Thesis (D. Min.)--Trinity Evangelical Divinity School, 2001. / Abstract. Includes bibliographical references (leaves 209-211).

Thesis (D. Min.)--Trinity International University, 2002. / Abstract. Includes bibliographical references (leaves 236-238).

The purpose of this research was to explore how Nunavut Educational Leadership (ELP), a school principal preparation program in Nunavut Territory, Canada, fulfills Inuit (the indigenous people of the territory) educational aspirations. In accordance with this purpose, the study focuses on answering four specific questions: (1) what are Inuit educational aspirations? (2) What is the context for Inuit education? (3) How is the Nunavut Educational Leadership Program organized to meet its objectives? (4) How do the activities of the Nunavut Educational Leadership Program (ELP) fulfill Inuit educational aspirations? Adopting an exploratory case study design grounded in qualitative approaches and undergirded by critical interpretative perspective, the research triangulates both primary and secondary sources of data. The primary data sources come from individual semi-structured interviews of 35 respondents (18 community members, 3 program development members, 3 presenters/facilitators, 7 program participants, and 4 educational officials) selected across Nunavut Territory. These sources are complemented with relevant secondary documents from 1987 to 2010. Using constant comparative and word-in-context as the main data analysis methods, concepts and themes were delineated from the data sources to form categories, with the research questions and conceptual framework guiding the process. The research results revealed, among many other things, that the Nunavut ELP partially fulfills Inuit educational aspirations as defined in the research. Issues arising from the data analysis and interpretation are also discussed under (1) Inuit culturally appropriate education/ self-determination in education, (2) Issues associated with Inuit and mainstream relationship, (3) The relationship between context and principal preparation and development programs, (4) Preparation programs for fulfilling local educational aspirations, (5) Framework for principal leadership practice, (6) Educational Governance Related-Issues, (7) University contribution to principal leadership preparation and development programs, (8) Nunavut ELP goals, and (9) Leadership Conceptualizations. Along with these are recommendations, theoretical implications and directions for future or further research. Though the research does not purport to design an educational leadership program for Nunavut school leaders, its evidence-based analysis and results may assist in any conversations toward the restructuring, improvement or enhancement of the Nunavut ELP as well as any educational leadership development programs in post-colonial societies.

The purpose of this research was to explore how Nunavut Educational Leadership (ELP), a school principal preparation program in Nunavut Territory, Canada, fulfills Inuit (the indigenous people of the territory) educational aspirations. In accordance with this purpose, the study focuses on answering four specific questions: (1) what are Inuit educational aspirations? (2) What is the context for Inuit education? (3) How is the Nunavut Educational Leadership Program organized to meet its objectives? (4) How do the activities of the Nunavut Educational Leadership Program (ELP) fulfill Inuit educational aspirations? Adopting an exploratory case study design grounded in qualitative approaches and undergirded by critical interpretative perspective, the research triangulates both primary and secondary sources of data. The primary data sources come from individual semi-structured interviews of 35 respondents (18 community members, 3 program development members, 3 presenters/facilitators, 7 program participants, and 4 educational officials) selected across Nunavut Territory. These sources are complemented with relevant secondary documents from 1987 to 2010. Using constant comparative and word-in-context as the main data analysis methods, concepts and themes were delineated from the data sources to form categories, with the research questions and conceptual framework guiding the process. The research results revealed, among many other things, that the Nunavut ELP partially fulfills Inuit educational aspirations as defined in the research. Issues arising from the data analysis and interpretation are also discussed under (1) Inuit culturally appropriate education/ self-determination in education, (2) Issues associated with Inuit and mainstream relationship, (3) The relationship between context and principal preparation and development programs, (4) Preparation programs for fulfilling local educational aspirations, (5) Framework for principal leadership practice, (6) Educational Governance Related-Issues, (7) University contribution to principal leadership preparation and development programs, (8) Nunavut ELP goals, and (9) Leadership Conceptualizations. Along with these are recommendations, theoretical implications and directions for future or further research. Though the research does not purport to design an educational leadership program for Nunavut school leaders, its evidence-based analysis and results may assist in any conversations toward the restructuring, improvement or enhancement of the Nunavut ELP as well as any educational leadership development programs in post-colonial societies.

While many non-governmental organizations provide leadership training in inter-ethnic conflict management to Kenyan youth, relatively little is known about what goes into such training. This dissertation is a case study illustrating how the training structure operates. The purpose of this dissertation is to address the challenges associated with youth leadership training in inter-ethnic conflict management, how these challenges are managed, what differences the training makes, and how it is transferred back into the real-life of the youth. To better understand these issues, a two-month qualitative study was conducted divided in two phases involving trainers, youth participants, program designers, and community leaders. Twenty two interviews and 2 focus groups were completed. Results demonstrated four communicative challenges involved in the design of youth leadership training were: (1) audience analysis, (2) material resources, (3) participant challenges, and (4) diversity. Results showed that trainers addressed the communicative challenges by using the following management strategies: needs assessment, financial management, stakeholder education, and dialogue facilitation. The analysis suggested that the conditions that facilitate transfer of training were: participatory models, training organization, and trainee motivation. Similarly, conditions that inhibit training transfer included: resource constraints, youth motivation, environmental conditions, and diversity. Finally, results also suggested that the differences that leadership training made in the lives of the youth were: behavioral transformation, participant input, improved peaceful relationships, and skill development. Successfully managing the communicative challenges in the design and implementation of the training were the main goals of trainers, and the more they took ownership of these goals the more likely the training would be successful. This dissertation suggests that managing the communicative challenges associated with the design and conduct of youth leadership training is the first step to ensuring the training transfer for youth participants and achieving a workable leadership training in inter-ethnic conflict management.

Thesis (D. Min.)--Dallas Theological Seminary, 2004. / Includes abstract. Includes bibliographical references (leaves 527-542).

Thesis (D. Min.)--Trinity Evangelical Divinity School, Deerfield, Ill., 1998. / Abstract. Includes bibliographical references (leaves 290-292).

Thesis (D. Min.)--Trinity Evangelical Divinity School, 1999. / Abstract. Includes bibliographical references (leaves 192-194).

Thesis (D. Min.)--Trinity Evangelical Divinity School, 2001. / Abstract. Includes bibliographical references (leaves 209-211).

Thesis (D. Min.)--Trinity International University, 2002. / Abstract. Includes bibliographical references (leaves 236-238).