Local school board members play a significant role as leaders of public education in the United States. As leaders, local school board members are charged with the responsibility to create an environment within their school districts that enable students to meet rigorous content knowledge and performance standards. The public's expectations of the local school boards have changed considerably in recent years, primarily due to the standards and accountability reform movement. In most states, local school board members are now being held accountable for student achievement based on annual standardized assessments. The increased expectations and scrutiny of local school boards have been accompanied with greater emphasis on preparation and training programs for local school board members. The purpose of this study was to investigate and report states' mandates and requirements for local school board training and to document the characteristics of training activities provided for local school board members across the United States. The design of this quantitative study included two surveys disseminated to two target populations. The first target population was comprised of the executive directors of each state's school boards association. The second target population included local school members who held leadership positions in their school boards association for their respective states. The study was designed to identify which states in the United States: (1) mandate training for local school board members with an enforcement provision; (2) mandate training for local school board members with no enforcement provision; and (3) do not mandate training for local school board members. The study explored whether or not there were differences in the perceptions held by local school board members regarding training pursuant the following variables: (1) length of service on the local school board; (2) education level; (3) gender (4) district size (5) whether the board member was elected or appointed; and (6) whether training in their respective states was mandated, mandated with an enforcement provision, or not mandated. Information was also requested relative to the characteristics of training activities provided for the local school board members. The findings from this study showed that the legal requirements for training of local school board members across the United States have remained relatively unchanged from those reported in previous research studies. There were minimal differences found in local school board members' perceptions about training in states that mandate training (with and without an enforcement provision) and states that do not mandate training. An analysis of data collected through a survey administered to a delimited population of local school board members indicated a preference for training through use of for small-group concurrent sessions. The respondents perceived that small group concurrent sessions was the most effective presentation format for training. Further analysis of data also found that the respondents perceived that regional meetings and school board retreats were effective formats for training. Findings from the study appear to suggest that local school board members participated in training whether it was mandated in their states or not. The findings also seem to imply that more emphasis and attention could be placed on the quality of the training provided for local school board members. / Ed. D.

The purpose of this study was to identify the desired leadership characteristics of heads of schools as identified by school board chairs and heads of schools who are members of the Association of Christian Schools International (ACSI). This study is modeled after a Virginia Tech dissertation study of Virginia public school systems by Dr. Michael Thornton in 2009. Data were gathered from the heads of school and the board chairpersons to determine the similarities and differences between the two groups. Quantitative methodology was used in this study. A national sample of school board chairmen and heads of school from K-12 schools with 500 students or more and who are members of the Association of Christian Schools International (ACSI) were identified. Heads of school and school board chairpersons perceived visionary leader, team builder, effective school board relations and Christian school experience as essential leadership characteristics. Heads of school and school board chairpersons perceived that personal and professional integrity, honesty, and fairness and effective communication with board members, staff, parents, students, and the community is essential in head of school leadership. Heads of school and school board chairpersons believe that head of school-school board relations can have an impact on achieving and sustaining school-wide success. / Doctor of Education / The purpose of this study was to identify the desired leadership characteristics of heads of schools as identified by school board chairs and heads of schools who are members of the Association of Christian Schools International (ACSI). This study is modeled after a Virginia Tech dissertation study of Virginia public school systems by Dr. Michael Thornton in 2009. Data was gathered from the heads of school and the board chairpersons to determine the similarities and differences between the two groups. The head of school position in a Christian school equates to the superintendent position in a public school division. Board chairpersons are in the position as the leader of the school board. Heads of school and school board chairpersons perceived visionary leader, team builder, effective school board relations and Christian school experience as essential leadership characteristics. Heads of school and school board chairpersons perceived that personal and professional integrity, honesty, and fairness and effective communication with board members, staff, parents, students, and the community is essential in head of school leadership. Heads of school and school board chairpersons believe that head of school-school board relations can have an impact on achieving and sustaining school-wide success. This research will be important to those who desire to become a head of school and for school boards to recognize the characteristics needed for the position of head of school. It may be useful for graduate school programs in the training of persons seeking to become a head of school.

The thesis portrays the process of adaptation and transition of analog games to digital formats. In a practical manner, the game The Last Vampire, which is a social deduction board game custom-developed and designed by the team, was used as a proof of concept to convey the challenges and possibilities that may arise from such transitions. On a theoretical level, a review of the current state of the field was done, exploring the intersection between analog and digital environments and how in such a hybrid context the landscape of play can be potentially reshaped offering new degrees of freedom to designers when crafting games. Whereas, also illustrating the delicate balance needed when integrating novel digital functionalities and traditional analog elements in hybrid play.

No description available.

No description available.

No description available.

No description available.

No description available.

No description available.

No description available.