No description available.

No description available.

No description available.

The purpose of this study was to describe the leadership practices of women superintendents of public school divisions. The researcher interviewed eight women superintendents in the Commonwealth of Virginia examining the participants' self-perceived leadership practices and their reflections of these practices. Data collection occurred through use of interviews, member checks, field notes, a reflexive journal and completion of the Leadership Practices Inventory-SELF. Descriptive accounts of the women's leadership practices in the context of their professional lived experiences and within the framework of transformational leadership theory are presented in a narrative format. Findings and conclusions, were determined by analyzing the collected data, the research question and the review of literature. The findings produced eight leadership practices: 1) use consistent and accurate communication with all stakeholders, 2) be visible, 3) use limited delegation, 4) be collaborative, 5) remain poised, 6) accept personal sacrifice of time and family, 7) exhibit confident, and 8) self-educate, be a quick learner. The findings concluded that women described their leadership practices as relationship building practices and practices incorporating issues of gender and silencing. An implication for future research included discussion for a study which would go beyond the self-described leadership practices of the women superintendents and examine how their leadership practices are implemented and perceived by stakeholders and employees. Data from these direct observations may offer further, detailed insights as to how the described leadership practices of this study are practiced, implemented and perceived by others. / Ph. D.

Since the early 1960s, schools on the 45-15 yearround school calendar have been implemented in an increasing number of school districts throughout the United States. Literature has shown that the success of these programs is related to students' attitudes. The main body of knowledge we have concerning students' attitudes is contained in feasibility studies having limitations. Because of the importance ascribed to students’ attitudes, these limitations must be eradicated as much as possible in order to develop a viable attitudinal assessment instrument to evaluate students' attitudes. The evaluation of students' attitudes with such an instrument is the first step toward providing insight into those variables which are associated with favorable and unfavorable attitudes toward year-round education. The weaknesses in previously developed instruments and the importance of students' attitudes in the success or failure of year-round programs formed the basis for a two-pronged approach to this study. First, an attitudinal inventory was constructed to evaluate students‘ attitudes toward the 45-15 year-round school calendar and second, an identification was made of those personal and school calendar characteristics presumed to influence students' attitudes toward that calendar. A research instrument, developed in accordance with Thurstone's technique, was given to selected students in operational public high schools in the United States employing the 45-15 year-round school calendar. The resulting data were analyzed using SPSS subprograms Condescriptive and Student's t. The results revealed that students' attitudes toward the 45-15 year-round school calendar were more favorable when they: (1) perceive themselves as achieving well; (2) determine their own vacation schedule; (3) have one or both parents in favor of year-round school; (4) have close friends on the same attendance calendar; and (5) can select a September to June calendar or school. The personal and school calendar characteristics determined not to have any significant relationship to students' attitudes toward the 45-15 year-round school calendar were: (1) sex; (2) experience in year-round school; (3) employment; and (4) sibling attendance patterns. / Ed. D.

An attempt to show how schools should be organized, administered, and financed in accordance with modern educational philosophies.

The purpose of this study is to make a survey of the relation between the legal provisions for education in Texas and the public school administration, to determine, if possible, whether these provisions provide for an adequate program meeting the educational needs of the children of the state. Legal provisions, in this instance, comprise both the constitutional provisions for education and the school laws passed to carry out these provisions.

Thesis (Ph.D.)--Victoria University of Wellington, 2009. / Includes bibliographical references.

No description available.

School leaders in the United States live in an educational era characterized by a desire for and expectation that all students attain high levels of academic proficiency. There is an increased reliance on all types of educational assessment as a key component to help school leaders attain that goal. The purpose of this study is to understand how school administrators can foster a balanced system of assessment at the local level to genuinely harness the power of assessment to enhance student learning. The significance of the study rests in the fact that there is a general failure of states and school districts to conceive of educational assessment as a system that operates at all levels of the educational system from the classroom up to the district and state level. The findings of this study support the efforts of a group of administrators to develop a balanced system of math assessments in their school district.