M.Ed. (Leadership and Management) / Please refer to full text to view abstract

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"Several years ago the faculty of Allie Yniestra Elementary School of Pensacola, Florida, under the leadership of a progressive, professional principal, agreed to place the children into the various rooms of each grade according to their reading ability, the basis of judgment being the scores of the Stanford Achievement Tests given to the children during May of the previous year. Two years later, after much discussion and study, the school returned to its former method of grouping, which was simply dividing the names of the boys and girls among the various teachers of each grade. Test scores of the sixth grade children during two years of each method of grouping were carefully retained and compared. It is as a member of Yniestra faculty, and in the light of those scores, that this study of grouping was undertaken. It is the purpose of this paper to investigate the origin and need of grouping, to examine critically the different methods, and to analyze their possible effect on the objectives and functions of the elementary school of today"--Introduction. / Typescript. / "August, 1950." / "Submitted to the Graduate Council of Florida State University in partial fulfillment of the requirements for the degree of Master of Arts under Plan II." / Advisor: Mildred Swearingen, Professor Directing Paper. / Includes bibliographical references (leaves 30-31).

This is a study of the democratic practices in ten fifth grade groups of Denison, Texas, in administration, methods, and curriculum. The purpose of this study is three-fold: 1. To make criteria to be used in evaluating democratic action in the elementary schools. 2. To evaluate the democratic practices in ten fifth grade groups of Denison, Texas. 3. To offer recommendations for changes that could be made for the improvement of these groups.

The problem with which this investigation is concerned is that of analyzing elementary school principals' perceptions of the Individually Guided Education process of staff development. A survey is made of 100 randomly selected principals from 18 states of the United States with regard to the problems of implementing the process in their schools.

M.Ed. (Educational Management) / Please refer to full text to view abstract

This study examined the leadership style and readiness for change exhibited by elementary school principals in two urban school districts. More specifically, the study examined leadership style and four demographic variables; gender, age, highest academic degree earned, and years of principal experience. One hundred and twenty elementary school principals employed in two urban school districts were invited to participate in the study, 108 completed the required instruments: Leader Behavior Description Questionnaire, Survey of Readiness for Change (an instrument created by the researcher), and a demographic information sheet. The t-test statistical technique was used to determine whether leadership style, gender, age, years of administrative experience, and highest earned academic degrees had an effect on personal readiness for change.Results revealed that a significant relationship (alpha level of .05) existed between personal readiness for change and leadership style (p=.009), and also between personal readiness for change and highest earned academic degrees (p=.019). Principals with a considerate leadership behavior and those holding a doctorate appeared more ready for change. The remaining independent variables gender (p=.394), age (p=.350), and years of administrative experience (p=.801) were not found to be significant with respect to a personal readiness for change.Results from the research produced the following recommendations: (a) school district administrators may encourage their principals to determine how their leader behavior effect change, (b) staff development on the change process needs to become a priority, (c) findings from this study should be considered by school officials who employ principals and especially for districts promoting a change agenda. / Department of Educational Leadership

The Beehive Model elevates strategic planning and management to the highest rostrum as a strategy for assisting schools to be relevant to the needs of present-day societies. Additionally, the Model regards capacity building as a necessity that should enable school managers to reflect on the aims of education and attainment of outcomes that provide a comprehensive and coordinated approach to all aspects of planning in the school. Communication is essential in all organisations, " fact attested to by the empirical study which uncovered that communication with stakeholders has the highest response rate. However, the lowest ranked item was accommodation of diverse needs and interests of stakeholders. It would appear that for the sake of relevance to society's needs. schools should be re-aligned to accommodate stakeholders' needs and interests. It is also observed that in another set of questions the lowest ranked items were forging of trust, respect and understanding, as well as lack of understanding of schools' visions and missions. Surely, schools require a new breed of school managers who can form productive partnerships with stakeholders. It is envisaged that the Model would enhance school managers' capacity to expedite functions linked to activities such as decision making, managing, leading and maintenance of effective personnel relationship in primary schools in North West Province. The Model should also provide the basis for integrated and coordinated education, training and development programmes for school managers in the greater South Africa. key words: Beehive Model, talent orientation, stakeholder participation, organisational strategy, business discipline, change leadership, management development, leadership development, professional development, functional structures, pay and incentives. / (Ph.D.) North-West University, Mafikeng Campus, 2005

Thesis (Ph.D.)--Ohio University, March, 2009. / Title from PDF t.p. Includes bibliographical references.

Thesis (Ph. D.)--University of Texas at Austin, 2004. / Supervisor: Jay D. Scribner. Vita. Includes bibliographical references. Also available from UMI.