Thesis (Ed. D.)--Washington State University, August 2009. / Title from PDF title page (viewed on Sept. 10, 2009). "College of Education." Includes bibliographical references (p. 83-88).

Thesis (M. Ed.(Educational Management) -- University of Pretoria, 2006. / Includes bibliographical references (leaves 93-98) Available on the Internet via the World Wide Web.

Thesis (Ed. D.)--Lehigh University, 2000. / Includes vita. Includes bibliographical references (leaves 124-137).

This study examined the perceptions of school board members and superintendents of their role and responsibilities during conflict. The following research questions were the focus of this study: (1) What type of group interactions occurred among the school board members and between the board and the superintendent? (2) How did the board/superintendent relationship affect information processing, conflict management, and goal setting between the school board and the superintendent? (3) What ways did group structures, such as role identity, influence board/superintendent cohesiveness? (4) What ways did the superintendent's leadership have an effect on board/superintendent cohesiveness? A good working relationship between an elected school board and an appointed superintendent is crucial in order for the school district to attain its district goals and improve student achievement. The school board members need to understand not only their roles and functions, but also the role and function of the superintendent. If a healthy relationship is not developed, then the school district and their stakeholders will be in a constant power struggle (Estes, 1979). A well-rounded working relationship between the school board and the superintendent is imperative if the district wants to achieve the goals set by the school board and to meet the mandates and requirements from federal and state agencies. Utilizing a qualitative multiple case study with a social action system theory approach, direct observations, individual interviews, and document reviews were used to collect data in this research study. Open, axial, and selective coding were used to analyze the qualitative data that was collected. This study supported themes in practice that emerged through the data in school districts with healthy board/superintendent relationships. The themes included: (a) honesty; (b) free flowing communication; (c) mutual respect; and (g) trust. This study also supplemented the existing research with additional themes that emerged from the individual interviews, direct observation and documents. These emergent themes included: (a) lack of communication; (b) dishonesty; (c) favoritism. The results of this study provided information related to strategies that aid in the development and the improvement of the school board and superintendent relationship. It contributed to the field of knowledge by highlighting the importance of improving the school board and superintendent relationship. This study can serve as a guide for designing training for school boards and superintendents. It could also help determine if a single method or a combination of methods would help to develop or improve the relationship between the school board and the superintendent.

Thesis (Ed. D.)--Illinois State University, 1985. / Title from title page screen, viewed July 7, 2005. Dissertation Committee: Clayton Thomas (chair), Ronald Halinski, Ronald Laymon, Calvin Jackson, David Eaton. Includes bibliographical references (leaves 98-101) and abstract. Also available in print.

Thesis (Ed. D.)--University of Texas at Austin, 2007. / Vita. Includes bibliographical references.

Thesis (Ph. D.)--University of Texas at Austin, 2006. / Vita. Includes bibliographical references.

ABSTRACT OF THE DISSERTATION OF PATRICK L. RICE for the Doctor of Philosophy degree in Educational Administration, presented on February 24, 2010, at Southern Illinois University Carbondale. TITLE: AN ANALYSIS OF THE IMPACT OF SCHOOL BOARD TRAINING AND EVALUATION AS PERCEIVED BY SCHOOL BOARD MEMBERS AND SUPERINTENDENTS MAJOR PROFESSOR: DR. KATHY HYTTEN The majority of school board members and superintendents agree that school board training and evaluation is needed to increase school board effectiveness. Although, most board members and superintendents agree, there is not a consensus regarding the form and scope of board training and evaluation. The purpose of this study was to develop a better understanding of the perceptions of school board superintendents and school board members regarding school board training and evaluation. Interviews were conducted from board members and superintendents of two similar sized K-8 school districts located in Southern Illinois. Two focus groups were conducted, once composed of school board members and the other of superintendents from various school districts in Southern Illinois. Board members and superintendents agreed that training and evaluation are important components to the success of school boards. Specifically, many board members--especially newly elected members--fail to properly understand their roles and duties, which often lead to role confusion, challenging board/superintendent collaboration issues, and an increased number of board members with personal agendas. Although training and evaluation were seen as important, there was not a clear consensus regarding the form and scope of board member training and evaluation. Board members were especially concerned about issues related to local control, time commitment, and training expenses, as well as how trainings will be conducted.

Dissertation (Ph. D.)--University of Akron, Dept. of Educational Foundations and Leadership, 2006. / "December, 2006." Title from electronic dissertation title page (viewed 05/06/2008) Advisor, Sharon Kruse; Committee members, Xin Liang, Renee Mudrey, Cynthia Reynolds, Sandra Spickard Prettyman; Department Chair, Susan Olson; Dean of the College, Patricia A. Nelson; Dean of the Graduate School, George R. Newkome. Includes bibliographical references.

Thesis (Ed. D.)--Illinois State University, 1984. / Title from title page screen, viewed June 2, 2005. Dissertation Committee: Ned Lovell (chair), Ronald Halinksi, Rodney Riegle, Patricia Dearborn, Paul Baker. Includes bibliographical references (leaves 239-244) and abstract. Also available in print.