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.

D.Ed. / The transformation of the education system in South Africa is unavoidable due to social transformation in a newly democratised state. The newly established Gauteng Department of Education had to face challenges since 1994 to promote quality education, ownership and stability due to the fragmentation and diversity in communities and schools. In order to restore the culture of service delivering and to promote teaching and learning in schools, it is vital for schools to be provided with resources and conditions that are conducive to quality education. Trained educators and effective management of schools are equally important to ensure that learners receive the best quality education. Total quality school management provides the key to the solution, because the spiral of development, which includes constant monitoring and evaluation throughout the planning, leading and implementation cycles. Total quality school management is an integral part of delivering effective and efficient service. Total quality school management refers to the action, processes and structures necessary to ensure the delivery of highest quality of service to the clients. Total quality school management cultivates the appropriate partnerships and networks in service of the clients. In South Africa the indicators of these frameworks are invariably slanted toward issues of equity, efficiency and redress, but should largely be structured toward the improvement of service and education.

M.Ed. / The purpose of this research was to investigate the challenges facing the Development Support Grouping (DSG) in the implementation of the Integrated Quality Management System (IQMS). Based on this, the researcher sought to present guidelines to improve the process of educator evaluation. The Integrated Quality Management System is a national policy aimed at increasing productivity among educators. IQMS comprises three programmes namely: Development Appraisal (DA), Performance Measurement (PM) and Whole school Evaluation (WSE). The three programmes ought to complement each other and run concurrently. The role of the Development Support Groups (DSG) is of cardinal importance in the implementation of IQMS. Because of the tremendous challenges inherent in IQMS and the fact that the DSG are responsible for baseline and summative evaluation, it is necessary to ascertain the challenges that the DSG are likely to encounter whilst exercising their roles and responsibilities during the implementation of IQMS. The research concentrated on schools in the Vryheid District of KwaZulu- Natal. The quantitative research methodology was employed to elicit the perception of educators with regard to the implementation of IQMS in schools as well as the challenges facing the DSGS. The findings of the research were clustered according to the four sections of the questionnaire. Some of these findings were: • A large majority of educators in Vryheid District seem not to understand the purpose of IQMS. • A higher percentage of respondents do not believe that the training they receive had prepared them for implementing IQMS. • Most respondents do not strongly agree that WSE evaluates the effectiveness of school in terms of national goals. • A smaller percentage of respondents agreed that WSE provides feedback as a means of achieving continuous improvement. • Most educators believe that lesson observation is necessary for educator development. • The contribution of the DSG towards educator development is of a limited extent. • Educators do not have sufficient time to serve on DSG.

M.Ed. (Educational Management) / Please refer to full text to view abstract

M.Ed. (Leadership and Management) / Please refer to full text to view abstract

Most of the studies conducted on bilingual education emphasize current educational problems. Instructional, administrative, fiscal, and political issues have highlighted the development of serious attempts to produce research accounts of the history of bilingual education in the United States. Nevertheless, it is almost impossible to find an accurate and global account of the legal struggle that allowed bilingual education to survive years of obstacles, intolerance, and success. Without utilization of recollected information on the legal process across the nation dealing with bilingual educational issues, it is rather difficult to make an objective assessment on the legal status of bilingual education within the educational and legal boundaries. This study focuses on the historical repercussions of the laws, consent decrees, and enactments favoring bilingual education across the country, specifically, the impact of those legislations that, according to the researcher's estimation, went beyond the notion of responding to political pressure. The notion of responding to the educational needs of linguistic minority students and the responsibility to a large constituency that would not understand the bilingual education concept produces the middle-road solution called "bilingual education" to pamper an everlasting educational problem. To explain the present situation of bilingual education, in general, and in Massachusetts, in particular, an historical sequence of the most important events affecting education is covered. An historical legal framework is included to provide a better understanding of the nation's educational view through the law and how cultural diversity has affected the development of education nationally. Major legal cases, as well as other legislation in favor of bilingual education, is explored in detail. After reviewing the history of laws, enactments, and consent decrees, and observing the present situation of bilingual education in this country, one has to conclude that bilingual programs have been programmed for failure. This study will enhance the information base of educators, parents, community activists, and others who need to work with linguistic minority students coming from educational systems that have denied them the right to learn. Furthermore, the intent of this dissertation is to put forth information central to the development of initiatives to aid parents, students, and educators in overcoming obstacles created by unclear bilingual laws and biased to bilingualism politicians or school administrators.

This study examines and evaluates the effectiveness of the Federal Government's commitment to provide increased support to historically Black colleges and universities (HBCUs) in the academic areas of science and engineering technology programs. It focuses on the implementation and results of Executive Order 12320, signed on September 15, 1981, by President Ronald Reagan, which mandates Federal Government Agencies and Departments to eliminate known barriers to HBCU participation in areas of research and development. The study considers the influences of the Federal Government's impact and historical relationships with HBCUs for the period 1981-1988. Additionally, it examines the level of efforts made to eliminate the underrepresentation of minorities in science and technology programs. Data evaluated for the study was acquired from Federal Government Agencies and Departments, HBCUs, private sector businesses and corporations, organizations, and other sources. It was analyzed to determine levels of science and non-science funding support for HBCUs and served as the historical framework for the study. The primary institutional sources of information and data collection for this study were from a number of HBCUs selected based upon identified and stated factors which contributed to various participation levels in Federally-sponsored science and technology programs. The target population was the universe of the HBCUs (two-year, four-year, and graduate level institutions), with the sample population chosen to represent all HBCUs on the basis of levels of participation in research and development, science and technology programs. Archival data was collected from major Federal reports, supplemented by personal interviews with educational experts and institutional officials. Several important factors emerged from this study. Foremost, the data suggest that HBCUs which received the greatest amount of Federal funding and support in the science areas were more likely to receive the greatest amount of funding in non-science academic areas. The findings also suggest that Federal Government support in the non-science academic science engineering programs served as factors which enhance the potential and competitiveness of HBCUs. Regarding the successfulness and effectiveness of the Federal Government and private sector commitment to HBCUs, there have been extensive efforts to support active participation of HBCUs in science and non-science programs.

The factors influencing the retention of physical therapy college faculty had not been previously substantiated. In this study investigating faculty retention, all 36 full-time faculty from the four accredited, entry-level physical therapy programs in a large southern state, received a questionnaire. Twenty-eight (78%) returned the completed questionnaire. In addition, interviews were conducted with eight consenting faculty, two from each of the four universities. Although mentors are considered by physical therapy faculty to be very valuable, mentorship alone did not significantly affect physical therapy faculty retention. In addition, no significant differences were noted between mentored and non-mentored faculty with regard to gender, rank, tenure, salary, career selection, prospects for future success, and job satisfaction. In addition, gender did not significantly influence retention, salary, tenure, rank, prospects for future success, career planning, feelings about job change or retention in present job. In this study a slightly higher percentage of women versus men were mentored. The majority of women and all men had a mentor of the same gender. Unlike women in male dominated professions, women in physical therapy faculty positions found other women and men willing to act as their mentors. Women also tended to remain in the mentoring relationship for more years than men. Mentored faculty, particularly women, had also taken on the role of mentor, thus perpetuating the mentor relationship legacy. Both women and men experienced relatively few problems as compared with the many benefits of the mentor relationship. There appeared to be a variety of factors influencing faculty retention. The questionnaire results revealed rank and tenure to influence faculty retention positively. Within the interviews, faculty most frequently mentioned other "faculty", as a positive feature attracting them to and retaining them within their institution. Salary, although not a significant finding in the survey, was mentioned several times throughout the interviews. It appeared that when salaries reach a critically low level, one lower than or approximating the salary of new graduates, faculty reconsider their options for clinical rather than academic jobs. The institution studied that had the highest retention also had the greatest percentage of tenured faculty and the second highest salary.

The subject of "women in development" has received some attention from both the African governments and donor agencies, but the focus needs to shift to African women in educational leadership. While some work has been done, most of it has concentrated on women in agriculture, health, and primary education. African women in higher education and girls in secondary schools have received little, if any, attention. Education at these levels is highly competitive and not many women and girls attain it. Hence, few women have made it to top- and middle-level administrative management positions, while the majority continue to fill teaching and support staff positions. This study was designed to investigate issues and factors that affect African women in educational leadership positions. To better understand the phenomenon, it was necessary to explore what happens to girls while in school up to employment stage. The study was guided by research questions centered around: factors and issues affecting African women educational leaders, the role of education in promoting and hindering women's advancement, the African woman's role in the public domain, and strategies for planned change. Qualitative methods of inquiry were used, and data gathering techniques included literature review, interviews, observation and photography. Kurt Lewin's Forcefield Analysis was utilized to organize recurrent issues and factors. The findings included: a high drop out rate for girls due to social problems; that girls receive marginalized attention when parents have financial constraints; girls' educational attainment is lower than that of boys; the education system contributes to low levels of girls' and women's education and training through curricula and sitting arrangements that segregate girls from boys, and policy that perpetuates the problem of underrepresentation of girls. The study also found that girls' and women's success is dependent on such factors as the girls' and women's perception of their own future, their willingness to break the traditional barriers that are detrimental to women's success, support from people around them, ambition, and perseverence. The study concludes with some pertinent recommendations and an action plan. They include changing women's attitudes toward their roles, educating society on the value of educating girls and women, creating opportunities to enable more women to get further education and training, encouraging and preparing women with potential for leadership positions, providing enabling services such as day-care facilities, workshops, forums, summer institutes, organizing task forces, opening a women's center where women in education can begin to critically discuss women's issues, creating a roster for women in educational management, encouraging continued analysis of educational policy, inclusion of more women in policy-making positions and training of educational policy makers.

There is a need to solidify the common folklore understanding of what acceptable behaviors are for computer network users. The process of solidification should provide for the development of a paradigm that will be utilized in the formulation of computer use policy. Those who craft computer use policy should move away from the model of a network as a superhighway to a model of a network as a commonly shared resource. The current process for formulating and reviewing an Acceptable Use Policy--an AUP--has generally not evolved as quickly as the rapidly expanding user base and changing demographics. Given the changes in user demographics on computer networks, there is a rapidly growing need to better understand the computer network and to create AUP's based upon questions of social interaction. Such questions might attempt to address the issues of cooperation and sharing of resources. For example, faced with the temptation to behave selfishly--to overuse the resources, how can a group of people (through its AUP) establish and maintain cooperative behavior? To begin the process of answering such questions, this dissertation suggests focusing on the question: "How do privacy aspects of the First and Fourth Amendments impact the formulation of Acceptable Use Policy for an on-line computer network?" This dissertation suggests that privacy is a foundational concept in developing an understanding of the nature of the social activities which are growing in cyberspace. This dissertation also chronicles the transition from informal gentleman's agreement AUP's toward more formalized ones. The research in this dissertation was accomplished by accessing a number of legal resources such as Lexis/Nexis, Westlaw, Web sites on the Internet, a law library, and several Mailing Lists involved in discussions of online legal issues. Other sources, such as government documents, existing and out of date Acceptable Use Policies, and legislative testimony, were reviewed. Personal communication with a number of eminent legal scholars also provided a valuable resource. This dissertation concludes that an Acceptable Use Policy should be in place to govern use of computer networks. The Acceptable Use Policy should become much more of a social contract in the manner of many campus faculty and student handbooks, and, even in the manner that the U.S. Constitution is a social contract for the U.S. population. AUP's should be locally developed by those who have a foundational understanding of: (1) legal principles of privacy, search and seizure, and due process, and, (2) management theory involving the use of commonly shared resources.