Thesis (M.C.S.)--Regent College, Vancouver, BC, 1993. / Abstract. Includes bibliographical references (leaves 141-147).

Thesis (Ph.D.)--Kent State University, 2007. / Title from PDF t.p. (viewed June 20, 2007). Advisor: James G Henderson. Keywords: preservice secondary English/language arts teachers, early field placements, urban field placements, teacher preparatory curriculum, hermeneutic phenomenology. Includes survey instrument. Includes bibliographical references (p. 209-220).

Thesis (Ph. D.)--Michigan State University. Dept. of Educational Administration, 2008. / Title from PDF t.p. (viewed xxx). Includes bibliographical references (p. 235-247). Also issued in print.

Thesis (Ed. D.)--Illinois State University, 1982. / Title from title page screen, viewed April 8, 2005. Dissertation Committee: David Franklin, Ronald Halinski (co-chairs), G. Alan Hickrod, Paul Baker, Dale Jackson. Includes bibliographical references (leaves 147-150) and abstract. Also available in print.

Thesis (Ed. D.)--Illinois State University, 1976. / Title from title page screen, viewed Nov. 22, 2004. Dissertation Committee: J.H. McGrath (chair), Elwood Egelston, Eugene Fitzpatrick, Raymond Schmitt, Dean Hage. Includes bibliographical references (leaves 119-128) and abstract. Also available in print.

Thesis (Ph. D.)--University of Washington, 2002. / Vita. Includes bibliographical references (leaves 194-206).

Thesis (Ed. D.)--University of Missouri-Columbia, 2002. / Typescript. Vita. Includes bibliographical references (leaves 134-144). Also available on the Internet.

Thesis (Ed. D.)--University of Missouri-Columbia, 2002. / Typescript. Vita. Includes bibliographical references (leaves 134-144). Also available on the Internet.

Thesis (Ph. D.)--University of Texas at Austin, 1999. / Vita. Includes bibliographical references (leaves 159-175). Available also in a digital version from Dissertation Abstracts.

abstract: ABSTRACT Current federal and state education mandates were developed to make schools accountable for student performance with the rationale that schools, teachers, and students will improve through the administration of high-stakes tests. Public schools are mandated to adhere to three accountability systems: national, state, and local. Additional elements include the recent implementation of the Common Core standards and newly devised state accountability systems that are granted through waivers as an alternative to the accountability mandates in the No Child Left Behind Act NCLB of 2001. Teachers' voices have been noticeably absent from the accountability debates, but as studies show, as primary recipients of accountability sanctions, many teachers withdraw, "burn out," or leave the profession altogether. The present study is based on the premise that teachers are vital to student achievement, and that their perspectives and understandings are therefore a resource for educational reform especially in light of the accountability mandates under NCLB. With that premise as a starting point, this dissertation examines practicing urban teachers' experiences of accountability in culturally and linguistically diverse schools. To fulfill these goals, this qualitative study used individual and focus group interviews and observations with veteran elementary school teachers in an urban Southwestern public school district, to ascertain practices they perceive to be effective. The study's significance lies in informing stakeholders, researchers, and policymakers of practicing teachers' input on accountability mandates in diverse urban schools. / Dissertation/Thesis / Ed.D. Educational Administration and Supervision 2013