Thesis (Ed. D.)--University of La Verne, 2003. / Includes bibliographical references (leaves 152-160).

Thesis (Ph. D.)--University of Texas at Austin, 2001. / Vita. Includes bibliographical references (leaves 238-251). Available also in a digital version from Dissertation Abstracts.

The purpose of this research was to identify practices and activities of school board governance in large urban Texas school districts that achieved an academic rating of Recognized during the 2005-06 school year. Specifically, this research was designed to identify the practices that board presidents and superintendents felt were beneficial and necessary in assisting their boards to govern in an appropriate manner. The research questions that guided this process are: 1) How is the board involved in policy development and district planning that contributes to governing the school district? 2) What practices are used in the management, operation, and training of the board and individual board members for effective school board governance? 3) What practices have proven beneficial for effective communication among school board members and between the board and superintendent, and how does the board evaluate its own governing effectiveness? 4) What are critical areas affecting school boards and their ability to successfully and effectively govern? This study used qualitative research methods to examine and identify the strategies and practices employed by superintendents and board presidents in assisting boards to properly and efficiently govern their school districts. Data for this study was collected through publicly accessible information from the Texas Education Agency’s web site and a series of one-on-one interviews with superintendents and board presidents in academically high-achieving large Texas urban school districts. After transcription of the interviews, the resulting data was coded and emerging categories and themes identified through Grounded Theory qualitative research methods and procedures. Based on analysis of the research, board presidents and superintendents identified the following practices for their boards: establishing salaries early in the budget process; regularly contacting local, state, and federal policymakers about educational issues; establishing annual goals and performance criteria for the district and superintendent from a district-wide strategic plan; providing the board with multiple opportunities of involvement each month to meet and discuss district issues; identifying and attending multiple levels of continuous board training; being visible in the community by attending school and community events; providing all board members with extensive and ongoing information from the school district; having clearly defined board operating procedures; and being an advocate for the school district as well as voicing support for the administration. Regardless of the size of the school district, the findings of this research will enhance superintendents’ and board presidents’ understanding of the activities and practices used by board presidents and superintendents in academically high-achieving Texas urban school districts. / text

Thesis (MTech. degree in Education.)--Tshwane University of Technology, 2009. / School governing bodies were established in almost every school in the Limpopo Province. The establishment of school governing bodies brings democracy closer to the people. This study confines itself to the effectiveness of school governing bodies in secondary schools in the Mudaswali Circuit, Vhembe District.

No description available.

No description available.

The purpose of this study is to determine the possible training needs of the school governing bodies so that they can play their roles efficiently. Education can no longer be led by the producers, namely the academic theorists, the administrators and the educators' unions. Education must be shaped by the users, by what is good for the individual child and what hopes are held by parents. If power is to be moved, then it has to be managed, by implication, this management is to be by the users represented by the governors. Governing bodies have to take ownership of their schools to make sure that quality education is provided. In order to be effective democratically and managerially, the need for training should be recognized. The responsibilities for governing bodies are so important and complex that a governor cannot be expected to discharge them effectively without some training going beyond the normal process of picking up the job by doing it. The empirical investigation was employed to determine the training needs and strategies of the school governing bodies. Literature survey was also employed to determine the possible problems preventing the governing bodies to manage effectively. The population involved in this study was confined to principals, educator governors, parents, learners and co-opted members. The results of 210 respondents were analyzed. The findings revealed that the governing bodies did not know what to do and what not to do (i.e. they do not know their job description). Findings more over revealed that the governing bodies need to be empowered through extensive training. Recommendations made by the respondents on how training of school governing bodies should be done are also expounded. The respondents put more effort on organisation of workshops, mentoring, in-service training, clinical supervision and induction as relevant strategies that can enhance efficient school governance. / (M.Ed.) North-West University, Mafikeng Campus, 2003

Since 1998, school governing boards have been Quebec's answer to the trend towards school-based management. This study investigates the experiences of two parent representatives on a school governing board and a school board administrator in the early years of Quebec's effort to decentralize educational governance. The literature suggests that school-based management can be found in various degrees, but that it is not always successfully implemented. Obstacles related to school-based management include how school governing boards are composed, how their powers are defined, and the nature of their relationship with their school boards. Evidence from the three participants suggests that these obstacles may threaten the credibility of school governing boards. The study concludes with recommendations for improving the effectiveness of school governing boards in Quebec.

Dissertation (PhD)--University of Stellenbosch, 2005. / On t.p.: Doctor of Philosophy in Education Policy Studies. Bibliography. Also available via the Internet.

Thesis (Ed. D.)--University of Toronto, 2004. / Adviser: John Portelli.