Baseret på disputats, Tokyo, 2003. / Oversat fra japansk. Originaltitel: Orutanatibu kyōiku. Med litteraturhenvisninger.

Preparation leadership programs for beginning and inexperienced alternative education program leaders are mostly non-existent (Price and Doney 2009). Although finding administrators who have a passion for the alternative education setting is difficult, the challenge and goal to prepare these new leaders to become highly effective leaders in the alternative education environment is just as challenging. "There is little research, however, on exactly what leaders of alternative education programs need in terms of skills, preparation, and training to be successful" (Price and Martin, 2010, p. 3). The purpose of this study was to identify the perceptions of K-12 alternative education program leaders in the Commonwealth of Virginia on the experiences, skills, training, and preparation needed for effective alternative education program leadership. Utilizing a basic qualitative research design, structured interviews were used to identify the perceptions of K-12 alternative education program leaders in the Commonwealth of Virginia on the experiences, skills, training, and preparation needed for leadership. / Doctor of Education / The course of study required for administrators to become certified principals lacks specialized instruction to focus on the challenges in alternative education program leadership. Although finding administrators who have a passion for the alternative education setting is difficult, the challenge and goal to prepare these new leaders to become highly effective leaders in the alternative education environment is just as challenging. The purpose of this study was to identify the perceptions of K-12 alternative education program leaders in the Commonwealth of Virginia on the experiences, skills, training, and preparation needed for program leadership. Data were collected using qualitative methodologies. Alternative education program leaders from four schools, grades K-12 in the Commonwealth of Virginia were used in this study. This study yielded 4 findings and four implications for practice. Suggestions for future study would be to conduct the study during a non-pandemic year to include additional alternative education leaders across the Commonwealth of Virginia. All the data obtained provided K-12 alternative education program leadership perceptions about how these findings could assist aspiring school leaders to become better informed on alternative education leadership.

Thesis (Ph. D.)--Auburn University. / Abstract. Vita. Includes bibliographical references (p. 165-174).

No description available.

Thesis (Ph.D.)--University of Nebraska-Lincoln, 2007. / Title from title screen (site viewed Dec. 5, 2007). PDF text: viii, 203 p. : ill. ; 9 Mb. UMI publication number: AAT 3271924. Includes bibliographical references. Also available in microfilm and microfiche formats.

Thesis (Ph.D.) -- University of Texas at Arlington, 2008.

A state grant program for alternative schools in Indiana was announced in 1997. Less than one-half of Indiana school corporations applied for the funding for the 1998-99 school year. The purpose of this study was to determine if specific barriers were preventing Indiana superintendents from implementing alternative programs in 1999-2000, and if those barriers were associated with select demographic variables.The results indicated that 77%- of the 264 responding superintendents had or participated in an alternative program. There was a significant association between the size of a corporation's student body and the barrier of 11 acceptance''. This barrier consists of concerns about alternative education that carry a negative tone. There were significant associations between the existence of alternative education and the superintendents' final level of education, the size of the corporation's student body, and the assessed valuation of the corporation. Smaller and poorer corporations with a superintendent without a doctoral degree in Indiana were less likely to have or use an alternative program. / Department of Educational Leadership

Thesis (Ph. D.)--University of North Texas, May, 2008. / Title from title page display. Includes bibliographical references.

Thesis (Ed.D.)--Teachers College, Columbia University. / Typescript. Sponsor: Ann Lieberman. Dissertation Committee: Margaret Lindsey. Includes bibliographical references (leaves 182-188).

Thesis (Ph.D.)--Virginia Commonwealth University, 2009. / Prepared for: Dept. of Educational Studies. Title from title-page of electronic thesis. Bibliography: leaves 211-228.