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School readiness is a prominent issue in early childhood education as adults strive to prepare young children for school. The desirability of school readiness lies within the notion that if children enter kindergarten prepared, then they will be successful throughout their schooling. However, school readiness is a complex concept. It is perceived differently by parents, teachers, policy makers, and researchers. Nationally, children are the only stakeholders whose voices are ignored in the discussions of school readiness. Based on three frameworks, that children are active agents in their experiences, that children have the right to be heard, and that children should not be silenced by traditional research practices, this dissertation proposed that children could participate in research to express their views about being ready for school. Since the central argument for school readiness is that children who enter school prepared will be successful later in school, it was imperative to determine how children’s views on school readiness were linked to later school-related outcomes. Therefore, this dissertation also sought children’s perceptions of their adjustment to school (i.e. their attitudes toward school). In a two-part study, 36 kindergartners from Southern Arizona participated in interviews, activities, and a survey to discuss their perceptions of being ready for school in the beginning of kindergarten and their attitudes toward school at the end of kindergarten. Participants consistently revealed that they needed to create positive peer relationships and that they needed to comply with institutional demands (rules, routines, and tasks) in order to be ready for and succeed in school. In addition, participants revealed three influential factors that affected their attitudes toward school: types of activities (academic versus extracurricular), play, and peer relationships. Participants who didn't like academic activities, who didn’t view school as a place for play, and who had fewer peer relationships struggled with adjusting to school and reported low school liking. Finally, a qualitative analysis was conducted to investigate trends that emerged between kindergarteners' perceptions of school readiness at the beginning of the year and their attitudes toward school at the end of the school year. School readiness perceptions that were centered on the rules, routines, and tasks (work) of school were related to less positive attitudes toward school and perceptions centered on knowledge/skills (learning) and prosocial behaviors were related to more positive attitudes toward school. These patterns suggest that students will enjoy school if they perceive school to be intellectually and socially empowering rather than institutionally limiting. These findings confirm that young children have unique insights of school readiness and what they need to succeed in school. Additionally, their early perceptions of school readiness are related to their later attitudes toward school suggesting that these views should be given due weight. In order for these views to be given due weight, adults should consider how to incorporate children's perspectives regarding school readiness into educational practices and policies. Children's perspectives provide insight into the experiences and challenges of being a new student. Only by listening to children can adults identify how to support and prepare children for success in school.

M.Ed. / Realization of the aims of the school requires, inter alia, meaningful and purposeful co-operation between the members of the top management of the school. Purposeful cooperation between these members implies the establishment of relationships that will realize and facilitate mutual consultation, sharing of responsibilities and effective management ...

"The writer has attempted to emphasize the point that the principal should be the key leader in developing a curriculum for the school that will meet the needs of all the children and the entire community which it serves. The writer selected this subject for research and study because it is his desire to become a school principal, and he would like to know the duties of the principal in developing a desirable instructional program. It is also a contribution toward consolidating information and facts which apply to the role of the principal in developing such a program. The material for this paper was obtained from a study of professional and related literature and from talks with leaders in education"--Introduction. / Typescript. / "February, 1950." / "Submitted to the Graduate Council of Florida State University in partial fulfillment of the requirements for the degree of Master of Science under Plan II." / Advisor: Mode L. Stone, Professor Directing Paper. / Includes bibliographical references (leaves 35-37).

Thesis (Ph. D.)--University of Idaho, 2006. / Abstract. "May, 2006." Includes bibliographical references (leaves 118-122). Also available online in PDF format.

Thesis (Ph. D.)--Ohio State University, 1981. / Includes bibliographical references (leaves 125-128). Available online via OhioLINK's ETD Center.

Thesis (Ed. D.)--Lehigh University, 2000. / Includes vita. Includes bibliographical references (leaves 111-117).

Thesis (Ph. D.)--University of Texas at Austin, 2000. / Vita. Includes bibliographical references (leaves 222-238). Available also in a digital version from Dissertation Abstracts.

Thesis (Ed.D.)--University of Nebraska-Lincoln, 2009. / Title from title screen (site viewed February 25, 2010). PDF text: ix, 157 p. : col. ill. ; 2 Mb. UMI publication number: AAT 3379029. Includes bibliographical references. Also available in microfilm and microfiche formats.

Thesis--Boston University School of Education. / Vita. Photocopy of typescript. Ann Arbor, Mich.: University Microfilms International, 1977.--21 cm. On spine: The nurse's role in school health programs. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 162-172).