Thesis (Ed.D.)--University of North Carolina at Greensboro, 2007. / Title from PDF t.p. (viewed Feb. 29, 2008). Directed by Kathleen Casey; submitted to the School of Education. Includes bibliographical references (p. 140-147).

Thesis (Ed. D.)--Illinois State University, 1974. / Title from title page screen, viewed Nov. 1, 2004. Dissertation Committee: Clayton Thomas (chair), J.H. McGrath, D. Gene Watson, Eugene Fitzpatrick, George W. Forgey. Includes bibliographical references (leaves 85-92) and abstract.

Thesis (Ph. D.)--University of Missouri-Columbia, 2001. / Typescript. Vita. Includes bibliographical references (leaves 191-202). Also available on the Internet.

Dissertation (Ph.D.)--The University of North Carolina at Greensboro, 2008. / Title from PDF t.p. (viewed May 28, 2009). Advisor: Craig Cashwell; submitted to the School of Education. Includes bibliographical references (p. 161-178).

Thesis (Ph. D.)--University of Texas at Austin, 1999. / Vita. Includes bibliographical references (leaves 372-386). Available also in a digital version from Dissertation Abstracts.

Thesis (M.A.)--Ohio University, June, 2005. / Includes bibliographical references (p. 83-94)

Thesis (M.A.)--Ohio University, June, 2005. / Title from PDF t.p. Includes bibliographical references (p. 83-94)

<p> The research presented in this study examined what happened when I, as a building administrator, created and supported opportunities for teachers to emerge as leaders with the capacity to support each other, how my engagement with teachers as a building administrator promoted collaborative leadership and learning, and how making the classroom a site for collaborative inquiry influenced the professional learning of four teachers, and myself. These foci were studied through a constructivist framework in which we learned together to collectively improve our practice. Three rounds of collaborative classroom cross-visitations took place through a high school semester in which two math teachers, and two English teachers visited each other&rsquo;s classrooms with myself, as a building administrator, present. Each round included a pre-conference and a post-conference. Data suggests that the teachers and I benefitted from the process professionally. Additionally, I, as a building administrator, benefitted by learning to observe and evaluate teachers more effectively, while building important professional relationships which enhanced my ability to collaborate in constructing a cohesive community of educators within the research site. Further, logistical records taken from the study illustrate the need for careful and deliberate planning toward the sustainability of any cross-visitation program. The research illustrates the importance of the development of teacher-leaders, and of establishing a program through which teachers can visit each other&rsquo;s classrooms with a building administrator so that all parties can learn from each other in a generative and collaborative manner.</p><p>

<p> Policy makers continue to seek answers in addressing problem behaviors in schools. Zero tolerance in schools has been used widely across the nation yet educators have encountered many challenges with students who have been suspended for short or long periods. Research studies have found that the strategies used to address problem behaviors are not sufficient and many perspectives have been given on the topic. There has however, been a lack of understanding how students perceive the factors affecting their behaviors. The problem is that, in not understanding students&rsquo; perspectives on the issue, politicians will continue to make decisions without acknowledging the need to explore students&rsquo; views. A grounded theory case study will be conducted to explore how students perceive the school environment and protective and risk factors to affect their behaviors. The participants will be 6th to 8th grade students and teachers coming from a Northeastern district middle school in New York and teachers from other schools. The students will be observed and interviewed while teachers will be surveyed.</p><p>

<p> Teachers face many barriers regarding technology integration and depend on the campus principal to meet their technology needs. The principalship has shifted from instructional leader to digital instructional leader. The purpose of the current qualitative research study was to investigate teachers&rsquo; perceptions of principal digital leadership behaviors that impact technology use in the classroom. In this qualitative study, 24 teachers who teach reading, English language arts, and/or math were interviewed. The data from the interviews was collected and analyzed to identify themes and patterns using NVivio 11 Pro, a software program for analyzing qualitative data. The researcher analyzed and coded the data as trends and patterns were revealed in the teachers&rsquo; perceptions of principal digital leadership behaviors that impact technology use in the classroom. The data indicated there are several principal digital leadership behaviors teachers perceive impact technology use in the classroom. However, there were three principal digital leadership behaviors teachers perceived to have the greatest impact on technology use in the classroom: principal-led hands-on technology training opportunities, principal attitude towards technology and technology integration, and principal-led technology support.</p><p>