The study was designed to compare instruction related leader behaviors of elementary principals with unit leaders as perceived by teachers in selected Individually Guided Education/Multiunit schools. The study population included 57 teachers from six IGE/MUS-E member schools of the Area Movement for Educationally New Dimension (AMEND) Network Project, School of Education, University of Wisconsin, LaCrosse.Data for the study were secured by means of two questionnaires, adapted from the Leader Behavior Description Questionnaire-Real Form. Participant responses provided teacher perceptions relative to two leader behaviors of Consideration and Initiating Structure of elementary principals and of unit leaders.Data were analyzed statistically. The hypotheses were tested using a 2 x 6 Univariate, two-way Analysis of Variance, fixed-effects procedure. Post-hoc multiple comparisons were made when suggested at the .05 level of statistical significance by the analysis. The Newman-Keuls procedure and t tests were used in making post-hoc comparisons. Analyses of effects were made when significant interaction effects were present.A summary of findings was organized relative each of the four hypotheses.Hypothesis IThere will be no difference between teacher perceptions of the instruction related leader behavior of Consideration of elementary principals from unit leaders.Teachers perceived the instruction related leader behavior of elementary principals and unit leaders as significantly different regarding the leader behavior of Consideration.Hypothesis IIThere will be no difference between teacher perception of the instruction related leader behavior of Initiating Structure of elementary principals from unit leaders.Teachers perceived the instruction related leader behavior of elementary principals and unit leaders as significantly different regarding the leader behavior of Initiating Structure.Hypothesis IIIThere will be no difference between perceptions of teachers from each particular Individually Guided Education school relative to the instruction related leader behavior of Consideration of elementary principals from unit leaders.Teachers from particular schools perceived the instruction related leader behavior of elementary principals and unit leaders as being different regarding the leader behavior of Consideration.development programs, both pre-service and in-service, have not adequately emphasized the need of building personal leader behavior patterns which reflect commitment to, and belief in, the component aspects of Consideration. Professional staff development programs, both pre-service and in-service have not adequately emphasized the need for building personal leader behavior patterns which reflect commitment to, and belief in, component aspects of Initiating Structure. School officials, responsible for the selection of elementary principals and/or unit leaders to serve in Individually Guided Education schools, should be particularly careful to select individuals with demonstrated effective leader behavior relative to Consideration and Initiating Structure factors.

Thesis (M Ed) -- University of South Australia, 1993

This study investigates patterns of dyadic interaction in the context of an advanced level ESL class, where the learners work in pairs on language focused tasks. It also considers reasons why different patterns of interaction form and the links between these patterns and second language development. (For complete abstract open document)

Thesis (D. Min.)--Ashland Theological Seminary, 1988. / Abstract. Bibliography: leaves 202-203.

Thesis (D. Min.)--Trinity Evangelical Divinity School, 1988. / Includes bibliographical references (leaves 304-317).

Thesis (Ph.D.)--Tufts University, 2004. / Adviser: Rebecca S. New. Submitted to the Dept. of Child Development. Includes bibliographical references (leaves 153-167). Access restricted to members of the Tufts University community. Also available via the World Wide Web;

Project (D. Min.)--Perkins School of Theology, Southern Methodist University, 1976. / Includes bibliographical references (leaves 149-151).

Project (D. Min.)--Perkins School of Theology, Southern Methodist University, 1977. / Includes bibliographical references (leaf 140).

Project (D. Min.)--Perkins School of Theology, Southern Methodist University, 1977. / Includes bibliographical references (leaves 101-102).

Thesis (Ph. D.)--University of Toronto, 2006. / Source: Dissertation Abstracts International, Volume: 67-07, Section: A, page: 2436. Includes bibliographical references (leaves 237-256).