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Thesis (Ed. D.)--West Virginia University, 2009. / Title from document title page. Document formatted into pages; contains ix, 138 p. : ill. (some col.). Includes abstract. Includes bibliographical references (p. 127-133).

SHARED LEADERSHIP AS EXEMPLIFIED BY THE APOSTLE PAUL Michael Kenneth Atherton, Ed.D. The Southern Baptist Theological Seminary, 2014 Chair: Dr. Michael S. Wilder This thesis studies the presence and role of shared leadership as displayed through the ministry of the apostle Paul. In chapter 1, the reader will come to understand that there are no comprehensive works dealing with the discipline of shared leadership by Paul. However, when one comes to accept the presence of shared leadership through the Scriptures, there is an expectation that one will practice the discipline (Jas 1:22-25). Chapter 2 explores the literature base to gain an appreciation for what scholarship has offered as it relates to shared leadership. It can be argued that lack of literature to discuss shared leadership is ultimately the result of a vernacular disconnect. Nevertheless, it is incumbent upon this study to discriminate and establish a working definition for the discipline of shared leadership and to explore Paul's view of the church Perhaps the greatest metaphor used by Paul to describe the church is his reference to the church being the representation of the body of Christ. Chapter 3 examines Paul's view of leadership in the church, beginning with a functional understanding of Paul's ecclesiology. In addition, Paul's view of spiritual giftedness in the life of a believer will be examined, as one's giftedness is critically important to understanding Paul's view of shared leadership. Chapter 4 examines Paul's philosophy and practice of shared leadership by looking at six principles throughout the Pauline corpus: (1) functioning within one's giftedness, (2) deference, (3) Paul's team based ministry approach, (4) Paul's vernacular, (5) Paul's partnerships, and (6) Paul's instructions to church leaders. Chapter 5 begins by exploring the benefits of shared leadership. Five benefits are considered: shared responsibility, accountability, unity, collaboration, and shared vision. It is contended that these benefits have a direct result on an organization's competence and effectiveness. In addition, chapter 5 explores best practices of shared leadership, contributions to the precedent literature, and relevant prospects for future study.

Guided by the cognitive development view of reading interventions, this qualitative case study addressed the lack of intervention programs in middle schools in a large city in New Jersey State. The purpose of the study was to examine teachers' perceptions of intervention programs for low-performing readers. Research questions addressed the intervention strategies to improve students' learning, school culture, and teaching styles used to teach them. Survey questions were sent to 25 teachers chosen randomly from 5 schools in the school district. Surveys were analyzed by developing codes, clustering themes, and then developing a full description from the teachers' perspectives. The findings showed the need for a policy recommendation to address the gaps in the intervention programs, reduce students' reading predicaments, and enhance teacher participation in constant, job-embedded professional development. These findings will contribute to positive social change by informing a school-wide positive reading culture across these middle schools.

ABSTRACT THE ECCLESIOLOGICAL GROUNDING OF PAULINE LANGUAGE OF LEADERSHIP IN 1 AND 2 TIMOTHY Robert Lee Stanford, Ph.D. The Southern Baptist Theological Seminary, 2015 Chair: Dr. Hal K. Pettegrew The purpose of this textually-based research was to establish the thesis that there is a discernible language of leadership utilized by the apostle Paul in 1 and 2 Timothy, born out of his ecclesiological purposes. This thesis investigated Paul’s leadership from the perspective of his leader-speak. A working premise was that leaders lead through communication of concepts and ideas, with the goal of influencing and persuading followers. To that end, leadership was defined as the effort to influence others to accomplish a collective goal through the development of relationships, actions, and words, which stimulate the attendant actions of those being led, in order to effect the desired response of a shared achievement. Similarly Paul’s leader-speak was defined, in part, as that which was communicated, to some degree, through the rhetorical teaching of his day and empowered and utilized by the holy spirit. The thesis measured against the discoveries offered a biblical base, 1 Timothy 3:15, for the theological context and purpose that informs Paul’s language of leadership. Paul’s ecclesiological purpose is that the church, the pillar and support of truth, must protect and promote the gospel. To that end, Paul’s leader-speak is concerned about orthodoxy as well as orthopraxy. Such leader-speak issues from Paul’s mouth to Timothy in a variety of voices including that of a father, teacher, and example. A parental perspective is apparent in the conversational framing and vocabulary Paul utilizes, as well as the tenor of his words. Paul speaks as a teacher in the employment of metaphorical illustrations, preformed materials and rhetorical strategies. Paul’s leader-speak is often the rhetoric of example: godly behavior in suffering. Such implicit language of example is often that of influence and persuasion, as well as contrast. At other times, Paul is explicitly direct in his leader-speak. The thesis of a Pauline language of leadership grounded in an ecclesiological purpose appears to be a valuable proposition. Thus, some implications and applications of these conclusions were discussed.

Purpose: The purpose of this paper is to explore the impact leadership and teaching styles have on student engagement in higher education institutions in Sweden. Additionally, this study aims to examine how the Covid-19 pandemic and the emergence of digital technologies have impacted student engagement. Finally, we aim to provide recommendations for universities to enhance student engagement. Method: This thesis uses a qualitative method in the form of a case study and the primary data is collected through semi-structured interviews with a variety of students and teachers. To interpret and analyze the information we conducted a thematic analysis by coding all the necessary information.  Conclusion: It can be concluded that leadership styles and teaching styles significantly impact student engagement. Both the students and teachers showed that an interactive and variety of teaching methods in combination with feedback and an engaging leadership style keep the students motivated and engaged with their studies at university. Finally, the model related to student engagement seems to be relevant and provides a prompt visual representation that explains it rather accurately and is easy to understand.

This study explores the leadership role of the Head of Department (HoD) in the teaching of Mathematics.It focuses on the perspectives that the educators hold about the leadership role of HoDs in the teaching of Mathematics in two Gauteng primary schools.The study was framed by the following research question: What perspectives do educators hold about the leadership role of the HoD in the teaching of Mathematics in primary schools? A qualitative case study was employed whereby data were collected in two primary schools in Gauteng Province. To examine the relevance and clarityinterview questions used, a pilot study wasat first conducted in which one HoD and one teacher were interviewed.For the actual study, ten individual semi-structured interviews were conducted with four HoDs, two principals and four teachers in two township schools in a Gauteng district. Documents such as monitoring instruments of HoDs were also collected and analysed for purposes of triangulation. Key findings were that HoDsnever received any formal preparation to lead the teaching of Mathematics. They learned about the role by participating in professional development activities offered by outside actors, upgrading themselves, assisting the Education district department in facilitating workshops for teachers as well as serving as acting HoDs.They provided leadership by monitoring teaching and teachers’ work,checking lesson plans, doing class visits, checking learners’ books and assessment tasks and doing follow ups.Challenges that were identified in relation to the leadership role of the HoD leadership in the teaching of Mathematics includedHoDs’ lack of Mathematics knowledge (SMK) and pedagogical content knowledge (PCK), lack of teaching resources, teachers’ lack of knowledge of the new curriculum, a heavy workload, overcrowded classrooms, demotivated teachers, teacher absenteeism and too much paperwork.The perceived strategies that were used by HoDsto address challenges includedthe following:engaging in discussions with teachers in an attempt to collectively find solutions, substituting absent teachers, taking work home, using the expertise of other teachers through delegation, leading by example by presenting lessons for teachers, making learners their first priority followed by paperwork as well as engaging with some stakeholders for support. The following were the recommendations: there should be more clarity about what is expected of HoDs.Sufficient time should be allocated in order for HoDs to be able to balance their leadership duties and teaching effectively;current as well as prospective HoDs should be trained in both the subject in which they are expected to provide leadership as well as the generic leadership part of their job.HoDs should involve Mathematics teachers in the development of the monitoring tools since Mathematics teachers are familiar with a sensible blend of tools, methodologies and approaches that can meet the needs of their learners.HoDs should also be developed on what they should look for as they monitor teachers’ work.In that way they may be able to effectively use the results of their monitoring to support teachers.A final recommendation is that the workload of HoDs be reduced through the allocation of administrative tasks to school administrators and appointing paid HoD assistants such as subject heads. / Dissertation (MEd)--University of Pretoria, 2013. / gm2014 / Education Management and Policy Studies / unrestricted