators' characteristics are related to the effect of regulation on charges. The test results imply that appointed commissioners can be associated with a higher average title insurance charge than elected commissioners. This dissertation provides insights into the title insurance regulatory reform in different states. More broadly, one methodology (multiple model for change) used in this dissertation simultaneously assesses regulation's over-time and state-by-state effects on title insurance charges, which contributes to the development of regulation evaluation methods. The outcomes of this dissertation can also provide empirical evidence to the theoretical debate of regulation versus competition. / text

The importance currently placed on sustainable development recognises the fundamental role of land administration and the management of land based resources. This acknowledgement of the pivotal role of land administration and tenure security reinforces the need to recognise all interest and responsibilities in land, particularly those of a customary and traditional nature. The United Nations Draft Declaration on the Rights of Indigenous Peoples (Pritchard 1998) respects the unique relationship between indigenous people(s) and the land, recognising the need to protect these traditions and cultures. A number of countries (specifically the United States of America, Canada and New Zealand) have implemented legal and institutional mechanisms for the recognition of this unique relationship and connection to land. In doing so it provided the precedent for the recognition of interests in land as held by indigenous peoples of Australia. / In Australia the legal recognition of indigenous interests in land occurred in 1992, with the passing of the High Court’s decision concerning Mabo and others v the State of Queensland (no.2) (1992) 175 CLR 1 and the subsequent development and implementation of the Native Title Act 1993 (Cth). This federal act provides for the recognition and protection of native title within the framework of the Australian legal system . Its (native title interests) origins and foundations are those of traditional laws, connecting indigenous Australians with land and waters (S223 NTA 1993). (For complete abstract open document)

Masters Research - Master of Philosophy (Law) / In Yorta Yorta, it was expressly found that native title law could not support a ‘frozen in time’ approach. It was held that the rights making up native title could not be considered static and archaic instruments, but must be given reign to adapt. However the question must be asked whether, in its examination of the requirements of native title, Yorta Yorta has in the same breath re-introduced the ‘frozen in time’ approach, albeit in a different form. Specifically, it is a question of whether the continuity of connection requirement means that the evolution of rights is frozen and claimants are burdened with the task of proving they relate to land in exactly the same manner as their ancestors did, over 200 years ago. That is the question which this thesis attempts to answer. It will do so by examining in detail not only the requirement of continuity of connection as espoused in Yorta Yorta, but the evidentiary analysis which was performed under that requirement. It is the nature of this analysis in which the effect of continuity of connection on the nature of native title rights is revealed. This thesis will also examine the effect of Yorta Yorta on subsequent cases, particularly how subsequent Courts have interpreted the continuity of connection requirement and how it has affected the questions of proof they felt the claimants were required to answer. Particularly highlighted will be the cases of Larrakia and Single Noongar, two cases which have brought about starkly different outcomes for the claimants. The approach taken will be to discuss whether the requirements of native title in Yorta Yorta have produced a native title system which equitably and in justice recognises traditional owners’ rights to land in modern times, or whether they consign native title to being an historical relic, of little utility in reflecting the modern-day relationships of traditional owners to their land. In other words, was Yorta Yorta ‘the great re-freezing’?

Thesis (Ph.D.)--York University, 2005. Graduate Programme in Geography. / Typescript. Includes bibliographical references (leaves 208-215). Also available on the Internet. MODE OF ACCESS via web browser by entering the following URL: http://proquest.umi.com/pqdweb?index=0&did=1147174101&SrchMode=1&sid=14&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1195152232&clientId=5220

Thesis (Ph. D.)--University of Pennsylvania, 1924. / Reproduction of original from Minnesota University Law Library. Includes bibliographical references.

Thesis (Ph. D.)--University of Pennsylvania, 1924.

The purpose of this quantitative/qualitative evaluation study was to analyze the impact of the Success for All (SFA) program on reading achievement, attendance, and academic self-efficacy. Robert Slavin (1996) and his colleagues at Johns Hopkins University developed the Success for All program, which incorporates a comprehensive school restructuring approach. This program focuses on improving achievement of at-risk children and aims to have every child reading on or above grade level by grade three (Slavin, 1996). Two urban, schoolwide Title I elementary schools were compared using a non-equivalent matched group, evaluation design. Stanford 9 reading comprehension scores and attendance data were analyzed through an Analysis of Variance. Results yielded positive effects for group membership (SFA, non-SFA) in reading achievement and reading self-efficacy with mean scores of 58.6 NCEs vs 33.6 NCEs and 86.6 vs 68.7 respectively. Focus group results showed strong parental and staff support for the program. Implications are presented along with suggested future avenues of research such as the SFA program's impact over time and the investigation of the program's impact on other measures of achievement. / Ed. D.

In a suburban school district in the northeastern United States, 10% to 15% of students at an elementary school received Title I reading services resulting in a low performing school designation. The purpose of this intrinsic case study was to complete a process-based evaluation identifying key instructional components of a high performing Title I reading program. Using data-based decision making theory as the conceptual framework, the goal of this study was to examine key instructional components of a highly effective Title I reading program in a school consistently scoring in the 90th percentile or higher on the state reading test. Data collection occurred by observing 5 Title I reading classrooms to identify curricular and instructional components used in the delivery of Title I services, followed by in-depth interviews conducted with the 5 classroom teachers in Grades 1 through 4. The school's principal and the district's federal program coordinator were interviewed to gain perspectives about program outcomes. Archival data were reviewed to determine program strength through standardized student achievement scores. The responsive interviewing model was used for data analysis followed by the inductive and interpretive approach to identify categories and 6 themes: assessment, cooperative learning, staffing of a state-certified reading specialist, availability of leveled readers, management of student grouping and differentiated instruction, and delivery of curriculum aligned with Common Core Standards. Findings identified curriculum changes necessary for a successful Title I reading program. The resulting project was a presentation for district officials to adopt an effective reading program model. This study contributes to positive social change through implementation of course design leading to local student retention and higher reading achievement scores.

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