Thesis (Ed.D.)--Teachers College, Columbia University. / Typescript. Sponsor: Willard S. Elsbree. Dissertation Committee: Phil Lange, Paul W. F. Witt. Type C project. Includes bibliographical references (leaves 228-234).

Thesis (Ed. D.)--Illinois State University, 1972. / Title from title page screen, viewed Sept. 28, 2004. Dissertation Committee: J.H. McGrath (chair), Charles W. Edwards, Elwood F. Egelston, E. Scott Blankenship, Francis B. Belshe. Includes bibliographical references (leaves 114-119) and abstract. Also available in print.

Thesis (MTech (Education))--Peninsula Technikon, 2005. / Word processed copy. Summary in English. Includes bibliographical references (leaves 102-110). Also available online.

Thesis (Ph.D.)--Syracuse University, 2008. / "Publication number: AAT 3333568."

Thesis (Ph. D.)--University of Wisconsin--Madison, 1973. / Typescript. Vita. Description based on print version record. Includes bibliographical references.

This work contributes to the history of the administration of the elementary education presented on the example of the Třeboň region in the period between 1774 and 1869. The study is focused on the development, organization, information exchange and operation of institutions of the school administration and competencies of its particular office workers. The introductory part presents the basic literature related to the topic and evaluates the level of research, as well as the complexity of the source basis. The first fundamental chapter introduces reformatory efforts of Maria Theresa and Joseph II in the field of education including a series of other legal amendments and liberal school laws from the years 1868 and 1869 which enabled a system of general schools to be established. As a part of this chapter the agenda of particular office workers of the school administration, their competencies, tasks and mutual relations are described. The attention is also brought to the school visitations. The second chapter describes the extension of the Třeboň school region and its particular parochial schools. The image of the lower education in the observed period is depicted by three chapters devoted to teachers, pupils and schools in the Třeboň region These chapters are devoted to required education of the teachers and detailed analysis of their salaries based on the school financial statements, introduce some significant personalities among local teachers but also social background of the pupils, taught subjects, questions of the patronage, language aspect, length of a school year and so on. The total summary is given in the conclusion.

xvii, 183 p. : ill. A print copy of this thesis is available through the UO Libraries. Search the library catalog for the location and call number. / The Telecommunications Act of 1996 was enacted to address unequal access to technology by K-12 schools and public libraries in the United States. The federal government has since spent over $21 billion in the E-Rate program. The purpose of the study was to document E-Rate expenditures and technology usage patterns and to investigate the effectiveness of the federal diffusion project in influencing technology behaviors in one rural school district in Oregon. Data collected on E-Rate reimbursements and the use of these funds were collected for the school district over a 10-year period. The amount of bandwidth utilization and the capability of individual school networks increased at each school each year over the 10-year period. The school district also found ways to meet the substantial paperwork requirements imposed by the federal agencies in charge of the program. At the end of 10 years, the school district addressed their long-term connectivity needs by installing and paying for their own district managed fiber network. The E-Rate program appeared to be successful in supporting diffusion of the technology innovations and was probably necessary for the school district to be able to utilize the Internet and the World Wide Web. Other factors may or may not have been as important as the E-Rate funds in diffusion of the innovations. Recommendations are made for future research. / Adviser: Diane Dunlap

This study had three main purposes. The first was to determine the perceptions of public school administrators toward desirability and toward feasibility of accountability items. The second was to determine the perceptions of public school teachers toward desirability and toward feasibility of accountability items. The third was to compare the perceptions of administrators with those of teachers and to indicate areas where they seemed to be in agreement or disagreement.

The problem of this study was to determine the criteria and procedures used by superintendents of selected public high schools districts in Texas in the selection of high school principals. This study had two main purposes : (1) to ascertain criteria and procedures that the superintendents of selected public school districts of Texas are using in the selection of high school principals, and (2) to make recommendations to improve the selecting of high school principals.

M.Ed. / The purpose of this research was to investigate the challenges facing the Development Support Grouping (DSG) in the implementation of the Integrated Quality Management System (IQMS). Based on this, the researcher sought to present guidelines to improve the process of educator evaluation. The Integrated Quality Management System is a national policy aimed at increasing productivity among educators. IQMS comprises three programmes namely: Development Appraisal (DA), Performance Measurement (PM) and Whole school Evaluation (WSE). The three programmes ought to complement each other and run concurrently. The role of the Development Support Groups (DSG) is of cardinal importance in the implementation of IQMS. Because of the tremendous challenges inherent in IQMS and the fact that the DSG are responsible for baseline and summative evaluation, it is necessary to ascertain the challenges that the DSG are likely to encounter whilst exercising their roles and responsibilities during the implementation of IQMS. The research concentrated on schools in the Vryheid District of KwaZulu- Natal. The quantitative research methodology was employed to elicit the perception of educators with regard to the implementation of IQMS in schools as well as the challenges facing the DSGS. The findings of the research were clustered according to the four sections of the questionnaire. Some of these findings were: • A large majority of educators in Vryheid District seem not to understand the purpose of IQMS. • A higher percentage of respondents do not believe that the training they receive had prepared them for implementing IQMS. • Most respondents do not strongly agree that WSE evaluates the effectiveness of school in terms of national goals. • A smaller percentage of respondents agreed that WSE provides feedback as a means of achieving continuous improvement. • Most educators believe that lesson observation is necessary for educator development. • The contribution of the DSG towards educator development is of a limited extent. • Educators do not have sufficient time to serve on DSG.