Graduation date: 1997

Thesis (Ed. D.)--Illinois State University, 2005. / Title from title page screen, viewed April 12, 2007. Dissertation Committee: Linda Lyman (chair), Wendy Troxel, Joe Pacha, Sally Weber. Includes bibliographical references (leaves 122-131) and abstract. Also available in print.

Thesis (Ed.D.)--Baylor University, 2005. / Includes bibliographical references (p. 173-180).

Thesis (Ed. D.)--Illinois State University, 2006. / Title from title page screen, viewed on April 22, 2007. Dissertation Committee: Dent M. Rhodes, William J.F. Hunter (co-chairs), Thomas P. Crumpler. Includes bibliographical references (leaves 251-256) and abstract. Also available in print.

Thesis (M.A.) -- Central Connecticut State University, 2007. / Thesis advisor: David Harackiewicz "... in partial fulfillment of the requirements for the degree of Master of Science in PHysical Education and Human Performance" Includes bibliographical references (leaves 30-32). Also available via the World Wide Web.

Thesis (Ed. D.)--Graduate School of Education, Oral Roberts University, 2006. / Includes abstract and vita. Includes bibliographical references (leaves 149-157).

Thesis (M. Ed. (Educational Management) -- University of Pretoria. / Includes bibliographical references (leaves 103-108)

Thesis (M. A.)--University of Hong Kong, 2006. / Title proper from title frame. Also available in printed format.

Thesis (Ph. D.)--University of Washington, 2006. / Vita. Includes bibliographical references (leaves 200-209).

The purpose of the study was to compare the school climate in three secondary schools whose personnel had gone through a formalized group planning process with the school climate in three secondary schools whose personnel had not participated in a formalized group planning process. The certificated staffs of the three secondary schools which had completed the formalized group planning process were identified as the intervention group. The certificated staffs of the three secondary schools which had not participated in the formalized group planning process were identified as the control group. The intervention group and control group were chosen on the basis of similar student populations.The certificated staffs of the six schools responded to the abridged Discipline Context Inventory. Data from the instrument provided an overall school climate score as well as scores for eight subfactors within school climate.Nine null hypotheses were formulated. The null hypothesis regarding overall school climate was tested using the Hotelling T2 statistic. Eight null hypotheses relating to each of the subfactors of the instrument were tested using a t-test statistic. All tests used the .05 level of significance. The null hypothesis for the overall school climate was rejected. There was a significant difference in overall school climate between the two groups. The control group had the higher overall school climate score. No significant difference existed between the two groups on five subfactors: problem-solving and decision-making; distribution of authority and status; student belongingness; curriculum and instructional practices; dealing with personal problems. The hypotheses for three subfactors were rejected. The control group scored significantly higher in the subfactor developing and implementing rules. The intervention group scored significantly higher in the subfactors relationships with parents and other community members and physical environment.