A number of technologies have been in use in the science classroom; however, their effects on teacher instruction and student achievement also remain under researched (Parks & Slykhuis, 2008). In addition, there is a need to study leadership styles with regard to teachers implementing the use of online resources as core instructional materials. Thus, the concern of this transition, as mandated by Texas Senate Bill 6, from using textbooks in the classroom to online instructional materials, will have a profound impact on teaching and learning in the classroom. This study looked at the types of concerns teachers exhibit when going through this transition as well as the perceived principal leadership styles that facilitate, support, or hinder these concerns. An ex post facto, non-experimental quantitative methodology was used to conduct the study. Two valid and reliable evaluation instruments were used to gather data including Hall and Hord’s (2006) Stages of Concern Questionnaire and Burn’s (1996) Multifactor Leadership Questionnaire. Both of these surveys were administered to the identified sample of Texas middle school science teachers using an online science curriculum program to teach the state science standards as the primary instructional resource. A regression model and analysis of variance (ANOVA) statistical model was employed to determine which specific stage of teacher concern, with regard to adoption, was significantly correlated to a principal leadership style or behavior. The findings suggest that while no significant correlation exists between a teacher’s specific stage of concern when focused on how the innovation influences one’s self or task of teaching, there is a significant correlation between perceived principal transformational leadership actions and the impact of the curriculum on team collaboration. In addition, a correlation was found between a teacher’s perceived transactional leadership style of his or her principal and the use of the online curriculum program’s effect with regard to student impact and adaptability concerns of the teacher. The outcome of the study provides a lens from which to view how different leadership styles of principals impact the way teachers relate, use, adapt, and implement new online curriculum systems as a primary resource to teach science in his or her classroom in Texas and how it directly effects student achievement. / text

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A basic assumption held by media specialists is that the media center is an educational agency which provides supportive services to the educational process by contributing to the academic success of students. It is further assumed that the availability and use of media will aid students in formal educational pursuits. The existances of a high media-student ratio, if it does contribute to students' academic success, should then be reflected in recorded grade-point averages. Using college grade-point averages as the measure of academic success, this study was designed to determine whether or not a high media-student ratio contributes markedly to the formal education of students.Media's contribution to education is an area of media service which availability is but one of the many facets. However, the availability of media is a prerequisite to utilization and was therefore established as a basic variable in the design of the study.Specifically the following five major research questions were posed:1) Do students matriculating from Indiana high schools with a high media-student ratio achieve higher grade-point averages than students matriculating from Indiana high schools with a low media-student ratio?2) Do students matriculating from Indiana high schools with a high media-student ratio more often express satisfaction from study than do students matriculating from Indiana high schools with a low media-student ratio?3) Do students matriculating from Indiana high schools with a high media-student ratio more often express interest in assuming responsibility for their own learning than do students matriculating from Indiana high schools with a low media-student ratio?4) Do students matriculating from Indiana high schools with a high media-student ratio more often express the opinion that the library media program improved their ability to solve academic problems than do those students matriculating from Indiana high schools with a low media-student ratio?5) Do students matriculating from Indiana high schools with a high media-student ratio more often express the opinion that the library media program improved their ability to understand different views and philosophies than do those students matriculating from Indiana high schools with a low media-student ratio?The first research question was tested by means of analysis of covariance using the SAT Mathematics and English scores as the covariate and the grade-point-averages as the criteria.The last four research questions were answered from data gathered by means of a questionnaire which sought the opinions and values of students concerning the media programs which were available in the high schools from which they graduated.The questionnaire was sent to a sample of 200 students representing 20 Indiana secondary schools. Ten of the schools had a high media-student ratio and ten had a low media-student ratio. The schools were identified by means of the "Individual School Evaluation and Report-Instructional Materials Program." Access to this material was granted by the office of Superintendent of Public Instruction, Indianapolis, Indiana.The comparison of the high media-student ratio group and the low media-student ratio group did not indicate any marked differences in the academic records when the criteria of accumulated average grade-point was applied as a measure of success.The results of the last four research questions, upon which the questionnaire was based did not show any marked differences in opinions and values as stated by the students with a high media-student ratio when compared with the responses from the low-media-student ratio group.In this study the availability of a high media-student ratio group did not appear to reflect any marked differences in the academic successes of the high media-student group in comparison to the low media-student group which constituted the population sample utilized in the study.

Thesis (Ed.D.)--Georgia Southern University, 2007. / "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 Judith L. Repman. ETD. Electronic version approved: May 2007. Includes bibliographical references (p. 233-248) and appendices.

Research paper (M.A.) -- Cardinal Stritch College -- Milwaukee, 1969. / A research paper submitted in partial fulfillment of the requirements for the degree of Master of Arts in Education (Reading Specialist). Includes bibliographical references (30-33).

Thesis (Ed. D.)--University of Missouri--St. Louis, 1995. / "UMI number: 9536432." eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 59-62).

Thesis (Ph. D.)--University of Iowa, 1991. / eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 113-115).

Thesis (Ph. D.)--Illinois State University, 1985. / Title from title page screen, viewed June 29, 2005. Dissertation Committee: John McCarthy (chair), John Brickell, Timothy Duffy, Kenneth Strand, Clayton Thomas. Includes bibliographical references (leaves 118-123) and abstract. Also available in print.

Thesis (Ed. D.)--University of the Pacific, 1991. / eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

Thesis (Ph. D.)--Michigan State University, 1972. / Includes bibliographical references (leaves 126-138).