Thesis (Ed. D.)--Illinois State University, 1985. / Title from title page screen, viewed July 7, 2005. Dissertation Committee: Clayton Thomas (chair), Ronald Halinski, Ronald Laymon, Calvin Jackson, David Eaton. Includes bibliographical references (leaves 98-101) and abstract. Also available in print.

Thesis (Ph. D.)--University of Texas at Austin, 2003. / Supervisors: Barbara G. Dodd and Gary D. Borich. Vita. Includes bibliographical references. Available also from UMI Company.

Thesis (Ph. D.)--Oregon State University, 1991. / Includes bibliographical references (p. 100-112).

Master-Arbeit Univ. St. Gallen, 2006.

Master-Arbeit Univ. St. Gallen, 2007.

Thesis (Ph. D.)--University of Wisconsin--Madison, 1970. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 309-338).

Zugl.: Passau, Univer., Diss., 2005.

Thesis (Ed. D.)--University of Texas at Austin, 2007. / Vita. Includes bibliographical references.

Thesis (Ph. D.)--University of Texas at Austin, 2006. / Vita. Includes bibliographical references.

ABSTRACT OF THE DISSERTATION OF PATRICK L. RICE for the Doctor of Philosophy degree in Educational Administration, presented on February 24, 2010, at Southern Illinois University Carbondale. TITLE: AN ANALYSIS OF THE IMPACT OF SCHOOL BOARD TRAINING AND EVALUATION AS PERCEIVED BY SCHOOL BOARD MEMBERS AND SUPERINTENDENTS MAJOR PROFESSOR: DR. KATHY HYTTEN The majority of school board members and superintendents agree that school board training and evaluation is needed to increase school board effectiveness. Although, most board members and superintendents agree, there is not a consensus regarding the form and scope of board training and evaluation. The purpose of this study was to develop a better understanding of the perceptions of school board superintendents and school board members regarding school board training and evaluation. Interviews were conducted from board members and superintendents of two similar sized K-8 school districts located in Southern Illinois. Two focus groups were conducted, once composed of school board members and the other of superintendents from various school districts in Southern Illinois. Board members and superintendents agreed that training and evaluation are important components to the success of school boards. Specifically, many board members--especially newly elected members--fail to properly understand their roles and duties, which often lead to role confusion, challenging board/superintendent collaboration issues, and an increased number of board members with personal agendas. Although training and evaluation were seen as important, there was not a clear consensus regarding the form and scope of board member training and evaluation. Board members were especially concerned about issues related to local control, time commitment, and training expenses, as well as how trainings will be conducted.