Thesis (Ph. D.)--University of Wisconsin--Madison, 1984. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 359-366).

Thesis (Ph. D.)--University of Wisconsin, 1965. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliography.

Thesis (Ph. D.)--University of Wisconsin--Madison, 1982. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 146-151).

Universiẗat, Diss., 2003--Kassel. / Erscheinungsjahr an der Haupttitelstelle: 2002.

Thesis (Ph. D.)--Lehigh University, 2000. / Includes vita. Includes bibliographical references (leaves 89-104).

Thesis (Ed.D.)--Boston University / PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you. / This study investigated a style of supervision of student teachers that emphasizes self-reflection as differentiated from supervision that focuses primarily on the logistical matters of teaching. An assumption about self-reflective supervision is that it leads to analytical and critical thinking about the "self" which is beneficial to the education of student teachers. Four special-education student teachers were each videotaped three times while teaching. While viewing themselves on videotape in the presence of the investigator, each participant talked about what they saw of themselves and their teaching. These discussions, audiotaped and transcribed, provided the primary source of data used in the study. The following conceptual categories emerged from an analysis of those data: a) influences on their decisions to teach, b) concepts of teaching, c) responses to being video taped, d) metaphors depicting their teaching, and e) insights. The videotaping and subsequent review and discussion provided participants with an opportunity to a) analyze and critique their language and actions; b) explore what life experiences informed their choices to teach; and c) learn what events and people shaped their concepts and styles of teaching. As a result of examining what the subjects said about their concepts of teaching, the researcher was able to expand Schon's (1983) concept of knowing-in-action into a concept and model that emerged from the analyses of the data, self-reflection before, in, and on action. A heuristic model for self-reflective supervision came forth from examining the data. The study enabled the investigator to learn about what it means to practice self-reflective supervision as part of the preparation of student teachers. / 2031-01-01

The purpose of this study was to determine how dental and medical school deans perceived their own leadership styles and how many management/leadership perspectives they used when approaching a problem. A descriptive and correlational study was conducted which examined the leadership orientations or "frames" utilized by these deans. Four frames--the structural, the human resource, the political, and the symbolic--emerged from leadership studies which described the behavior of leaders in organizational actions and problem solving. Employing the repeated measures ANCOVA, it was found that there were no significant interactions between type of dean and perceptions or perspectives. However, the main effects of both leadership style perceptions and the use of perspectives were significant. This indicated that over the total sample of deans, both perceptions and perspectives vi were used differently; the deans perceived themselves and used perspectives the highest for the human resource frame and the lowest for the political frame. Also, dental deans' mean use overall of the four perspective frames was higher than the medical deans. In addition to the ANCOVA, t-tests performed on perceptions revealed that the deans perceived the frames differently in three human resource items. Pearson's correlations indicated that for the combined sample of deans, significant negative correlations existed when the human resource or symbolic frame was compared to the structural frame. All of the deans used multiple frames, allowing them to re-frame or combine frames according to the situation.

It has been taken for granted that being able to lecture presupposes being able to supervise research students, and completing a Master’s or doctoral degree successfully meant that an academic could assume the research supervisor role. However, findings on research into graduate students’ experiences of the research process indicate that in most cases, postgraduate students are dissatisfied with the guidance they receive from their supervisors. In an effort to contribute to finding ways and to continuing the debate on the improvement of postgraduate research supervision, in this study, I aimed to develop a framework that could be used to support postgraduate research supervisors within faculties. To achieve this aim, I conducted a literature review in order to understand what it means to supervise at postgraduate level effectively and also to identify existing support programmes for postgraduate research supervisors. I adopted a phenomenological research design within an interpretive tradition. The technique used to select the sample was purposeful criterion. The sample size was determined by means of data saturation. It consisted of four faculty postgraduate studies committee chairpersons, seven inexperienced and four experienced postgraduate research supervisors. Meetings and semi-structured interviews were employed to generate data. The findings revealed that attempts by faculties to support postgraduate research supervisors have not been systematically documented as they were done, to a large extent, informally. The size of the faculty, lack of resources, heavy workload and timing emerged as factors that impacted positively and/or negatively on the provision of support to postgraduate research supervisors within faculties. Thematic analysis of the semi-structured interviews revealed that both the experienced and the inexperienced postgraduate research supervisors view good postgraduate research supervision as a relationship of human beings involving critical engagement between the postgraduate students and their supervisors. A need to mentor postgraduate research students was also highlighted. The findings also indicated that the participants viewed good postgraduate research supervision as a developmental process of co-learning and mutual growth culminating from joint effort by both the student and the research supervisor. Striking the balance between backing off and taking over was highlighted as important linked to the roles of the student and that of the supervisor in the research supervision process. The inexperienced and the experienced supervisors had mixed feelings about the usefulness of the existing support initiatives by faculties that they have been exposed to, citing the duration, the level at which some of them were pitched and the presentation styles of the facilitators as cause for concern. The support needs that were common to both the inexperienced and the experienced supervisors were designated mentors, manageable workload and time. The inexperienced postgraduate supervisors expressed the need for focussed support, briefing sessions, online resources for easy access, good timing, and an extended co-supervision period. The experienced supervisors expressed the need for support that will be at their level, group supervision, time and/or money to buy the time and better prepared postgraduate students. This study contributed the proposed framework informed by the integration of the insights from the literature on postgraduate research supervision, professional development and the findings from this study. The principles of the Transformative Learning Theory are appropriate to guide the implementation of the proposed framework in future applications.

In 1948 the State of Florida adopted the Minimum Foundation Program (MFP) and in 1973 it changed to the Florida Education Finance Program (FEFP) to fund public schools. The purpose of the change was to establish more flexibility in elementary and secondary funding and to better meet the education needs of students. The purpose of this study was to conduct an analysis of the equity of education funding among Florida elementary and secondary school districts. Measures of fiscal equity were used to evaluate the impact of state support on equalization for selected years before and after enactment of the Florida Education Finance Program. Four correlations were used to measure equal-education-opportunity for the MFP years of 1971 and 1973. The same four Pearson Product Moment Correlations, adjusted to the FEFP parallel variables of the MFP, were used to measure equal-education-opportunity for the FEFP years of 1977, 1979, 1987, and 1989. Comparisons of equal-education-opportunity under the two programs were made. Six statistical measures were used to measure horizontal-equity for the MFP years 1971 and 1973. The same six statistical measures were used for the FEFP years. The statistical measures were the Restricted Range, the Federal Range Ratio, the Variance, the Coefficient of Variation, the Gini Coefficient and the McLoone Index. Comparisons of horizontal-equity under the two programs were made. The conclusions were that each year of the FEFP offered greater equal-educational-opportunity than either MFP year. Also, each year of the FEFP studied had greater horizontal-equity than either year of the MFP. However, the last year of the FEFP, 1989, showed less equal-education-opportunity than the other three years. Likewise, the horizontal-equity in 1989 was lower than the horizontal-equity of the other three FEFP years.

Women have been traditionally excluded from the ranks of principals and district administrators in public school systems throughout the country. Traditionally, Anglo women have been more successful than African American and Hispanic women in breaking down the barriers that impede their ascension to the top. The purpose of this study was to ascertain how African American, Hispanic, and Anglo higher-level female administrators perceive the barriers that hinder their progress, the effects of the barriers, and the strategies to overcome the barriers. Two hundred, sixty female administrators employed with Miami-Dade County Public Schools and serving in the role of principal or higher were mailed a questionnaire consisting of 49 questions centering on personal and professional characteristics, perceptions of barriers, perceived effects of barriers, and strategies to overcome the barriers. One hundred, seventy-five questionnaires were returned. To analyze the respondents' personal and professional characteristics, cross tabulations were conducted on the demographic information and on the strategies. ANOVA was conducted on the barriers and the effects of the barriers by ethnic groups. Tukey's test for post-hoc comparisons was utilized to identify groups with means significantly divergent from those of other ethnicities. The data revealed that Hispanic female higher-level administrators who returned the questionnaire were more likely to be married and have children as compared to Anglo and African American female administrators. When addressing the barriers to career success, African American females had a higher mean score on 14 of the 17 barriers to career success as compared to the other ethnic groups. Hispanic female administrators proved to be more successful in utilizing the strategies to overcome career barriers. The strategy, forming a "New Girl Network," was the least utilized with 79 of the respondents reporting that they had never used it. It is concluded that there is strong need for female administrators to network, mentor, and support one another. Also, it is imperative that the success of particular groups in certain areas is shared with others.