Thesis (M.S.)--Northern Michigan University, 2007. / Bibliography: leaves 30-33.

Thesis--PlanB (M.S.)--University of Wisconsin--Stout, 2002. / Includes bibliographical references.

Using Baldwin, Coney, Fardig, and Thomas' (1993) School Effectiveness Questionnaires, this descriptive study compared parents' and teachers' perceptions of the effectiveness of four-year-round elementary schools in two urban school districts. The sample included 93 parents and 100 teachers. Correlates of effective schools included (a) effective instructional leadership, (b) clear and focused mission, (c) safe and orderly environment,(d) positive climate and high expectations, (e) frequent assessment/ monitoring of student achievement, (f) maximum opportunities for learning, and (g) parent/community involvement. Both parents and teachers had favorable perceptions of the effectiveness of year-round schools. Teachers rated the effectiveness of year-round schools higher than parents. Older teachers and parents rated the effectiveness of year-round schools higher

No description available.

Thesis (Ph. D.)--Illinois State University, 2005. / Title from title page screen, viewed on April 13, 2007. Dissertation Committee: Elizabeth Lugg (chair), Dianne Gardner, Joseph Pacha, John Rugutt. Includes bibliographical references (leaves 151-156) and abstract. Also available in print.

Thesis (Ed.D.)--Georgia Southern University, 2008. / "A dissertation submitted to the Graduate Faculty of Georgia Southern University in partial fulfillment of the requirements for the degree Doctor of Education." Under the direction of Walter S. Polka. ETD. Electronic version approved: May 2008. Includes bibliographical references (p. 105-114) and appendices.

Thesis (Specialist in School Psychology)--Eastern Illinois University, 2007. / Includes bibliographical references (leaves 27-30).

No description available.

The purpose of this study was to examine multi-track Year-Round Education (YRE) elementary school principals' perceptions of the effects of YRE on their instructional leadership activities. A review of the related literature revealed that principals perceived that multi-track YRE has increased their management activities. A questionnaire was developed and sent to a selected sample of 105 principals who served at multi-track (60-20 calendar) YRE elementary schools with grade level configurations of K-5 and K-6. In addition. the principals selected for this study had prior experience as principal s of traditional calendar schools and were assigned full-time administrative assistance (e.g., vice-principal. assistant principal, or equivalent). Ten of 64 principals who returned completed questionnaires were interviewed.

Using a case study approach, this investigation focused on the decision-making processes and leadership of a school district superintendent as he initiated and implemented the school restructuring effort of year-round education. The study was conducted during 1 school year period but was enhanced through a 3 year follow-up report. The research questions focused on the superintendent's decision-making processes and the impact that groups had on those processes. Questions also emerged during the data collection phase of the study about the superintendent's change-facilitation leadership behaviors. A Texas school superintendent committed to the implementation of year-round education was selected as the subject of this study. Data were collected for 1 school year by the participant observer who served as an unpaid intern to the superintendent. Data included field notes recorded during the day-to-day operations and interactions of the district, meetings which the superintendent attended, newspaper articles, district memoranda and documents, observation, and interviews. Field notes and interviews were triangulated with document analysis to identify patterns in the data and to identify the factors influencing the decision-making processes and the leadership behaviors of the superintendent.