The purposes of this study were to (1) identify the recommendations of Curriculum Management Audits conducted in Texas Public School systems, (2) determine the degree to which each of the recommendations had been implemented, and (3) determine the perceptions of stakeholders as to the factors instrumental in the real and potential impact of the audit. The researcher conducted interviews with superintendents and key central office administrators with a working knowledge of the audit report in each of the eleven Texas school districts studied. Respondents were asked to rate recommendations written for their districts using the following descriptors: Implemented, In Progress, Plan to Implement, Recommendation Modified, No Implementation. The ranking of recommendation implementation revealed that 85% of the recommendations made in the 11 audit reports reviewed in this study had received action toward implementation to some degree. Respondents were also asked to cite factors which facilitated or impeded recommendation implementation. Significant factors facilitating the implementation of recommendations were reported to be time, organizational structure/personnel and planning. The analysis of the collective recommendations revealed that school board policies were not adequate to direct the design, delivery and monitoring of curriculum when measured against audit Standard One criteria. School districts in Texas rely on the Texas Association of School Boards' policy division for policies. Findings indicate that greater alignment between the Texas Association of School Boards' policies and Curriculum Management Audit criteria must be sought in order for school districts in Texas to meet this Standard. System-wide planning, curriculum documents, and program-driven budgeting processes were other areas requiring attention of the school districts in the study. Evidence of the extent of implementation of recommendations suggests that school districts valued the audit report with its recommendations. It can be generally concluded that the Curriculum Management Audit had a positive impact on the involved school districts.

Thesis (Ph. D.)--Columbia University, 1930. / Vita. Published also as Teachers College, Columbia University, Contributions to education, no. 431. eContent provider-neutral record in process. Description based on print version record. Bibliography: 96-105.

Thesis (M.P.H.)--University of Michigan, 1945.

Thesis (Ed.D.)--Teachers College, Columbia University, 1994. / Includes table. Typescript; issued also on microfilm. Sponsor: Jeannette Fleischner. Dissertation Committee: Jonathan Hughes. Includes bibliographical references (leaves 185-188).

Thesis (Ph. D.)--University of Pennsylvania, 1932. / Bibliography: p. 241-244.

Thesis (M.P.H.)--University of Michigan, 1945.

Thesis (Ph. D.)--Columbia University, 1930. / Vita. Published also as Teachers College, Columbia University, Contributions to education, no. 431. eContent provider-neutral record in process. Description based on print version record. Bibliography: 96-105.

Thesis (M.A.)--Wheaton College Graduate School, 2005. / Abstract. Includes bibliographical references (leaves 67-68).

Thesis (Ed. D.)--Virginia Polytechnic Institute and State University, 1994. / Vita. Abstract. Includes bibliographical references (leaves 212-216). Also available via the Internet.

D.Ed. / At present parents, learners and staff from various cultures, faiths, interests, language needs, learning and cognitive style needs have admission to the same schools. Apart from this, the manner in which a Christian principal manages the school and his management behaviour are to a large extent determined by his belief framework. This, however, presupposes that the Christian principal should be knowledgeable about the various cultural groups in order to display a positive attitude towards these groups. At the same time it is true that each child, regardless of race, colour, faith, culture, sex, age, belief and ethnic origin can be admitted to any school of his/her choice (Botha, 1990 : 41; Bouwer, 1995 : 48; Bray, 1998 : 18). The Christian principal should seriously consider the mission, code of conduct and ethos of his school for all learners to feel welcome. Living by one's beliefs has become a sensitive matter and should be approached with care within a new education system. Perhaps a principal should adapt his management strategy with a diversity of language, faith and culture in public schools in order not to give offense to people who are different-minded. This, however, does not imply that the Christian principal should remain silent about his faith, for he should rather act with wisdom and insight in order to proclaim the gospel of Jesus Christ (compare Romans 1 : 16). This is just one of the many problems confronting a Christian principal in public schools which gave rise to the motivation for this research. In an effort to overcome the above problems, the following aims were formulated for this study as an inquiry into ; the degree to which the management skills of the Christian principal are influenced by Scriptural principles (traditional management values); the attitude required to realise in practice the understanding of the will of God in order to display the personality traits which are given to the reborn Christian by the Spirit of God and which are related to traditional management values; specific personality traits required from a Christian principal in accordance with the will of God in order to manage effectively; and educators' experience and opinions of specific management values (moral values) in educational management, in order to determine whether principals whose management approach rests on Scriptural principles can indeed manage effectively in public schools.