The purposes of this study were to investigate the relationship between the leadership style of elementary principals from Chapter One and Non-Chapter One Schools and to determine whether leadership styles were related to the achievement of third grade students. The study also sought to determine whether teachers perceive some styles to be more effective than others.The study was designed to test the following hypothesis: No significant relationship exists between leadership styles of the elementary school principals and student achievement in Chapter One and Non-Chapter One Schools.In order to test the hypothesis, twenty-two principals were selected from thirty-four schools in a Midwestern school district. Teachers using the Hersey and Blanchard LEAD-Other provided a leadership profile of their principal which included a perceived style and leadership effectiveness score. The Iowa Tests of Basic Skills were used to measure the achievement of third grade students over a three year period. An analysis of covariance was used to determine a relationship between the leadership style of principals and the achievement scores of third grade students.It was determined that leadership style and school type each were correlated significantly to student achievement. Style 1 (high task/low relationship) had the highest achievement scores, followed by Style 2 (high task/high relationship). Non-Chapter One Schools scored better on the tests than Chapter One Schools. The achievement scores varied when there was a style by chapter interaction. Chapter One students scored higher under Style 1 principals, while Non-Chapter One students scored equally well under a Style 1 or Style 2 principal. Teachers perceived the Style 2 principal to be the most effective style in both Chapter One and Non-Chapter One Schools. / Department of Educational Administration and Supervision

The thesis is about children's experience of the induction to Reception class and the transitions that they make through Key Stage One. It draws on the work of van Gennep (1960), Vygotslcy (1978), Laevers (1997) and Bruner (1996) to explore rites of passage, well-being and acculturation that take place during induction and transitions. The data is gathered mainly by semi-structured interviews to gain the perceptions of fifty children, their parents and teachers about the process of the children's (and their parents') induction at two schools in a town in Shropshire. Children are admitted to the schools in the term before their fifth birthday, thus there are three intakes a year. Children from each of the groups in both schools are included in the study. The research began just before the children started their induction programme in the term before they entered full-time schooling in the academic year 1994/1995. It explores preparations and concerns before starting school and as the children become incorporated into school life. The study goes on to examine the views of twenty-four of these children, their parents and teachers, about the transitions that the children make from the end of their reception class until they leave Key Stage One in July 1997. It also looks at the changes made to the induction programmes during this time. This is a relatively unresearched area and the study uncovered a number of critical factors that have not been brought together or presented in this way before. The main findings identify that the amount, and nature of, information given to parents and children is crucial before and during induction and transitions. If it is right then anxieties about the unknown are reduced, resulting in children's and parents' emotional well-being. The importance of a supportive friend during transitions is also highlighted. A further finding discloses that, far from parental partnership building throughout children's time in school, it decreases due to a lack of clarity about what it entails.

Thesis (M.Ed.(Education Management and Policy Studies))-University of Pretoria, 2008. / Includes bibliographical references.

Thesis (Ph.D.)--University of Delaware, 2007. / Principal faculty advisor: Kathryn Denhardt, School of Urban Affairs. Includes bibliographical references.

Thesis (Ed.D.)--Georgia Southern University, 2008. / "A dissertation submitted to the Graduate Faculty of Georgia Southern University in partial fulfillment of the requirements for the degree Doctor of Education." Under the direction of Walter S. Polka. ETD. Electronic version approved: May 2008. Includes bibliographical references (p. 105-114) and appendices.

Thesis (Ed.D.)--Teachers College, Columbia University, 1963. / Typescript; issued also on microfilm. Sponsor: Gladys Tipton. Dissertation Committee: Paul W. F. Witt. The report includes a teacher's guide and a series of scripts to be used in the Eugene, Oregon, public elementary schools--Cf. leaf 2. Includes bibliographical references (leaves 293-302).

Thesis (Ed.D.)--Teachers College, Columbia University, 1964. / Typescript; issued also on microfilm. Sponsor: Florence B. Stratemeyer. Dissertation Committee: Dorothy M. McGeoch. Includes bibliographical references.

Thesis (Ed.D.)--Teachers College, Columbia University, 1966. / Typescript; issued also on microfilm. Sponsor: Gladys Tipton. Dissertation Committee: Ernest Harris. Includes bibliographical references (leaves: 252-259).

Thesis (Ed.D.)--Teachers College, Columbia University, 1974. / Typescript; issued also on microfilm. Sponsor: Thurston A. Atkins. Dissertation Committee: Frank L. Smith, Jr. Includes tables. Includes bibliographical references.

Thesis (M.Ed.)--Kutztown State College, 1964. / Source: Masters Abstracts International, Volume: 45-06, page: 2770. Typescript. Includes bibliographical references (leaves [55]-56)