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You are viewing titles for DOWLING COLLEGE in the Educational administration available through the UMI Dissertations & Thesis Gradwoorks site
 
Third and fourth grade teacher practices in cognitive and emotional/social development, their students' opportunities for emotional/social development, and academic self-concept moderated by students' mothers' level of education and time reading at home
 Community college vice presidents for institutional advancement: Role expectations, fundraising responsibilities, professional relationships, and commitment to the institution
 
The relationship between school leaders' perceptions of High Involvement Model characteristics in their organizations and their attitudes towards the use of the Change Toolkit to facilitate organizational change
 New York State superintendents and board presidents attitudes on superintendent responsibilities in high-achieving and low-achieving school districts
 
The attitudes of middle school principals towards annual testing, highly qualified teachers, teacher evaluation processes, criterion for high quality teaching, and their role as instructional leaders
 The supportive and directive behaviors of principals, the intimate, collegial, and disengaged behaviors of teachers, teachers' trust in the principal, job satisfaction, and student academic progress
 
New York State school board president, school district superintendent, and school business official expected characteristics for school business official candidates
 Branch campus leaders description of the main campus administrative, departmental and faculty attitudes toward the branch organization, and their level of job satisfaction and organizational commitment
 
The relationship among family involvement, mentoring programs, and student social interaction in a suburban middle school
 Elementary teacher assessments of principal servant leadership, their experience with team learning and student academic achievement
 
Teacher descriptions of school climate and its relationship to school suspensions and violent and disruptive incidents
 Practices, scalability, and due process of Response to Intervention implementation utilized by selected effective practice mentor schools validated by New York State Education Department that attribute to high, average, and low student growth
 
Latino immigrant student attitudes of their high school experiences in Long Island, New York schools
 The Gesell Developmental Observation: Eight case studies in identifying special needs
 
Emotional intelligence and school climate: A study to compare middle school teacher descriptions of principal emotional intelligence and school climate in low and high need schools that have demonstrated low and high growth in student achievement
 African American students' and African American professors' perceptions of campus climate at a predominantly White university in the New England region of the United States
 
Teacher and principal perceptions of how principal transformational and instructional leadership behaviors relate to student achievement
 Teacher union official and central office administrator descriptions of the level of difficulty and importance for negotiating selected elements of Annual Professional Performance Review (APPR) into teacher collective bargaining agreements
 
Female college presidents: Characteristics to become and remain chief executive officer of a college
 A comparison of male and female assistant superintendents and their descriptions of internal barriers, external barriers, motivators, stressors, and discriminatory acts they anticipate encountering on the route to the superintendency