Thesis (Ph.D.)--Auburn University, 2007. / Abstract. Vita. Includes bibliographic references (ℓ. 133-152)

Thesis (Ph. D.)--University of Florida, 1985. / Description based on print version record. Typescript. Vita. Includes bibliographical references (leaves 66-70).

Thesis (Ph. D.)--Washington State University, May 2006. / Includes bibliographical references (p. 110-120).

In a world where students and teachers both rely on technology in the process of education, understanding the constraints of public school administrators to regulate off-campus student's speech is a vital issue. This dissertation focuses on ways to evaluate legal analysis of cases involved in off campus speech. The methodology of legal analysis is used to identify judicial reasoning concerning established legal principles pertaining to the constitutional right of public school students to freedom of expression, and the application of those principles to off-campus student expression delivered by electronic means. This research produces a number of key findings: Many lower court cases have favored with the students unless the school district could prove substantial disruption to the learning environment or a true threat existed due to the off campus speech. In addition, it is crucial for the districts to have concrete policies in place to educate the students about acceptable usage of technology. The main conclusions drawn from this research are that current approaches to punishing students for their offensive off campus speech does not uphold in the courts and administrators must be resilient to speech that may be unpleasant to them. This research also includes several recommendations for administrators such as guidelines on how to write their acceptable usage policy. It also provides a chart with a summary of critical cases of importance to administrators.

Many principals are appointed into this position of authority in schools without having undertaken any course of study, either formal or informal, in the area of educational administration nor having had any prior experience in an administrative role. This thesis presents a number of studies and reviews a range of literature which reach a conclusion that highlights the paramount importance of the principal in relation to the effective operation of the school. The paper discusses the increasing conflicts and dilemmas facing the principal in leading the school community. Because of the importance of the principal's role and the increased pressures upon the person holding that position, this study agrees that administrative training is necessary and increasingly so. It goes on to deveolop a basic training course for principals and for those potential administrators who aspire to that position. In developing this proposed course, this thesis examines the principal in terms of his general description that is age, sex, experience, the nature of his selection and appointment and the roles undertaken by principals in general. A review is undertaken of the professional development of principals in Australia with particular reference to a Queensland and to a South Australian programme. The Australian scene is compared to that in England and Wales and a criteria for 'good practice' is developed for such professional development courses alongside a recommended methodology for conducting such in-service activities. Criteria for the content of the course is built upon examples from the courses examined, the roles undertaken and the background from which Australian administrators emerge. The 'good practice', the methodology and the content statements are finally merged in this thesis, into a detailed description of a proposed course for school administrators.

The purpose of the study was to develop a proposed program that would provide comprehensive preparation for prospective secondary and elementary school administrators in Jamaica. The population consisted of one hundred practicing school administrators in Jamaica.A Q-sort technique was used to prioritize thirty-six educational preparation goal statements. The twenty most important goals were chosen and rank-ordered to develop a core curriculum for the proposed program. Findings The following goal statements were ranked as the four most important goals by practicing school administrators:-Goal Statement 1--"Develop competence in selection, development and evaluation of personnel."-Goal Statement 3--"Development and understanding of the decision making process."-Goal Statement 13--"Develop competence in providing leadership in the development of the total school curriculum and educational policies."-Goal Statement 27--"Develop competence in fostering and maintaining staff and student morale."Goal statements judged to be the least important by practicing school administrators were:-Goal Statement 16--"Develop competence in the process of negotiations and concepts of labor relations in the public school setting."-Goal Statement 33--"Develop competence in the use of computers in educational operations and in the decision making process." Conclusions The judgment of practicing school administrators regarding core preparation experiences needed by prospective administrators was revealed by the final rank-ordering of the set of twenty educational goal statements.Since the rank-ordering of the goal statements revealed that administrators in all types of positions were in substantial agreement on the items ranked in the top half of the set of twenty goal statements it would seem reasonable that the core of a program include the content suggested from these items.

The primary purpose of the study was to determine relationships between the variables of institution size, age, experience and education of nursing service administrators and self-perceived leadership behaviors of Initiating Structure and Consideration. A secondary purpose was to collect current demographic data of nurse administrators.The population of the study was 290 nurse administrators from all public and private JCAH hospitals of 300 or more beds located in the north-central division of the United States.A questionnaire requesting demographic information and containing two subscales, Initiating Structure and Consideration, of the LBDQ-Form XII was mailed to the nursediiri-nis trators . One hundred eighty-eight questionnaires were returned for a response rate of 65 percent. Analysis of data utilized both descriptive and inferential statistics.The demographic profile depicts the nurse administrator as a 40 to 49 year old married female vice-president of nursing, reporting to the hospital president, earning over $60,000 a year and having had experience as a staff nurse, head nurse, supervisor, assistant or associate director of nursing.The administrator graduated from a diploma program, received a master's degree, belongs to professional organizations, participates in priority setting and planning of the overall hospital budget, has major responsibility for establishing and managing the nursing service budget, works in a decentralized nursing service with responsibility for all nursing departments, and practices in a hospital with a computerized management information system.Statistical analysis of the hypotheses revealed no significant relationships between institution size, age, education and experience of the nurse administrators and leadership behaviors of Initiating Structure and Consideration.Additional analysis of data revealed significant (.05) relationships between the leadership behavior of Initiating Structure and: (1) title of the nurse administrator, and (2) accountability for all nursing departments decentralized system. Also significant (.05) were the relationships between the leadership behavior of Consideration and: (1) membership in the NLN, (2) participation in overall hospital budget planning and priority setting, and (3) the presence of computerized scheduling and computerized patient care.

Thesis (Ph. D.)--University of Oregon, 2001. / Typescript. Includes vita and abstract. Includes bibliographical references (leaves 224-232). Also available for download via the World Wide Web; free to University of Oregon users. Address: http://wwwlib.umi.com/cr/uoregon/fullcit?p3018354.

Thesis (Ph. D., Education)--University of Idaho, May 7, 2009. / Major professor: Mary E. Gardiner. Includes bibliographical references (leaves 137-156). Also available online (PDF file) by subscription or by purchasing the individual file.

Thesis--Indiana University.