Thesis (Ph.D.)--University of Nebraska-Lincoln, 2006. / Title from title screen (site viewed on Nov. 22, 2006). PDF text: x, 83 p. : ill. ; 0.35Mb. UMI publication number: AAT 3215321. Includes bibliographical references. Also available in microfilm and microfiche format.

Thesis (M.S.)--University of Delaware, 2005. / Principal faculty advisor: John Mackenzie, Dept. of Food & Resource Economics. Includes bibliographical references.

This study addressed the perceptions of Texas middle school principals about the middle school concept in Texas middle schools and the effect of selected variables on the implementation of the concept. In addition the study sought to determine whether Texas middle school principals' perceptions of implementation were comparable to the perceptions of national middle school principals and if relationships existed between Texas principals' perceptions and school district size. A questionnaire was developed to survey Texas middle school principals' perceptions concerning the desirability, the implementation of the concept of the middle school, and the effects which four variables had on concept implementation: (1) return to the semester plan, (2) Texas Assessment of Basic Skills requirement, (3) back-to-basics movement, and (4) lack of middle school certification. School districts were categorized according to size for surveying purposes. Data were computer processed to calculate frequencies, percentages, means, t test, and one-way analysis of variance.

The purpose of this study was to determine what leadership responsibilities principals of successful middle level schools in Texas perceived as most essential to student achievement. The study was also intended to reveal how closely these principals? leadership responsibilities align with the literature. The Texas Academic Excellence Indicator System (AEIS) data were analyzed from 2005 to 2008. From this data, middle school campuses with 500 or more students, a free and reduced lunch rate greater than 50%, and AEIS ratings of ?exemplary? three of four years were identified. Thirty-nine campuses met the criteria and 15 of the principals agreed to serve as the expert panel. Using a modified Delphi technique, panelists completed a 26-item questionnaire and an open-ended comments section. This comprised Round One of the study. Data were analyzed for mean, median, standard deviation, and inter-quartile range (IQR). Unique questionnaires were developed based on panelist responses from Round One. Panelists were to review their responses to questions falling outside of the IQR and were able to change or maintain their responses after reviewing the data. Panelists repeated this procedure reviewing all questions with responses outside the IQR for Round Three. The major findings of this study revealed many of the critical leadership responsibilities are supervisory and not instructional. The five leadership responsibilities (ties are denoted) perceived by panelists as most critical to student achievement were: (1) ethical behavior, (t2) collaborative processes, (t2) visibility, (t3) collective vision, (t3) high expectations, (t3) instructional supervision, (4) professional development, and (5) intellectual stimulation. Through all three rounds, ethical behavior was identified as the most critical leadership responsibility. The findings of this study may potentially impact hiring practices of middle level campus leaders as well as their certification programs and professional learning opportunities. It is recommended principal preparation programs require an ethics course, and school districts provide annual ethics training for leadership teams. Additional professional learning should include team and collaboration building. Finally, based on the literature, it was recommended a principal certification specifically for middle level leaders be offered and/or middle level course work be included in the principal certification program.

Thesis (Ph. D.)--Lehigh University, 2001. / Includes vita. Includes bibliographical references (leaves 203-211).

Thesis (Ph. D.)--Georgia State University, 2008. / Title from file title page. John Holman, committee chair; Josh Russell, Sheri Joseph, committee members. Description based on contents viewed Aug. 4, 2009. Includes bibliographical references (p. 295).

Thesis (Ed. D.)--University of Texas at Austin, 2004. / Supervisor: Martha N. Ovando. Vita. Includes bibliographical references. Also available from UMI.

Thesis (Ed. D.)--University of Missouri-Columbia, 2008. / The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on June 2, 2009) Vita. Includes bibliographical references.

Thesis (Ed. D.)--University of Missouri-Columbia, 2004. / Typescript. Vita. Includes bibliographical references (leaves 87-97). Also available on the Internet.

Thesis (Ph. D.)--University of Wisconsin--Madison, 1973. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.