"The writer has attempted to emphasize the point that the principal should be the key leader in developing a curriculum for the school that will meet the needs of all the children and the entire community which it serves. The writer selected this subject for research and study because it is his desire to become a school principal, and he would like to know the duties of the principal in developing a desirable instructional program. It is also a contribution toward consolidating information and facts which apply to the role of the principal in developing such a program. The material for this paper was obtained from a study of professional and related literature and from talks with leaders in education"--Introduction. / Typescript. / "February, 1950." / "Submitted to the Graduate Council of Florida State University in partial fulfillment of the requirements for the degree of Master of Science under Plan II." / Advisor: Mode L. Stone, Professor Directing Paper. / Includes bibliographical references (leaves 35-37).

Thesis (Ed.M.)--Boston University

Digitized by Kansas Correctional Industries

Thesis (Ed.D.)--Boston University

Digitized by Kansas Correctional Industries

This narrative autoethnography tells the story of a small rural community over a ten year period through the ethnographic eye. It is told within the context of a primary rural school and the community that supports it. It reflects the aspirations, the pain and the dreams of the community. Within the telling of stories, lies the question of what a leader needs to ‘be’ for the people (the concept of educational leadership). This ‘being’ for the people should certainly be part of the body of thought on educational leadership. The literature review examines concepts of educational leadership pertaining to aspects or issues of change, community, teaching and learning and the inner life of the Principal. These issues are explored within the framework of the school and its community. Combining literary and ethnographic techniques allows the creation of a story that intends to devise a concept of educational leadership created by and authentic to the community to which the leadership belongs. This narrative autoethnography provides the vehicle for the researcher to explore Principal / Leadership. It connects modern day educational theory to an understanding of lived experiences – the stories lived by the people in the research. A multi-perspective approach is applied to provide analytical interpretation and reflection of the lived experience documented. The findings of this research study suggest that Principals need to reflect on the lived experiences of the communities they are within in order to understand the path of leadership. The research strongly recognizes that the formation of meaningful, ethical relationships is a vital foundation for authentic leading in an education world that is constantly changing.

Thesis (Ph. D.)--University of Idaho, 2006. / Abstract. "May, 2006." Includes bibliographical references (leaves 118-122). Also available online in PDF format.

Thesis (Ed. D.)--Lehigh University, 2000. / Includes vita. Includes bibliographical references (leaves 72-86).

Thesis (M. Ed.)--University of Hong Kong, 2001. / Includes bibliographical references (leaves 145-153).

Thesis (M. Ed.)--University of Hong Kong, 2001. / Includes bibliographical references.