Thesis (Ph. D.)--Georgia State University, 2008. / Title from file title page. Philo Hutcheson, committee chair; Deron Boyles, Donna Breault, Wayne Urban, committee members. Electronic text (134 p.) : digital, PDF file. Description based on contents viewed July 8, 2008. Includes bibliographical references.

Thesis (Ph. D.)--University of Maryland, 1976. / Vita. Includes bibliographical references (leaves 469-503).

Thesis (Ph. D.)--University of Wisconsin--Madison, 1972. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

Thesis (D.Ed.) in Educational Leadership--University of Maine, 2009. / Includes vita. Includes bibliographical references (leaves 170-175).

Thesis (Ph. D.)--Ohio State University, 2005. / Available online via OhioLINK's ETD Center; full text release delayed at author's request until 2008 May 20

Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2009. / Source: Dissertation Abstracts International, Volume: 70-06, Section: A, page: . Adviser: Christopher M. Span. Includes bibliographical references (leaves 235-247) Available on microfilm from Pro Quest Information and Learning.

Thesis (Ed. D.)--Boise State University, 2009. / Includes abstract and autobiographical sketch. Includes bibliographical references (leaves 209-224).

<p> Little has been written about Mary Easton Sibley, the founder of Lindenwood University in St. Charles, Missouri, which until its acceptance of men in the mid-20^th century was the oldest women's college west of the Mississippi River and stands today, a thriving private coeducational institution, as the second oldest college west of that demarcation. This dearth of literature seemed unwarranted since Sibley was as progressive as her more famous East Coast contemporaries (Mary Lyon, Catharine Beecher, et al). All were motivated by the socially progressive Protestant evangelical movement known as the Second Great Awakening and by the founders' quest for an enlightened citizenry. Sibley particularly embraced the founders' notions of a useful, practical education. She was a strong-willed and generally admirable educational leader who founded a long-lived college during a cholera outbreak and in the face of criticism (for teaching young women to be independent and also for educating slaves at the St. Charles Sabbath School for Africans). </p><p> This study shed new light on Sibley's educational leadership through a comparative analysis using her spiritual journal and a book titled <i> Leaders: Strategies for Taking Charge</i> (1985, 2007) by USC professors emeriti Warren Bennis and Burt Nanus. The researcher examined whether evidence of Bennis and Nanus' four leadership strategies or competencies could be found in Sibley's journal, which she wrote primarily during the founding of Lindenwood (circa 1831), the rationale being that if contemporary leadership theory was evidenced nearly 200 years ago, it would likely be relevant 200 years hence, and therefore could be considered valid for today's educational leaders. The analysis required the creation of decontextualized researcher statements that enabled the iii coding of an historical document using contemporary theory. The study showed strong evidence of most of the researcher's statements (e.g., Leaders are singularly focused on their agenda and produce results, Leaders know what they want and communicate that clearly to others, Leaders challenge others to act, etc.) There was moderate evidence of competencies involving an awareness of strengths and weaknesses, and evidence of social scaffolding was weak, largely because of the nascent state of the college during the period studied.</p>

<p> Historic markers, monuments and memorials (historic markers) are familiar sights in our towns, cities and parks. They can be found in an endless array of forms, shapes and sizes from the spectacular monuments on the National Mall to the bronze plaques attached to boulders, granite slabs and buildings in almost any community. They can be read individually or as a grouping, that articulates a historical narrative. Historic markers function as artifacts that express the historical elements of each marker, the historical context of their time and the values and forms of leadership involved in their construction. Historic markers provide a device to study how leaders, both formal and informal, have participated in the construction of public history through weaving historical narratives, the styles of leadership utilized for this purpose and the forms of leadership that society seemed to revere. </p><p> The historic markers in New Hampshire's original communities of Portsmouth and Dover serve as sample communities to survey, research and analyze what the community leaders and dominant culture sought to perpetuate as important aspects in the community's history. The historic markers in Dover and Portsmouth, N.H., provide insight into the various types of leadership at work in a community. They reflect the forms of leadership and the deeds of leaders that were valued as well as the different forms of leadership that operated in a community. The community leaders who contribute to the accumulation of historic markers and the construction of their community's historical narrative sought to perpetuate aspects in the community's history that they believed were important to the identity of the community and reflected their values. An analysis of the historic markers and historical narratives in communities reflect national trends in monument design and depict the changing trends in the community's and nation's values, ideals, culture and leadership.</p>

Thesis (Ph.D.)--Indiana University, Dept. of Educational Leadership and Policy Studies, 2007. / Title from dissertation home page (viewed May 28, 2008). Source: Dissertation Abstracts International, Volume: 68-11, Section: A, page: 4637. Adviser: Donald Warren.