Thesis (M.A.)--Wheaton College Graduate School, 2005. / Abstract. Includes bibliographical references (leaves 67-68).

Thesis (Ed. D.)--Virginia Polytechnic Institute and State University, 1994. / Vita. Abstract. Includes bibliographical references (leaves 212-216). Also available via the Internet.

Dissertation (Ed.D.)--Boston University, 1970. / The purpose of this study was to determine whether or not semantic flexibility as a language characteristic of teachers in training could be used as a predictor of the teacher's ability to receive and transmit information. The Guilford Word Association Test, designed by J. P. Guilford to measure convergent and divergent thinking, was selected as the instrument for measuring semantic flexibility and was administered to 201 students enrolled in the block methods course at Boston University. The students were all juniors, scheduled to student teach the following semester. The Guilford Word Association Test was also administered to 154 sixth grade children enrolled in the Boston Public Schools in the South End and Roxbury and to 182 sixth grade children enrolled in the Newton Public Schools. The two groups of children were designated as the urban and suburban samples, respectively. From the populations tested four high Guilford teachers and four low Guilford teachers were selected. From each of the urban and suburban classes four high Guilford and four low Guilford children were selected. Each teacher had eight pupils assigned to her and for the purposes of data analysis, the children were categorized first as high and low Guilford scorers and then as urban or suburban children. In total there were eight teachers and sixty-four children in this experiment. [truncated]

The purpose of this study was to examine principal evaluation as conducted in the public school divisions of the Commonwealth of Virginia. Specifically, the study (1) described principal evaluation policies and procedures currently in place in the school divisions, (2) compared those policies and procedures with "state of the art" ” recommendations in literature, and (3) made recommendations that should prove helpful in the development of principal· evaluation policies and procedures for school divisions. Data for the study were collected from the school divisions of Virginia in two ways. A questionnaire was sent to the chief personnel officer in each division and written policy and procedures were collected from each division. The findings indicated there is a need for updating principal evaluation policy and procedures in many of the public school divisions in the Commonwealth of Virginia. Recent revisions in principal evaluation policy and procedures reported by some of the public school divisions do not evaluate effective leadership. However, it is not necessary for the Virginia Department of Education to develop a principal evaluation prototype since there are a number of excellent principal evaluation programs presently in existence in the school divisions. / Ph. D.

No description available.

Thesis (Ed.M.)--Boston University

Thesis (M.A.)--Ohio State University, 1953. / Includes bibliographical references (leaves 70-71). Available online via OhioLINK's ETD Center.

Thesis (M.R.E.)--Conservative Baptist Theological Seminary, 1956. / Includes bibliographical references (leaves [93]-97).

Inaug.-diss.--Hamburg. / "I have already worked up ... chapters [on moral training, personal qualities of teachers, nationalisation of these schools, etc., etc.] ... and intend to publish them, together with the contents of this thesis, in one volume, in England at some later date."--Introd., p.1. Lebenslauf. "Bibliography": p. [xv]-xxiv.

No description available.