Thesis (Ed. D.)--University of La Verne, 2003. / Includes bibliographical references (p. 119-128).

Thesis (Ed. D.)--University of La Verne, 2003. / Includes bibliographical references (leaves 119-128).

Thesis (Ph. D.)--Florida State University, 2004. / Advisor: Dr. Dale W. Lick, Florida State University, College of Education, Dept. of Educational Leadership and Policy Studies. Title and description from dissertation home page (viewed Jan. 12, 2005). Includes bibliographical references.

Thesis (M. Ed.)--University of Hong Kong, 1985. / Includes bibliographical references (leaf 74-76).

Thesis (M. Ed.)--University of Hong Kong, 1996. / Includes bibliographical references (leaf 132-138).

Thesis (M.Ed.)--University of Hong Kong, 1985. / Includes bibliographical references (leaf 74-76). Also available in print.

Thesis (M.Ed.)--University of Hong Kong, 1996. / Includes bibliographical references (leaves 132-138). Also available in print.

Made available in DSpace on 2014-12-17T13:53:37Z (GMT). No. of bitstreams: 1 FernandaJSS_DISSERT.pdf: 1158719 bytes, checksum: 9400317640017498a51eda87632dedbf (MD5) Previous issue date: 2013-09-07 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior / In Brazil, the selection of school principals is set in a decentralized manner by each state and city, such that processes may vary with time for a specific locality. In the state of Bahia, school principals were appointed by a higher political hierarchy until 2008, when schools under state administration started selecting principals by elections. The main goal of this work is to evaluate whether changing this specific rule affected students proficiency levels. This is achieved by using a panel data and difference-in-differences approachs that compares state schools (treatment group) to city schools (control group) that did not face a selection rule change and thus kept having their principals politically appointed. The databases used are Prova Brasil 2007, 2009 and 2011, the first one prior and the other two former to the policy change. Our results suggest that students attending schools with principals that are selected and elected have slightly lower mean proficiency levels both in mathematics and in portuguese exams than those attending schools with appointed principals. This result, according to the literature, could be related to perverse effects of selecting school administrators by vote, such as corporatism, clientelism and politicization of the school environment / No Brasil, a escolha dos diretores escolares ? formulada de maneira descentralizada por estados e munic?pios, com processos que podem variar ao longo do tempo para uma mesma localidade. No estado da Bahia, os diretores das escolas estaduais eram indicados politicamente at? 2008, quando a escolha passou a ser por elei??es. O objetivo deste artigo ? analisar os efeitos de tal mudan?a no rendimento escolar dos alunos. Para tanto, s?o usados os m?todos de dados em painel e de diferen?a em diferen?as que compara as escolas estaduais (grupo de tratamento) ?s escolas municipais (grupo de controle) que n?o foram afetadas pela mudan?a na pol?tica e, portanto, continuaram selecionando os diretores por indica??o. S?o utilizadas as bases de dados da Prova Brasil de 2007, 2009 e de 2011, a primeira anterior e as outras duas posteriores ? pol?tica de sele??o adotada pelas escolas estaduais. Os resultados mostram que, tanto para a profici?ncia em L?ngua portuguesa quanto em Matem?tica, o desempenho m?dio dos alunos das escolas em que os diretores s?o selecionados e posteriormente eleitos ? um pouco menor do que o desempenho m?dio de alunos que frequentam escolas em que os diretores s?o apenas indicados. Este resultado pode estar relacionado, segundo a literatura, a efeitos perversos da pol?tica de escolha do gestor por voto, tais como o clientelismo, o corporativismo e a politiza??o do ambiente escolar

The thesis is about principals of small schools with composite classes. The aim is to explore activity areas of principals of small schools in Ústecký region. Questionnaire survey was used to explore the principal activities and their specifics. The results showed that the principals mostly deal with areas related to administrative, pedagogical process, communication and economic agenda. Administrative activities are rated by principals as their least favourite activity. The pedagogical process and focus on pupils is the highest priority for the principals however they would like to have more time for this activity. The work of small schools' principals can be specified by family environment of the school and close contact with teachers, pupils and parents. And more, there are specific conditions for pedagogical activity in the classes, principals are usually overloaded and they need to be versatile.

Thesis (M.Ed.)--University of Hong Kong, 1989. / Includes bibliographical references (leaf 155-162) Also available in print.