Thesis (Ed. D.)--Virginia Polytechnic Institute and State University, 1988. / Vita. Abstract. Includes bibliographical references (leaves 134-137). Also available via the Internet.

Thesis (Ph. D.)--Lehigh University, 2005. / Includes vita. Includes bibliographical references (leaves 214-240).

Thesis (Ed. D.)--Lehigh University, 2005. / Includes vita. Includes bibliographical references (leaves 202-222).

Thesis (Ph.D.)--University of Nebraska-Lincoln, 2006. / Title from title screen (site viewed May 8, 2007). PDF text: v, 67 p. : col. ill. ; 0.51Mb UMI publication number: AAT 3238255. Includes bibliographical references. Also available in microfilm and microfiche formats.

Thesis (Ed. D.)--Lehigh University, 2004. / Includes vita. Includes bibliographical references (leaves 167-185).

This is a study of selected tasks and responsibilities of chief administrators in overseas schools located throughout East Asia. The degree to which their work related tasks presented problems for them and the identification of in-service training areas constituted the focus of the study. Data were collected by questionnaires from 46 chief school administrators whose schools were members of the East Asia Regional Council of Overseas Schools (EARCOS). The data were analyzed through descriptive statistics to determine the degree to which 92 administrative tasks presented problems for the chief school administrator. The selected administrative tasks encompassed five major areas: personnel, curriculum, school administration and business functions, school setting and pupils. In addition, 25 in-service training areas were prioritized according to the degree of value chief administrators felt they would provide. Specific tasks identified as most problematic were: (a) hiring well-qualified teachers from the local community; (b) locating and acquiring school sites; (c) funding new school buildings; (d) providing substitute teachers; (e) providing current and relevant in-service training for teachers; (f) providing programs for gifted, remedial or handicapped students; (g) constructing new buildings; (h) providing hearing, visual, psychological, or other testing services; (i) soliciting financial support; (j) finding local supply sources. In-service training opportunities in the major area of curriculum were identified as being most valuable and additional course work in preparation for an overseas chief school administrator's position was believed to be beneficial by those currently holding chief school administrator jobs. Specific in-service topics deemed most valuable were: (a) curriculum development procedures and writing of curriculum guides; (b) staff management, faculty morale and leadership techniques; (c) hiring practices, contracts, overseas recruiting and organizations providing support services; (d) teacher evaluation, supervision and dismissal procedures; (e) development and implementation of in-service training and school improvement plans; (f) curriculum alternatives such as International Baccalaureate, ESOL, "A" and "O" levels, and Advanced Placement programs; (g) pupil support services such as counseling, testing services, gifted and remedial programs; (h) methods of communication, public relations techniques and community liaison projects; (i) economics, budget development procedures and school business office and accounting practices; (j) comparative education--evaluating academic programs from various countries.

Thesis (Ed. D.)--Lehigh University, 2005. / Includes vita. Includes bibliographical references (leaves 169-178).

The purpose of this study was to examine the views of school board members in selected K - 12 American Sponsored Overseas Schools in Mexico, Central America and the Caribbean as to their concerns and the relationship of those concerns to the variable citizenship. A questionnaire was mailed to 148 school board members in 16 schools in nine countries. A return rate of 56.1% of the school board members was obtained. The survey used in this study was divided into two parts. Part I of the survey gathered personal information about the school board members. Part II sought to obtain school board members’ views about the school’s organization, school board role and responsibilities, curriculum and instruction, staff and parents, and concerns. Cross-tabulation procedures and frequency distributions were used to report the data. The analysis of host country and United States citizens responses revealed that beliefs regarding the concerns of the school are not generally divided along the lines of citizenship. There were differences reported between the citizenship groups in the areas of mission of the school, enrollment projection, tuition rate for host country students, satisfaction with physical facilities, similarity in academic requirements to United States schools, compensation of foreign hire teachers, substance abuse programs and the extra-curricular activity program. The recruitment of good teachers was rated as the number one concern of both citizenship groups. Tuition increases and school finances were also rated as number one concerns by many of the school board members. / Ed. D.

The purpose of the study was to determine the educational priorities of parents with children enrolled in American Sponsored Overseas Schools in South America, and to compare those priorities with their perceptions of school performance. Responsiveness was defined as the relationship between priorities and perceived performance. Parents of secondary students enrolled in member schools of the Association of American Schools in South America, Inc. were the population for the study. A purposive sample of four schools located in Argentina, Brazil, Chile, and Uruguay were surveyed. A low response rate reflected the nature of the population. Characteristics of non-response in overseas settings are discussed. Results were biased in favor of the politically interested/active parents. Frequencies and crosstabulations were used to describe responsiveness levels, relationships between responsiveness and demographic characteristics, levels of parent satisfaction, and relationships between satisfaction and respondent characteristics. The findings indicate that respondents were a demographically homogeneous group. Parents responding were satisfied with their schools and felt that the schools were responsive to their needs. No significant predictors of either satisfaction or responsiveness were found. / Ed. D.

Thesis (Ph. D.)--University of Washington, 2003. / Vita. Includes bibliographical references (leaves 136-146).