Thesis (Ed.D.)--Duquesne University, 2004. / Title from document title page. Abstract included in electronic submission form. Includes bibliographical references (p. 88-96) and index.

Thesis--University of Wisconsin-Madison. / eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 126-131).

Thesis (Ed.D.)--Georgia Southern University, 2006. / "A dissertation submitted to the Graduate Faculty of Georgia Southern University in partial fulfillment of the requirements for the degree Doctor of Education." ETD. Includes bibliographical references (p. 161-174)

Dissertation (Ph. D.)--University of Akron, Dept. of Educational Foundations and Leadership, 2006. / "May, 2006." Title from electronic dissertation title page (viewed 10/11/2006) Advisor, Susan J. Olson; Committee members, Duane M. Covrig, Sandra C. Coyner, William E. Klingele, Sharon D. Kruse; Department Chair, Susan J. Olson; Dean of the College, Patricia A. Nelson; Dean of the Graduate School, George R. Newkome. Includes bibliographical references.

Thesis (Ed. D.)--West Virginia University, 2001. / Title from document title page. Document formatted into pages; contains x, 257 p. Includes abstract. Includes bibliographical references (p. 236-246).

Thesis (Ed. D.)--University of Missouri-Columbia, 2000. / Typescript. Vita. Includes bibliographical references (leaves 161-170). Also available on the Internet.

Thesis (Ed.D.)--Boston University / PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you. / Schools and school officials are not immune from the substantial increase in litigation that has occurred over the past few decades in the United States. Public school administrators need to understand the laws that affect their daily decisions and actions. However, most of the available resources on the law are designed for attorneys and other legal experts. The objective of this project is to create a single text for Massachusetts public school administrators that addresses the major legal issues, las and court rulings that apply to their daily decisions and actions. This publication is not designed for attorneys. It is intended to be reader-friendly, and therefore the legal jargon is kept to a minimum. Please note that this text is for informational purposes only and is not intended as legal advice. If you are in need of legal advice, you should contact an attorney. The process for determining the appropriate content for this publication involved initial research on the primary legal issues facing public school administrators, and also interviewing several Massachusetts public school administrators for their input. (A description of the study and the findings is in Appendix A.) Once the subject matters were determined, extensive legal research and analysis were conducted to find appropriate court decisions, statutes, administrative regulations, arbitration rulings and articles relevant to the selected subject areas. When this was done, the dissertation was written covering the following topics: public school administrators' need to understand tre law; an overview of the legal system; issues related to teachers, such as hiring, firing and suspensions; issues related to students, such as student discipline, suspensions and expulsions, and special education; students' constitutional rights; other important matters for school administrators, such as the requirements for reporting abuse, student records and individual liability; and worthwhile resources including contact information. This publication is intended to be a valuable resource for Massachusetts public school administrators. They will obtain an understanding of the relevant laws, and this knowledge will enable them to be more effective administrators and more comfortable in addressing the numerous issues they face on a daily basis. / 2031-01-02

This study provided administrators in a large southern metropolitan public school district an opportunity to participate in a stress-related research study. The questionnaire contained such stress-related probe areas as spiritual beliefs, preferred and imposed (perceived) orders of major-life emphasis areas, professional environment, personal-social environment, and probes into the ethical positions held by the administrators. The professional environment section contained subsets of internal (on-the-job) probes, external (political) probes, as well as personal (incentive) probes.The personal-social environment section was sub-divided into five Maslow hierarchy-of-need related probes such as physiological needs, safety-security needs, social needs, esteem needs, and self-fulfillment needs. The final section of the instrument sampled the administrators' responses to probes concerning their concepts of God, their concepts of the Bible arid their positions on eight ethical statements.

No description available.

No description available.