Thesis (Ed.D.)--University of North Carolina at Greensboro, 2006. / Title from PDF title page screen. Advisor: Carl Lashley; submitted to the School of Education. Includes bibliographical references (p. 121-127).

The research project detailed in this study was designed to investigate the following: (a) whether career ladder development plans in two school districts in Southern Arizona have had an effect on teachers' perceptions of their work and (b) the efficacy of the theory hypothesized in the Job Characteristics Model (Hackman and Oldham, 1976). The study specifically tests the propositions in the model for teachers on a career ladder. By way of contrast, the relationships in the model are also examined for teachers who are not on a career ladder. Pearson product moment correlations and stepwise regression procedures were used to examine the utility of the theory's use in education and the differences between teachers who were on a career ladder and those who were not. The results of the statistical analysis showed support for the major relationships of the Job Characteristics Model (Hackman and Oldham, 1976) for the total sample of teachers surveyed. Furthermore, the results indicated the following: (1) Teachers on a career ladder plan indicated a stronger correlation between skill variety and experienced meaningfulness in their work than teachers not participating on a career ladder plan. (2) In general, the perceived job characteristics for teachers on a career ladder showed a stronger association with model-specified critical psychological states than for teachers off a career ladder. (3) The relationships between autonomy and task identity with their corresponding critical psychological states were not significant for teachers on or off a career ladder. (4) When teachers were examined by years of teaching experience, significant differences were found among the components of the theory. (5) In general, the perceived job characteristics were not strongly associated with the model-specified critical psychological states for teachers with 0-1, 1-2, 3-4 or 5-6 years of experience on a career ladder. The findings were discussed in light of previous research and recommendations were made for future research dealing with the theoretical model and those dealing with organizational practices.

The purpose of this study was to investigate and to determine the effectiveness of the Basic Skills Program. This was a program developed at Clackamas Elementary School that implemented many of the effective school characteristics along with analyzing low-achievement areas in the California Achievement Test and organizing an instructional program that would teach to those low areas. This study compared achievement test results from the Spring pf 1982 for grades four, five, and six (approximately 140 students) with achievement test results from the Spring of 1983. The treatment to improve low areas as determined by the California Achievement Test results of Spring, 1982, consisted of teachers administering extra work sheets that covered the deficient skills, a homework program, six week grade level meetings and strand tests that evaluated students progress. Many effective school characteristics were incorporated into the program such as the principal developing: high expectations for student achievement, a homework policy, discipline policy, a positive school climate through student and staff activities, and grade level meetings where the administrator was involved with instruction. The factorial multivariate analysis of variance on the Normal Curve Equivalents and the factorial analysis of variance performed on each dependent variable results indicated that the Basic Skills program had no or negative effect on the students achievement. Students tended to show greater growth in the control year than in the treatment year. The reasons for this treatment failure can be better understood by analyzing the teacher survey given to the teachers at the end of the treatment year. The survey results indicated that the teachers did not like the materials used in the program. They were not committed to the program nor did they value the need for such a program. Change literature indicates that in order for change to be effective the program must provide for (1) time for participants to grow to value the program, (2) consensus decision making, (3) time for reevaluation of the program, (4) inservice training that extends into the classroom so that teachers have support during the change, and (5) rewards and payoffs for the participants. Change is possible with these considerations but if elements are left out, as was the case in the Clackamas Elementary Basic Skills Program, the change will not occur.

Thesis (Ed.D.)--Teachers College, Columbia University, 1958. / Typescript. Type C project. Sponsor: D. E. Griffiths, D. R. Wynn, . Dissertation Committee: M. C. Hill, S. T. Kimball, . Includes bibliographical references (leaf 169).

Thesis (Ed. D.)--University of Oregon, 2008. / Typescript. Includes vita and abstract. Includes bibliographical references (leaves 137-149). Also available online in ProQuest, free to University of Oregon users.

Typescript. Includes vita and abstract. Includes bibliographical references (leaves 231-241). Also available online in Scholars' Bank; and in ProQuest, free to University of Oregon users.

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

Thesis (Ed. D.)--Illinois State University, 1999. / Title from title page screen, viewed July 19, 2006. Dissertation Committee: Paul Baker (chair), Richard Berg, John Cassel, Elizabeth Lugg, George Padavil. Includes bibliographical references (leaves 118-123) and abstract. Also available in print.

Thesis (Ed.D.)--Boston University

Thesis (D. Ed.)--University of Texas at Austin, 2001. / Vita. Includes bibliographical references. Available also from UMI/Dissertation Abstracts International.