Thesis (M.S.)--Rowan University, 2005. / Typescript. Includes bibliographical references.

Thesis (Ph. D.)--University of Missouri-Columbia, 2004. / 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 29, 2004) Vita. Includes bibliographical references.

Thesis (M.S. in chemical engineering)--Washington State University, August 2006. / Includes bibliographical references.

Thesis (Ed. D.)--Illinois State University, 2004. / Title from title page screen, viewed May 18, 2006. Dissertation Committee: Robert Fisher (chair), Deborah Curtis, S. Rex Morrow. Includes bibliographical references (leaves 180-201) and abstract. Also available in print.

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 October 10, 2007) Includes bibliographical references.

Thesis (Ph. D.)--University of Texas at Austin, 2007. / Vita. Includes bibliographical references.

Thesis (Ph. D.)--University of Texas at Austin, 2007. / Vita. Includes bibliographical references.

Thesis (M.Ed.)--Regis University, Denver, Colo., 2007. / Title from PDF title page (viewed on June 8, 2007). Includes bibliographical references.

This study employed action inquiry, since its aim was to improve both understanding and practice in the area of classroom negotiation between pupils and teachers, Action inquiry entails practitioner observation, practitioner interaction and practitioner intervention; in this study it was supplemented by an attempt at a phenomenological description of the essential features of negotiation, against which classroom experience could be weighed. Information about classroom interaction was gathered, by the lone practitioner-researcher, both by participant observation and video-recording ('practitioner observation'). The model of classroom negotiation which emerged was tested against the views of other teachers ('practitioner interaction'). Alternative practices, thought by the informants to be effective, were used to make small-scale interventions in classroom practice ('practitioner intervention'). The understanding of negotiation developed in this way was finally interrogated in the light of a separate phenomenological description of negotiation. A key aspect of the phenomenology of negotiation is the dynamic involving communication, strategies of interaction, participation and learning within which people are willing to examine their differences. This was found to be true of classroom negotiation: Pupil and teacher learned of the differences which existed between them in the context of an ongoing interaction in which both participated. However, classroom interaction involves an inevitable disparity of power, which must be recognised and prevented from subverting negotiation. The validity and ethics of the framework developed are discussed, as are the implications of the findings for the classroom teacher and for teacher training.

This quantitative research study was designed and conducted to determine if the situational leadership model could be used successfully for teacher classroom management. This study drew from Hersey and Blanchard's (1982) Situational Leadership Model and Babkie's (2006) outline for proactive management of classroom behavior. The study was conducted with sixteen teachers employed at six public schools serving grades 6-8 in traditional regular education classrooms within Region #30 in the State of Illinois. Three data collection instruments were utilized in this study. Subjects' mean scores from the Leadership Style Assessment for Classroom Teachers - Self (Hayden, 1982) and Other were compared with mean scores attained on the Classroom Behavior Management Checklist. Findings revealed that a positive correlation was achieved between the Leadership Style Assessment for Classroom Teachers and the Classroom Behavior Management Checklist beyond the predetermined level of significance (Olds, 1938 and Fisher & Yates, 1963).