Thesis (Ph. D.)--Illinois State University, 1977. / Title from title page screen, viewed Dec. 14, 2004. Dissertation Committee: John McCarthy (chair), Elwood Egelston, G. Alan Hickrod, Eugene Fitzpatrick, Ahmed Abdl-Halim. Includes bibliographical references (leaves 54-55) and abstract. Also available in print.

Thesis (Ed.D.) -- University of Montana, 2009. / Title from author supplied metadata. Description based on contents viewed on August 10, 2009. Includes bibliographical references.

Thesis (Ed. D.)--Oregon State University, 2009. / Printout. Includes bibliographical references (leaves 108-113). Also available on the World Wide Web.

Thesis (M.A.)--University of Louisville, 2009. / Department of Political Science. Vita. "August 2009." Includes bibliographical references (leaves 63-67).

Thesis (Ph. D.)--Illinois State University, 1997. / Title from title page screen, viewed June 13, 2006. Dissertation Committee: James Palmer (chair), Dianne Ashby, Edith Baker, Paul Baker, Sally Pancrazio. Includes bibliographical references (leaves 127-133) and abstract. Also available in print.

No description available.

This study offers an account of the presidency of Manuel Estrada Cabrera (1898-1920), concentrating on the political, social and economic aspects of his regime. Following the 'Liberal' inheritance of the Justo Rufino Barrios years (1871-1885), Cabrera is a significant figure in the trajectory of autocratic regimes in Guatemala, which, with few interruptions, stretches from Rafael Carrera (1844-1861) to the present day. Cabrera inherited some of the techniques of Guatemalan dictatorship, but he was also an unorthodox and controversial ruler, remarkable for his sustained retention of power and for the methods he used. The historiography of nineteenth and twentieth-century Guatemala is not generally rich and the Cabrera period is one which has been neglected. Although the United States' and several other diplomatic archives were examined in order to complete this study, it must be stressed that it does not try to explain Guatemalan history through U.S. foreign policy; rather it seeks to focus on the man, and the people who kept him in power for twenty-two years. Diplomats and travellers wrote informative reports which often give frank assessments of character and motive, as well as commenting on internal and external matters in reports which supplement local sources. Secondary sources have also been examined, as well as what remains of Cabrera's private archives, contemporary letters and documents. Furthermore, oral sources added much information. This dictatorship is intrinsically interesting, given the peculiarities and unusual transformations which Cabrera instituted in his government and in national life so as to retain power. This study of Cabrera hopes to enable the reader to appreciate better how such autocracies have propagated themselves in Guatemala and what strains and pressures they were under, and may even afford some pointers for more recent times.

Thesis (Ed. D.)--Graduate School of Education, Oral Roberts University, 2005. / Includes abstract and vita. Includes bibliographical references (leaves 151-157).

This study examined the role of the superintendent as it is perceived by school administrators and school board presidents. The study was limited to public schools in Texas located within Region 20 ESC. Responses to a Likert-type instrument were solicited from school board presidents, superintendents and other school administrators (n=163). The questionnaire generated data regarding perceptions toward the role of the superintendent in nine different domains containing 38 different criteria. Results from an ANOVA showed no significant difference at the alpha level of .05. Sidak post-hoc tests were run as well, but because the ANOVA did not reveal any significant difference, the post-hoc data was not presented. The primary conclusion drawn from this study was that the perceived conflict in the literature that exists between boards and superintendents that is prevalent enough to cause a superintendent to leave a district, was not brought to light in this study. Board presidents, superintendents and other school administrators all appear to have the same perceptions regarding the role of the superintendent. This questionnaire did not reveal the source of conflict. However, the data revealed that board presidents, superintendents and other school administrators see the superintendent’s role in the same way. The findings from this research may indicate that as a result of extensive board training, there may be improved respect and communication between the board, superintendents, and other school administrators. Recommendations include, among others: 1. Research into the development of an instrument that examines a more reflective relationship between the board and superintendent dealing with the aspects of personality, character, prejudices and attitudes. 2. Through the legal process, to increase the length of a term for board members from the current three-year term to at least five years. 3. Through the legal process, modify the Open Meetings Act to allow boards the freedom to conduct self-evaluations and “board performance” issues behind closed doors. This would eliminate the perception of the board “airing dirty laundry” in public.

Thesis (Ph. D.)--University of Texas at Austin, 2000. / Vita. Includes bibliographical references (leaves 247-251). Available also in a digital version from Dissertation Abstracts.