The purpose of this study was to examine teachers' perceptions of middle school principals' leadership practices. The researcher specifically examined whether teachers hired under the current principal perceived the principal's leadership practices differently than teachers who were already at the school when the principal was hired. Kouzes and Posner's Leadership Practices Inventory On-line was used to determine whether there was a difference between group perceptions.Thirty-eight principals who were members of the Indiana Middle Level Education Association participated in the study (41 % of principal members). Survey data was collected using the LPI-Online. Principals responded to the 30 item LPI-Online Self. Teachers responded to the LPI-Online Observer. Principals distinguished teachers hired from teachers who were already at the institution when the principal was hired.A statistically significant difference (p < .05) was found between the perceptions of the hired and inherited groups on three of the five leadership practices: Challenging the process, enabling others to act and encouraging the heart. There was no statistically significant difference in principal and hired teachers' perceptions, or between principal and inherited teachers on subscales inspiring a shared vision and modeling the way.Based on the findings from this study, the researcher suggested there are important dynamics involved in the changing of team members, especially the principal during times of school change initiatives. Based on the findings from this study the researcher concluded principals and hired teachers tend to exhibit a more positive interpersonal relationship than the principal and inherited teachers. / Department of Educational Leadership

The research study regarding learning strategies of nursing students incorporated a descriptive correlational action research design. This study examined the differences between associate and baccalaureate degree nursing students regarding each of the learning strategies of metacognition, metamotivation, metamemory, critical thinking, and resource management.Data were collected from 34 associate degree and 19 baccalaureate degree nursing students on a regional campus of a large Midwestern University in the United States. The demographic variables of age, gender, previous college degree, health care experience, other work experience, marital status, type of residence, location of residence, and grade point average were gathered. The demographic data of GPA and age were correlated with the learning strategies of metacognition, metamotivation, metamemory, critical thinking, and resource management as measured by the SKILLS (Self-Knowledge Inventory of Lifelong Learning Strategies) instrument modified with nursing contexts. Finally, an analysis of variance was used among the learning strategies and among the associate and baccalaureate degree student nurses' utilization of the learning strategies.Findings demonstrated that the associate degree students used metamotivation learning strategies more than the baccalaureate degree students did. Those pursuing an associate degree in nursing used the metacognition strategy more than they used either resource management or critical thinking. Finally, baccalaureate degree students used metacognition more than metamotivation, critical thinking, or resource management and memory more than they used the motivation learning strategy.Conclusions regarding less metamotivation of the baccalaureate students versus associate degree students' supported the literature equating intrinsic values with motivation. Another conclusion might be that associate degree students were pursuing a nursing degree to solve an acute problem in their life. The finding that metacognition was used more than the other strategies by the participants supports previous literature regarding the central role metacognition plays in education.Recommendations based on the findings included media campaigns and K- 12 programs addressing altruistic values. Other recommendations included methods that could be utilized by nursing instructors to promote each of the learning strategies. Recommendations for further research included the use of larger samples, longitudinal studies, and a comprehensive qualitative component. / Department of Educational Leadership

The purpose of this study was to analyze the comprehensive continuing education programs and services for women at the following Midwestern Universities: the University of Michigan, the University of Minnesota, Oakland University, and the University of Wisconsin. The analysis sought to answer pertinent questions concerning (1) establishment of the programs, (2) objectives, (3) evolution of the programs, (4) academic offerings, (5) services provided, (6) clients served, (7) organization of the programs, (8) administration of the programs, (9) staff for the programs, (10) financial support, (11) facilities, and (12) future outlook for the programs. The study identified strengths of the programs in the areas of curriculum, research, staffing, administration, and services. Problems which have been encountered in the programs were identified and categorized in the areas of financial, administrative, and academic problems. It was also the purpose of the study to determine the persons and events most influential in fostering and hampering the continuing education of women in the programs. Further, it was the purpose of the study to propose a recommended plan for a continuing education program for women at the college level from the findings of the study and the professional literature. The first step in conducting the study was a thorough review of the literature. Descriptive research methods were utilized. On-campus visitations were made and program directors were interviewed. A questionnaire was formulated to provide data relative to strengths of the programs and problems which have been encountered. Based upon the findings of the study, the following conclusions were reached: 1. Conditions essential to the success of a counseling and guidance program for women include warm support from faculty and administration; confidence on the part of students; flexibility in the educational program; and high quality persons who are able to win faculty, administration, and student support. 2. One of the most important steps that can be taken by colleges and universities to support continuing education for women is to be committed to the concept. 3. One of the least expensive steps a college or university can take is to examine its own procedures, including degree requirements, class schedules, tuition and fee structures, course prerequisites, and the like, with the needs of the part-time student in mind. 4. All possible educational devices should be utilized to reach beyond the institution. 5. A course in the undergraduate curriculum pointing out to women the problems of re-entering a career after dropping out would be of value. 6. Colleges and universities should help gain society's acceptance of the part-time employment and education of women with family responsibilities whose skills are needed by our Country. 7. More information is needed through research about the career choices and patterns of women's lives who continue their education. 8. Institutions which have special programs for the continuing education of women should be evaluated, along with their patterns and participants, and the information should be made available. 9. Faculty members should be encouraged to keep careful records of majors and their subsequent activities. 10. Graduate and professional schools should move to accommodate the part-time woman student in their programs. 11. Colleges and universities should create additional high-quality home study materials for women during the homemaking years. 12. New channels and devices need to be developed to disseminate information about the need for the continuing education of women and about programs of continuing education. 13. Urban, area, state or regional centers should be established to coordinate the facilities of colleges and universities, museums, and educational television stations for use in continuing education programs. 14. There should be a review in the present regulation in the acceptance and transfer of credits from one institution to another. 15. The possibilities for independent study, reading, and research should be increased, along with opportunities for students to qualify for credits by examination. 16. Requirements should be liberalized for advance standing in programs of study by methods other than credit through examination.

The goal with this work is to study the settlement during the Middle Neolithic B. Looking at the settlement pattern of the Battle Axe C culture (BAC) in Scania we might be able to get a picture of how the social structure of the BAC looked like and how it differed from' earlier and later culture groups.. What can a change in settlement tell archaeologists today about this and what problems do archeologist have to take into consideration.

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." Education Administration, under the direction of Barbara J. Mallory. ETD. Electronic version approved: December 2007. Includes bibliographical references (p. 195-203) and appendices.

Thesis PlanB (M.S.)--University of Wisconsin--Stout, 2007. / Includes bibliographical references.

Thesis (Ed. D.)--University of Washington, 1997. / Vita. Includes bibliographical references (153-164 leaves).

Thesis (Ed.D.) -- University of Montana, 2009. / Title from author supplied metadata. Description based on contents viewed on June 11, 2009. ETD number: etd-03262009-143435. Author supplied keywords: at-risk behavior ; criterion referenced ; grade configuration ; intermediate school ; K-8 ; middle school. Includes bibliographical references.

Thesis (Ph.D.)--Xianggang Zhong wen da xue, 2007. / Adviser: Rance P.L. Lee. Includes bibliographical references.

Thesis (Ph. D.)--Columbia University, 1936. / Published also without thesis note. "Books used in this study": p. 199-207.