Thesis (M. Ed.)--University of Hong Kong, 1997. / Includes bibliographical references (leaf 127-137).

Thesis (M.Ed.)--University of Hong Kong, 1997. / Includes bibliographical references (leaves 127-137). Also available in print.

Thesis (Ph.D.)--Mississippi State University. Department of Leadership and Foundations. / Title from title screen. Includes bibliographical references.

Thesis (Ph. D.)--Illinois State University, 2002. / Title from title page screen, viewed January 3, 2006. Dissertation Committee: Barbara Heyl, George Padavil (co-chairs), Linda Lyman, Paul Baker. Includes bibliographical references (leaves 208-215) and abstract. Also available in print.

xi, 74 p. A print copy of this thesis is available through the UO Libraries. Search the library catalog for the location and call number. / This dissertation examines the effects of the UO Diversity-Building Scholarship (DBS) on the student outcomes of retention, graduation, and debt load upon graduation. Student outcomes were interpreted in the context of three research questions focusing on: (a) how DBS recipients compared with other funding groups; (b) how student outcomes differed by ethnoracial group; and (c) how outcomes differed by students' level of financial need. DBS recipients were compared with Staton and Dean's scholarship recipients and unfunded students. Study predictors were funding status, ethnoracial background, and financial need. Variables controlled for in study models were gender, parents' educational background, and standardized test scores. The effects of the DBS were analyzed using both descriptive and inferential (logistic and linear regression) analyses. Regression analyses yielded mixed results with regards to differential outcomes by funding group, ethnoracial background, and financial need. After discussing results in detail, I offer several policy and research recommendations in reaction to negative or unfavorable outcomes among DBS recipients. These recommendations focus on increased data gathering for UO scholarship recipients and formal evaluations of the impact of student support efforts directed at Diversity-Building scholars in particular and scholarship recipients in general. / Adviser: Joe Stevens

xvi, 229 p. A print copy of this thesis is available through the UO Libraries. Search the library catalog for the location and call number. / This case study identified which of Baker and Richards' (2004) leadership models (compliance, performance, ecological) were used to make data-based decisions in six Oregon schools. Two elementary, two middle and two high schools in a suburban school district were selected. Typologies of each school's reported data Sources, Leadership, Processes and Impacts were developed. The results of the typologies were applied through pattern-matching to a Conceptual Model of Data-Based Schools developed by Hill (2004) in an earlier study. The study investigated (a) the similarities and differences in how the schools used the data they collected; (b) patterns that emerged indicating how data were used to inform decisions; and (c) the data-based leadership model (compliance, performance, ecological) evidenced at each school, school level and within the overall district. Findings indicated consistent patterns of data-based practices across all six schools and placed each of them, as well as the overall district, on the continuum between the performance and ecological leadership models. School administrators reported an ecological set of beliefs to guide their site-based decisions; teachers reported a performance set of beliefs and practices in their classrooms. There was no significant difference attributed to school levels. The findings build on Hill's (2004) previous study, strengthen Baker and Richards' (2004) ecological leadership model, and add to the emerging literature on ecological leadership in schools. School leaders can use the model to identify current practices in data-based decision-making and share their findings with their staff in order to improve data practices and move along the continuum toward ongoing and continuous school improvement. / Adviser: Diane Dunlap

xiii, 142 p. : ill. A print copy of this thesis is available through the UO Libraries. Search the library catalog for the location and call number. / This study employs a case-study methodology to examine the sustainability of reforms at an innovative young high school. A variety of factors present obstacles to the success of reforms, including loose organizational linkages and staff turnover. Using Linde's framework of the paradigmatic narrative, this study explores how the stories teachers tell each other about the origin and history of the school affect the way teachers currently implement the founding vision in the face of loose organizational linkages and staff turnover. In particular, this study focuses on the system of 9th- and 10th-grade Language Arts and Social Studies team teaching. / Committee in charge: David Conley, Chairperson, Educational Leadership; Philip McCullum, Member, Educational Leadership; Deborah Olson, Member, Special Education and Clinical Sciences; Alan Meyer, Outside Member, Management

xiv, 110 p. A print copy of this thesis is available through the UO Libraries. Search the library catalog for the location and call number. / The purpose of this study was to examine the influence that select demographic and employment factors have on the risk of attrition for beginning special and general educators. Data for this study came from the University of Oregon College of Education Student Follow-up Survey project. Employment outcomes were assessed at 1, 3, and 5-year intervals for a sample of early career special and general educators via a mailed survey. Cox regression analysis was used to estimate the risk of attrition during the study period. The findings suggest that overall special and general educators had low a risk of attrition, but risk varied by demographic and employment characteristics. Implications for practice and research are discussed. / Committee in charge: Michael Bullis, Chairperson, Special Education and Clinical Sciences; Christopher Murray, Member, Special Education and Clinical Sciences; Paul Yovanoff, Member, Educational Leadership; Susan Hardwick, Outside Member, Geography

Orientador: Graziela Zambão Abdian Maia / Banca: Lourdes Marcelino Machado / Banca: Miguel Henrique Russo / Resumo: O objetivo da pesquisa é identificar, sistematizar e analisar as publicações que priorizam os aspectos relacionados à formação do administrador escolar. A proposta apresenta como material principal as referências listadas sobre o assunto na Revista Brasileira de Política e Administração da Educação (2007), número especial que trata da formação docente e do curso de Pedagogia, e utiliza como procedimentos metodológicos: o levantamento destas referências, que incluem livros/artigos, documentos de entidades e legislação -, a sistematização e a análise de conteúdo daquelas que privilegiam os aspectos relacionados à formação do administrador escolar. O referencial teórico para análise do material coletado é o que afirma a especificidade da Administração Escolar e suas contribuições para a transformação social. O delineamento do objeto de estudo partiu da realização de pesquisa de Iniciação Científica que se defrontou com a dificuldade de encontrar material sistematizado sobre a formação do administrador escolar. Além deste aspecto, outro argumento que justifica sua realização é a importância atual conferida à gestão da educação/escolar pelos diferentes discursos presentes no meio educacional e, conseqüentemente, a necessidade de sistematizar a produção da área. Pode-se considerar, em linhas gerais, que: a construção do conhecimento sobre a formação do administrador escolar não é linear, ao contrário, observam-se avanços e retrocessos na defesa de uma base orientadora para formação desse profissional; a identidade do especialista em Educação, incluindo aí o administrador escolar, sempre esteve muito atrelada à formação docente; amplia-se o conceito de docência, ou seja, o profissional deve estar apto à gestão, pesquisa e docência; o movimento... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract:The objective of the research is to identify, to systematize and to analyze the publications that prioritize the related aspects the school administrator's formation. The proposal presents as main material the references organized about the subject in the Brazilian Politics and Administration of the Education Magaziene (2007), special number that deal with teaching's formation and the Pedagogy's course, and use as methodological procedures: the search for references, that include books, articles, documents of entities and legislation -, the systemization and the content's analysis the things that privilege the aspects related to the school administrator's formation. The theoretical referencial for analysis of the collected material is what affirms the specificity of the school Administration and these possible contributions for the social transformation. The delineamento of the study object started in accomplishment research of Scientific Initiation that confronted with the difficulty of finding material systematized about the school administrator's formation. Besides this aspect, other argument that justifies the accomplishment is the current importance award to the Education's manage by different speeches presents in the education environment and, consequently, the need to systematize the production of the area. It can be considered, in general lines, that: the construction of the knowledge about the school administrator's formation isn't constant, in the opposite, observed progresses and retreats in the defense of a guiding base for formation that professional; the specialist's identity in education, including the school administrator, was always very linked to the teaching's formation; the teaching concept was enlarged, in other words, the professional should be capable... (Complete abstract click electronic access below) / Mestre

Orientador: Graziela Zambão Abdian / Banca: Cleiton de Oliveira / Banca: Miguel Henrique Russo / Resumo: Esta pesquisa tem como objetivo analisar os editais e as provas dos concursos públicos para provimento do cargo de diretor de escola realizados na rede estadual de ensino de São Paulo entre 1979 e 2007, bem como a concepção que os diretores concursados têm acerca da função que exerceram e/ou exercem nas escolas. Considera-se que os conteúdos dos editais e das provas, juntamente com as percepções dos diretores que realizaram os concursos, foram aprovados e assumiram o cargo, podem indicar, entre outros aspectos, as expectativas dos órgãos centrais do ensino do estado de São Paulo em relação à atuação desse profissional e o pensamento administrativo que supostamente orientou e/ou orienta a administração das escolas públicas paulistas. A partir do resgate da trajetória do conhecimento em Administração da Educação no Brasil observa-se que o estudo sistemático nessa área desde sua origem e durante muito tempo baseou-se, quase que exclusivamente, na Teoria Geral da Administração sendo marcado pelo paradigma empresarial. Entretanto, sob o argumento de que a escola apresenta objetivos distintos da empresa, alguns estudos produzidos no final da década de 1970 e nos anos 1980 propõem a construção de uma base teórica específica para a atividade administrativa escolar. Tomando como subsídio esse movimento teórico na área, a análise das diferentes fontes de pesquisa (editais, provas e entrevistas com os diretores) tem como eixo as seguintes questões: Se houve uma trajetória do conhecimento em Administração da Educação no país com características marcantes em cada período, tais características se refletiram nos editais e nas provas para provimento do cargo de diretor de escola? E na concepção dos diretores? De que forma? A análise efetuada permite esboçar algumas respostas... (Resumo completo, c licar acesso eletrônico abaixo) / Abstract: This research aims to analyze the public notes and the open tests to fill the position of school principal held in state schools in São Paulo between 1979 and 2007, and also the perception that principals have on the function they exercised/exercise in schools. It is considered that the contents of the public notes and open tests, along with the perceptions of principals who carried out the tests, were approved and entered office, may indicate, among other things, the expectations of teaching central organs of São Paulo state concerning the work of this professional and administrative thinking that supposedly guided and/or guides the administration of public schools in the state. By recovering the knowledge trajectory in Administration of Education in Brazil it is observed that the systemic study in this area since its inception, and during a lot of time, was based almost exclusively on General Theory of Administration being marked by the entrepreneurial paradigm. However, under the argument that schools present different objectives from the company, some studies produced in the late 1970s and in the1980s propose the construction of a specific theoretical basis for the school administrative activity. Taking as a grant this theoretical movement in the area, the analysis of different research sources (public notes, tests and interviews with the principals) is centered on the following questions: If there was a path of knowledge in Educational Administration in the country with outstanding characteristics in each period, were these characteristics reflected in the public notes and tests aimed at filling the position of school principal? And in the perception of principals? How? The undertaken analysis allows sketching out some answers in order to assert that, in some way, the theoretical movement was reflected... (Complete abstract click electronic access below) / Mestre