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The purpose of this study was to identify and describe the personnel responsibilities and preparation of the person responsible for the personnel function in 60 out of 83 school divisions in the Commonwealth of Virginia with 5,000 students or less that responded to the survey. The primary objective was to ascertain who had the responsibilities, if they were delegated or shared, and if so, to whom. Other objectives were to determine the relationship between who performed the personnel responsibilities and the size and wealth of the school divisions. Finally, the role that technology played in handling the duties and the extent the responsibilities would increase, decrease, or remain the same over the next three to five years were explored. The superintendent was more often responsible for the personnel function in small Virginia school divisions with 5,000 students or less,. The study revealed that the assistant superintendent or directors of personnel were frequently designated as the persons with primary responsibility for the personnel function. Other employees in the division who either performed, shared, or were designated the responsibility for certain job responsibilities held one of the following titles: principal, secretary, administrator, administrative support person, director of instruction, person holding multiple titles or consultants. The study indicated technology does not play a major role in small divisions except in the job responsibility areas of planning and compensation. Minimal change is anticipated over the next three to five years in the job responsibilities except for planning and staff development. / Ed. D.

This developmental research used components of Rogers\' diffusion of innovations (1962) theory to develop a technology planning framework for school districts in developing countries. The Framework may be used by officials from developing countries in different levels of government to develop a technology plan for their districts and states. The study utilized two types of expert reviewers to evaluate the proposed Framework. The first type was the Diffusion of Innovations theory expert reviewers who were selected to determine if the Framework conforms to the principles of the theory. The second expert reviewers were individuals in different parts of Africa who were selected to establish if the Framework is feasible and practical to the conditions of developing countries. The overall feedback from expert reviewers was positive and suggestions and comments were used to modify the Framework in order to improve it to be an effective technology planning tool. The final product of this study is a step-by-step procedural guide consisting of activities and suggestions that can be used to develop a school district technology plan in a developing country. / Ph. D.

This study was conducted to determine what the relationship is between the employee compensation/benefit programs in Texas public school districts and the basic values and beliefs that are important to the success of the districts.

The word evaluation, according to the definition given in the dictionary means "to appraise carefully". The Fletcherville School faculty has found, in the course of its study to date, that the word implies much more. It means now, among other things: finding a direction, testing to learn whether the school is moving with such purposes in mind, and planning ways to improve the situation. When emphasis is placed more on positive things, teachers lose their fear and no longer hesitate to take the first steps necessary for success. This school has found that in evaluation, as in teaching, it is necessary first to set the stage properly. / Typescript. / "August, 1953." / "Submitted to the Graduate Council of Florida State University in partial fulfillment of the requirements for the degree of Master of Science." / Advisor: W. Edwards, Professor Directing Paper. / Includes bibliographical references (leaf 22).

Using a case study approach, this investigation focused on the decision-making processes involved in developing budgets in two Texas school districts following a tax limitation, or rollback, election. Factors influencing the decision-making processes included the rollback election's outcome in each district, the participants, the perceptions participants held of themselves, the perceptions participants held of others in the district and community, the decisions made, and the factors influencing participants' decisions. Two Texas school districts were selected as subjects of this study which used qualitative data collection methods. In one school district, the rollback election passed. In the other, it failed. Data collection included observations of school board meetings and budget workshops. Structured interviews of school board members and administrators, pro- and antirollback proponents, and newspaper editors were conducted. Questions focused on the budgetary decision-making processes before and after the rollback elections. They also solicited information fromsubjects regarding rollback elections, the factors precipitating the rollback elections and the impact of the rollback election campaign upon each school district. Document analyses were triangulated with the observations and interviews to identify the factors influencing the budgetary decision-making process. Following the rollback elections, school officials in both districts adopted a conservative approach to budgetary decision-making. In both districts, school board members and administrators listened more carefully to citizens' concerns. Citizen finance committees were formed in both districts following the rollback elections to receive community input into the 1989-90 budgets. The decision-making processes in both districts were influenced by school board members' and administrators' personal philosophies, the presence or absence of long-range district goals, and pressures to finance unfunded and underfunded state mandates. The budget documents produced in both districts following the rollback elections reflected a commitment to funding curricular rather than extracurricular programs. School officials protected teachers' and support staffers' salaries, recognizing the importance of maintaining employee morale.

Thesis (Ed. D.)--Illinois State University, 1995. / Title from title page screen, viewed May 10, 2006. Dissertation Committee: John R. McCarthy (chair), Marcilene Dutton, Edward R. Hines, David L. Tucker. Includes bibliographical references (leaves 147-153) and abstract. Also available in print.

The dissertation examines the effects of equalization on Arizona unified school districts. Data was collected from three time spans, 1979 to 1981, the period of time before the passage of equalization legislation; 1982 to 1986 the period of time that equalization took place; and 1987 and 1988 the period after equalization was to have been fully realized. The study uses six measurements of equalization. The Range of Revenue per student was found to indicate a slight in inequality. The Federal Restricted Range Ratio also indicated a slight trend toward inequity. Inequity has decreased from 1.79 in 1979 to 1.47 in 1988. The data became erratic during the period of time that equalization was taking place. Both the Range of revenue and the Federal Restricted Range Ratio are relatively invalid measurements of equity. The Coefficient of Variation, a much better measure, indicated on overall trend toward increased equity. The Coefficient of Variation was.35 in 1979 and.29 in 1988. The McLoone Index, a widely used measure of equity, indicated that the State of Arizona has had a high degree of equity throughout the study; it was.92 in 1979 and.91 in 1988. The Lorenz Curves that were produced and the Gini Coefficients gave further indication that the State has had substantial equity throughout the study. In 1979, the Gini Coefficient was.04 and.03 in 1989. The results of the data indicate that there was little effect on equalization of unified districts in Arizona from the passage of HB 2013 in 1980. Immediately after the passage of the law, the data became more erratic, but equity did not increase substantially. The reason there was little effect on equity is thought to be because the degree of equity as measured by the Coefficient of Variation, McLoone Index, and the Gini Coefficient was so great that any increase in equity would be very difficult. The McLoone Index indicated equity was within 12% of perfect equity and the Gini Coefficient indicated equity was within from 1% to 4% of perfect equity.

The purpose of this study was to determine the community power structure and its influence on the outcome of bond elections in four selected school districts in the State of Texas. The investigation of the following subproblems was necessary: 1. To determine the involvement of power structure in the decision-making process of the school district. 2. To determine the community people who have exercised the greatest influence in school matters. 3. To determine the educator's need to become cognizant of the nature of power structure. 4. To determine to what extent leaders in school bond elections are also leaders in non-school issues.