Thesis (Ph. D.)--Columbia University. / Vita. Also available in print.

Thesis (Ed.D.)--Teachers College, Columbia University, 1964. / Typescript; issued also on microfilm. Includes tables (some folded). Sponsor: Thad L. Hungate. Dissertation Committee: Walter E. Sindlinger, Eleanor C. Lambertsen, . Includes bibliographical references (leaves 295-305).

Thesis (Ph. D.)--Columbia University, 1927. / Vita. Published also as Teachers college, Columbia university, Contributions to education, no. 276. Bibliography: p. 69-73.

Thesis (Doctoral)--Columbia University, 1983. / eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 363-386).

Thesis (Ph. D.)--Columbia University, 1927. / Vita. Published also as Teachers college, Columbia university, Contributions to education, no. 276. Bibliography: p. 69-73.

Thesis (Ph. D., Natural Resources)--University of Idaho, 2009. / Major professor: George LaBar. Includes bibliographical references. Also available online (PDF file) by subscription or by purchasing the individual file.

Thesis (M.A.)--University of Wisconsin--Madison, 1972. / Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

Thesis (M. A.)--Columbia International University, 2004. / Typescript. Includes bibliographical references (leaves 84-87).

Recent evidence suggests that strong, positive organizational cultures characterize high performance schools. Themes related to the concept of organizational culture (e.g. climate, ethos, values, underlying assumptions, style) have been the subject of investigation for more than half a century. However, because the concept has been examined with numerous variables, methodologies, and theoretical frameworks, there is a lack of common understanding in the literature about the term organizational culture, particularly as it applies to schools. The general purposes of this research, therefore, are: (1) to contribute to the clarification of the concept of organizational culture as it applies to educational administration and organizational theory, (2) to describe the organizational cultures of three high performance British Columbia (BC) secondary schools and to describe the similarities and differences among their cultures, and (3) to evaluate the research technique for discovering and describing the organizational cultures of schools. Anticipating cultural variation associated with population size, geographic location, and public/private school settings, one urban, one rural, and one independent school were selected for study from among the highest performing British Columbia secondary schools. Academic achievement on specific provincially developed assessment instruments was used to gauge the relative performance levels of the province's secondary schools. Data were primarily gathered using semi-structured audio-taped interviews with all school administrators and randomly selected samples of students, teachers, parents, and secretaries or custodians. The taped interviews were later transcribed and analyzed using content analysis. Examination of school documents and informal observation also provided sources of data. The principal conclusions of this study are listed below: 1. The values held by the members of the study's schools were highly congruent, and common values were enumerated. With reference to Hodgkinson's (1978) value paradigm, the vast majority of values were interpreted as Type 2A and/or Type 2B. 2. Although many attitudes were unique features of individual schools, the majority were common among the schools. These are analyzed and described. 3. Despite the fact that normative expectations were highly congruent among the organizations, a great deal more variability existed for cultural norms than was the case for attitudes and values. 4. Within each school the cultural perceptions of organizational members were highly congruent. 5. Although all three schools were characterized by relatively strong organizational cultures, that of the independent school was interpreted as stronger than either the rural or the urban school. 6. No appreciable difference in cultural strength was identified between the rural and the urban school. 7. A positive relationship appeared to exist between respondents' perception of the organizational culture and the length of time they had been associated with the school. Furthermore, after one year in the independent and after two years in the public schools, organizational members appeared to have become acculturated. 8. The study's semi-naturalistic approach allowed the researcher to discover and describe school-wide organizational cultures in the study schools. 9. This research suggests that perhaps most important to the success of an organization are the underlying values and attendant attitudes. The research, therefore, promotes the notion that future investigations concentrate on the organizational values and attitudes associated with schools. / Graduate

The British Columbia Apple industry, primarily located in the Southern Interior of the province, has undergone varying levels of tree removal and replanting as growers attempt to maximize profits. This study models their behaviour by using econometrics in a supply response model. The economic environment of the fruit industry is described. The variables affecting acreage responses to removals and replanting of new and traditional apple varieties are estimated using Ordinary Leased Squares in three separate equations. Data are pooled and aggregated at the regional level. Several versions of the original model are run to test for robustness of the variables and of the original model. The econometric models illustrated that the plantings of new varieties increases when expected profits from vintage trees decline. However, planting and removals of traditional varieties are positively related to excepted profits from vintage trees and this does not follow apriori expectations. More striking in the model is the regional differences and their responsiveness to removals and replanting. Regions with younger, better educated farmers replant to new varieties at a faster rate than other regions. Replant programs are shown to have a negative effect on the rate of replanting. These programs maintain basic criteria for their eligibility to funding and seemingly decreased the acres replanted. Increasing the monetary value of the replant grants results in the effect of increasing the acreage of traditional varieties being planted. Policy implications are examined in a post modelling analysis. The effects of top loading subsidy effects are shown to have decreased the acreage of trees replanted over time. These effects are shown to cause a dead weight loss to society of approximately $13 million over 20 years. / Land and Food Systems, Faculty of / Graduate