Thesis (Ph. D.)--Illinois State University, 1987. / Title from title page screen, viewed August 9, 2005. Dissertation Committee: Mary Ann Lynn, Kenneth H. Strand (co-chairs), Ronald L. Laymon, Clayton F.Thomas, William F. Stimeling. Includes bibliographical references (leaves 64-67) and abstract. Also available in print.

p. 1-239 / Submitted by Santiago Fabio (fabio.ssantiago@hotmail.com) on 2013-03-21T19:54:04Z No. of bitstreams: 1 111ss.pdf: 1818988 bytes, checksum: b61445ce212ca02e7e1bb6c48dd242da (MD5) / Approved for entry into archive by Rodrigo Meirelles(rodrigomei@ufba.br) on 2013-03-23T14:12:15Z (GMT) No. of bitstreams: 1 111ss.pdf: 1818988 bytes, checksum: b61445ce212ca02e7e1bb6c48dd242da (MD5) / Made available in DSpace on 2013-03-23T14:12:15Z (GMT). No. of bitstreams: 1 111ss.pdf: 1818988 bytes, checksum: b61445ce212ca02e7e1bb6c48dd242da (MD5) Previous issue date: 2004 / Esta pesquisa teve por objetivo conhecer a trajetória da Escola de Administração da UFBA cuja investigação foi direcionada para saber ‘Quais os fatores internos e externos que contribuíram para a Escola de Administração da Universidade Federal da Bahia se tornar um Centro de Referência Nacional”. Constitui-se no estudo de caso, levando aproximadamente 2 anos para a sua conclusão. Conhecer o ‘interior’ dessa Unidade de Ensino foi gratificante, haja vista, a sua localização geográfica, a região Nordeste, a posição que ela se encontra em relação as outras instituições federais de ensino superior (IFES) do país, pela sua diversidade cultural e a informalidade na sua estrutura organizacional. Esta pesquisa aborda as várias facetas da EAUFBA a exemplo das atividades de extensão, pós-graduação, com seus diversos núcleos de pesquisa, os cursos de graduação em administração e Secretariado Executivo. / Salvador

<p> The following research study answered the following question: &ldquo;What is the experience of high school counselors implementing an ASCA-based school counseling program?&rdquo; School counselor experiences of the process were largely absent in the current and previous literature, as well as the profession&rsquo;s representation in qualitative research. To fully understand the results and experiences they had, an education change theory was incorporated that not only benefitted the study, but was also bolstered and extended into another compatible profession. Generic qualitative research was conducted through interviewing 10 Pennsylvania high school counselors. To participate, school counselors were required to have involvement in implementing comprehensive programming at the high school level. Their interviews were transcribed by an outside transcriptionist, and an inductive thematic analysis was conducted to organize the data. Results indicated that high school counselors were generally only involved in the career domain of the American School Counselor Association (ASCA) National Model, administrators were vital in the support and promotion of school counselors, their programs, and their identities, and the level of resources greatly impacted their roles and responsibilities. Additionally, involvement in comprehensive program implementation increased professional identity, and in turn, job satisfaction even for those who reported negative relationships with administrators.</p><p>

<p> This dissertation examined community college transfer students&rsquo; perceptions of how mental health concerns interfere with academics, the ability to stay in school, graduate, and transfer to a 4-year university. The study also examined if community college transfer students perceive that mental health counseling improves their ability to stay in college, graduate from community college, and overcome barriers that interfere with the ability to transfer to a 4-year university. The study employed descriptive statistics and one-way between subjects ANOVAs to examine the effects of demographic characteristics and presenting mental health concerns on the ability to remain in community college, graduate from community college, and transfer to a 4-year university. Eta squared post hoc test revealed medium to large effect sizes. The participants were 65 transfer students consisting largely of white, female community college graduates between the ages of eighteen and twenty-four from a mid-sized, southeastern United States university. Significant findings for differences in perceptions were found based on students&rsquo; presenting concerns for counseling and demographics.</p><p>

Doctor Educationis / This study is based on an investigation into the way RCL members participate in the deliberation of their School Governing Bodies. The study was conducted in two primary schools in the Western Cape town of Vredenburg. The research participants were members of the Representative Council of Learners from these schools. Focus group discussions as well as in depth interviews were used to explore the RCL members' views on the nature of their participation during SGB deliberations. the main fining of this study is that, due to external as well as in-school factors, a huge gap exists between normative RCL policy exp[ectations and the actual manifestation policy in the real world of the RCL members' schools. the findings of the study reveal a lack of participative capacities among these RCL members, which, in combination with a non participative culture at their homes, the community and the school, leads to learners being excluded from democratic processes. / South Africa

This research combines systems and critical theory to analyze the relationship of the athletic department and the institutional development office. The purpose of the study was to propose a model of coordinated athletic fund raising based upon a theoretical framework that explains athletic fund raising as an organizational function within the context of the interdependencies of a system. In the first phase of the research, a theory-based model of coordinated athletic fund raising is set forth. Several key characteristics of a coordinated approach are identified. In the second phase, results of telephone interviews with athletic fund raisers at Division I institutions are reported. Basic descriptive statistics and qualitative data analysis techniques are used to present a full and rich picture of how athletic fund raisers assess the relationship between the two offices. In the third phase of the research, a comparison is made between empirical findings and the model. Relationships between development offices and athletic departments vary greatly in nature and in scope. The majority of athletic fund raisers report that the relationship between the athletic department and development office is strained. Poor relationships may be deleterious to the athletic fund raising effort. A comparison of reported existing relationships to the model suggests that few existing relationships approach the level of coordination presented in the model. The theory-based model is determined to be useful in providing insights into the complex forces that affect athletic fund raising. Recommendations for moving relationships closer to the model focus on strategies that athletic fund raisers can employ to improve the relationship. Recommendations to athletic fund raisers include finding ways to produce and market critical fund raising resources to the development office; emphasizing negotiation as a strategy to improve exchanges; and working to establish better feedback mechanisms and more open lines of communication with the institutional development office.

This study examined and evaluated the results of one Massachusetts school district's decision to provide special education services in the regular classroom through the implementation of a model of service delivery commonly called inclusion. This decision caused radical changes in how special education services were delivered to students who had wide-ranging special needs. This study examined the changes in perceptions about whether this new service delivery model was meeting the needs of the students receiving them, given their varied special needs, as well as cost and enrollment changes from 1993 to 1996. The perceptions of the respondents about the effectiveness of the special education services provided through the utilization of the new service delivery model indicated that it did not meet the needs of the students who received them. The respondents did, however, believe that there were increased social benefits for students who have disabilities who received their special education services through the utilization of the inclusion model. There were increases in the costs of providing special education services between 1993 and 1996 that were substantially higher than the comparable costs for providing regular education services. There were decreases in the enrollments in special education programs while, conversely, there were increases in the enrollments of regular education programs from 1993 to 1996. There were also some conclusions that can be presented about whether the utilization of this service delivery model maximized the utilization of educational resources. It did not seem that the inclusion model of providing special education services maximized the utilization of educational resources, nor did it appear that the inclusion model of providing special education services to students who have special needs was a cost-effective way to provide these services.

Since the late 1980's, both the federal government and the Massachusetts state government have encouraged the practice of integrating students with disabilities into regular classroom environments. Proponents of this practice assert that all students will benefit from this arrangement and that it represents a less costly approach to educating special needs children. In fact, there is very little research to substantiate conclusions about whether or not integration is less costly than more traditional special educational programs. To learn more about this question, special education costs in two school districts were analyzed. The cost description model used in this study was developed by Lewis, Bruininks and Thurlow in their 1988 study of school-based special education programs. Data about special education costs were collected for a school year before implementation, and then for a school year after implementation. In both districts, there was an increase in costs and enrollments in the less restrictive prototypes and in pre-school programs. Enrollments and costs decreased in most of the more costly and restrictive prototypes. Per pupil costs varied by enrollment trends. Although few students were enrolled in private programs, these placements had a significant impact on the overall cost picture. The less restrictive programs served more students in the post year than during the earlier year and this helped to restrict cost increases. The rural district saw their total costs increase significantly, after discounting for inflation. Salary increases, incentives for professional development and the hiring of new staff, were factors behind the increase in total costs. The suburban district realized cost savings over the six years of the study after discounting for inflation. This district changed staff assignments but did not add new teachers. A very costly collaborative program was reorganized and much of the savings were due to this reduction. Private placements were also reduced. The cost description model developed by Lewis is flexible and allows for differences in enrollments and programs. As special education costs will vary in each district according to their particular circumstances, integration should be promoted or debated, not on the basis of costs, but according to whether or not it is in the best interests of children with disabilities.

As the financial health of institutions of higher education become uncertain, a need exists to assess an institution's short and long-term viability. The purpose of this study is to determine whether a model developed by Leslie and Fretwell (1996) could have predicted the fiscal health for a public institution of higher education. The model includes factors that should be used in determining fiscal health. They include the following: (1) the effects of economic, demographic, and political trends; (2) trends in the institution's financial condition; (3) stability, openness, and courage in management; (4) vitality of education programs; and (5) the interaction of all of these factors. This case study focused on two 5-year periods at the flagship campus of a northeast public university system. The audited financial statements of the campus were used to determine the accuracy of the model. This college was selected because it had experienced both a financial decline and revival within a 10-year period. Through a review of related documents, a questionnaire, and interviews, the model was constructed and analyzed. A total of 18 independent variables were constructed to represent the four factors. The analytical framework was based upon causal path analysis. Even though this study was admittedly exploratory, the findings revealed that the Leslie and Fretwell (1996) model is a useful management tool and could provide meaningful information for administrators and trustees in planning and decision-making. Conclusions drawn from the research suggest that 7 of the 18 variables could assist in predicting the fiscal health of the campus in this study regardless of whether the fiscal condition declined or improved. The variables were divided into three types: (1) leading, (2) coincident, and (3) lagging. The leading indicators that could be useful in predicting fiscal health are (1) share of state appropriation, (2) SAT scores, (3) enrollment, (4) applicant yield and (5) senior staff turnover rate. The single coincident indicator was the state appropriation. Finally, the only lagging indicator that could have predicted fiscal health for the campus in this study was deferred maintenance. The limitations and implications of this study as well as recommendations for further research have also been provided.

To be able to connect the school counseling program to standards-based reform, school counseling initiatives such as The Education Trust's Transforming the School Counseling Initiative and The American School Counseling Association (ASCA) have called for a paradigm shift in the understanding of the school counselor's role, from a service provider to a key player in the success of all students. Consequently, emphasis on advocacy, leadership, teamwork and collaboration, accountability, use of data and systemic change infuses the school counseling literature. As a result of these efforts, a new understanding of school counseling has emerged and leadership is considered to be at the core of the other essential roles of the counselors. Even though school counselors' leadership is a hot topic, studies that holistically examine the leadership practice of school counselors are absent from the school counseling literature. The goal of this paper is to investigate how school counselors play a part in the overall school leadership practice for system-wide improvement. The distributed leadership framework was chosen as an analytical framework to analyze the leadership practices of the school counselors. This paper offers the idea that distributed leadership is a useful tool to understand school counselors' effort on school improvement holistically because this framework calls the unit of analysis not with individual leaders, but their interactions. Briefly, in this study leadership practice is the core unit of analysis in trying to understand school leadership from a distributed perspective. The qualitative research methodology chosen for this study is ethnography and this ethnographic study conducted in Mid West in a high school setting. The data were analyzed with the line-by-line coding technique. The findings indicated that the school counselors at the research site made important systemic changes. These changes mostly happened as a result of the counselors' personal willingness to be part of the leadership in the school. However, the institutionalized opportunities for counselors to lead were limited therefore many changes stayed at the idiosyncratic level and the counselors often relied on their informal working relationships to shape the leadership practice. This paper concluded that a school counselor needs to work in an integrated situation with distributed leadership to be able to create system-wide change and there is a need to ensure institutionalization of school counselor leader roles. The findings of this dissertation study provide some implications for the school principals, school counselors in practice, and those who educate and train school counselors. Principals can provide some opportunities for counselors to engage in formally-constituted multidisciplinary leadership teams. School counselors can think about the ways of being an active participant in school leadership and can learn more about the nature of organizational change. In addition to that they need to raise other school members' awareness about the counselors' appropriate functions and to seriously consider the other school members' perceptions. Graduate programs need to teach students the concept of leadership and organizational change.