Thesis (E.Ed.)--The Sage Colleges, 2009. / "A Doctoral Research Project presented to Professor of Education James Butterworth, Doctoral Research Committee Chair, School of Education, The Sage Colleges." Suggested keywords: distributed leadership; shared decision making; leadership. Includes bibliographical references: (p. 69-74).

Thesis (Ph. D.)--University of Wisconsin--Madison, 1972. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 150-153).

Thesis (D.Phil.(Curriculum studies, Education))-University of Pretoria, 2006. / Includes bibliographical references. Available on the Internet via the World Wide Web.

Thesis (D.Ed.)-University of Pretoria, 2006. / Includes bibliographical references (leaves 236-247).

Thesis (Ph. D.)--University of Missouri-Columbia, 2007. / The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on September 25, 2007) Vita. Includes bibliographical references.

Thesis (Ed. D.)--University of Missouri-Columbia, 2000. / Typescript. Vita. Includes bibliographical references (leaves 162-170). Also available on the Internet.

xvii, 183 p. : ill. A print copy of this thesis is available through the UO Libraries. Search the library catalog for the location and call number. / The Telecommunications Act of 1996 was enacted to address unequal access to technology by K-12 schools and public libraries in the United States. The federal government has since spent over $21 billion in the E-Rate program. The purpose of the study was to document E-Rate expenditures and technology usage patterns and to investigate the effectiveness of the federal diffusion project in influencing technology behaviors in one rural school district in Oregon. Data collected on E-Rate reimbursements and the use of these funds were collected for the school district over a 10-year period. The amount of bandwidth utilization and the capability of individual school networks increased at each school each year over the 10-year period. The school district also found ways to meet the substantial paperwork requirements imposed by the federal agencies in charge of the program. At the end of 10 years, the school district addressed their long-term connectivity needs by installing and paying for their own district managed fiber network. The E-Rate program appeared to be successful in supporting diffusion of the technology innovations and was probably necessary for the school district to be able to utilize the Internet and the World Wide Web. Other factors may or may not have been as important as the E-Rate funds in diffusion of the innovations. Recommendations are made for future research. / Adviser: Diane Dunlap

M.Ed. / In Chapter One, light was shed on the description of the problem, the outline of the problem, the methodology used and clarification of some of the concepts that were used in this research. The problem that the Department of Education faced after 1994 was that there had been no system of evaluating the performance of schools or comprehensive data on the quality of teaching and learning or standards achieved in South African schools. These problems led to the introduction of the policy on Whole School Evaluation, which aims at analyzing the performance of schools, and also to help schools improve. This study therefore investigated the way in which this policy is implemented and the role-played by school districts. A focused literature review was conducted and a structured questionnaire was used. Chapter Two focused on the review of literature based on THE ROLE OF THE SCHOOL DISTRICTS IN THE IMPLEMENTATION OF WHOLE SCHOOL EVALUATION. The main aim of the research project was to see how school district teams provide support to schools in the implementation of WSE, which would lead to improvements at schools, and the enhancement of education. Against this background, the question is: How will schools benefit from the implementation of WSE? The study supports the view that schools, educators and school districts need to be accountable to their clients, and the department must ensure that all learners receive quality education. To achieve this, schools need to be evaluated and supported so that suitable strategies are put in place and a suitable range of management information is made available to enhance performance. From the literature review, it became clear that, in countries where WSE has been implemented, the accountability of stakeholders has increased and the performance of schools has improved with the help of recommendations that translate into School Improvement Plans (SIP). The design of the research was explained in Chapter Three. A description of the empirical investigation was provided. The questionnaire was discussed and the course of the research was briefly outlined. The items (questions) were arranged into three factors and ranked according to their mean scores. One of the questions that ranked high was the question that aimed at finding out if respondents thought that WSE should be conducted at all schools. This question had a mean score of 5,08, which means the majority of respondents (81,5%) agreed or strongly agreed that WSE should be conducted in all schools, probably because it is mandated. The analysis and interpretation of the empirical data were discussed in Chapter Four. The construction validity of the research instrument was investigated by means of two successive factor analytical procedures that reduce the 50 items to just three factors namely: • The extent to which educators feel positive about WSE (FB) 25 items with a Gronbach-alpha-reliability coefficient of 0,9202. • The general support (indirect) provided by school districts to schools (FC 1): 17 items with a Gronbach-alpha-reliability coefficient of 0,9202. • The specific (direct) support provided by school districts to school (FC 2): 7 items with a Gronbach-alpha-reliability coefficient of 0,8802. The three factors could thus serve as a basis for evaluating the role of school districts in the implementation of WSE. The detailed statistical analysis of the research was confined to a comparison of one example of two independent groups and one example of three or more independent groups. Hypotheses were set and multivariate statistics were used to analyse and interpret the data. The Hotelling T² test was used to examine the difference in the vector means if the two factors were taken together. Where significant differences were found at multivariate level, they were further investigated by means of the Student t-test. For three or more groups, the multivariate hypothesis on, for example, age was investigated, using the MANOVA. Where there was a statistically significant differences, the researcher investigated further by means of Scheffe and Dunnett T3 tests. After this summary of the aspects discussed during the research, findings emanating from the research are made. These findings are now briefly examined and recommendations for the role of the school district in the implementation of WSE are made.

The problem of this study was to determine the criteria and procedures used by superintendents of selected public high schools districts in Texas in the selection of high school principals. This study had two main purposes : (1) to ascertain criteria and procedures that the superintendents of selected public school districts of Texas are using in the selection of high school principals, and (2) to make recommendations to improve the selecting of high school principals.

This problem is to determine what form of organization has most advantages for the schools of Wise County, Texas.