Who are the people that are responsible for the public school education of our children in the state of Florida? Who are these people that control the purse strings of one of the largest businesses in the state? What do we know about the men who hire more employees than any other business in the state? What are the educational accomplishments of these people that seem to fit them for the task of determining the educational training of the youth of our state? Are these people parents having a direct personal interest in the schools? Another reason of great importance for knowing more about our local board members is the fact that Florida is one of two states allowing the payment of large salaries for board members. How much time do they devote to the duties that fall upon their shoulders from the management of this business? What compensation do they receive for the performances of these duties? These and other related questions prompted this paper, and it is hoped that the answers will evolve from this study. / Typescript. / "August, 1953." / "Submitted to the Graduate Council of Florida State University in partial fulfillment of the requirements for the degree of Master of Science." / Advisor: H. W. Dean, Professor Directing Paper. / Includes bibliographical references (leaves 67-69).

A selected group of school superintendents and school board members who had served during the transition from appointed to elected school boards in Virginia from 1992 – 2006 were interviewed to determine their perceptions of the positive and negative effects of the change. Superintendents indicated the transition from appointed to elected school boards had a somewhat negative effect, while school board members said there was no effect. The law providing for the direct election of school board members in Virginia was approved April 1, 1992, and was §22.1-57.1 through §22.1-57.5 of the Code of Virginia (Elected School Boards Act, 1992). Prior to this time no provisions for the election of school boards in the state were set, and school boards were appointed, either by the local governing body (Underwood, 1992) or by a school board selection commission (Code of Virginia, 2009, §22.1-36). The change in governance from appointed to elected school boards is an important phenomenon in Virginia , and the knowledge gained from the study could provide ways to lessen the stress which often exists in superintendent-school board relationships. / Ed. D.

No description available.

Superintendents of public school districts occupy positions of tremendous importance and influence (Sharp & Walter, 2004). In total, the nation's approximately 14,000 superintendents are responsible for the educational outcomes of nearly 55 million K-12 students (US Department of Education, 2009). Critical to the superintendent's ability to bring about and maintain positive change in a district is the quality of the relationship the superintendent upholds with the school board (Petersen & Fusarelli, 2001). This study sought to identify strategies that successful superintendents use to establish and maintain positive and productive relationships with their school boards. Successful superintendents in this study were defined as proactive and purposeful superintendents who have demonstrated the ability to get things done and move the school district forward in a coherent and positive direction.Following Brunner's (2000) methodology, a group of six award-winning current and former superintendents were recruited to serve as recommenders, selecting the two superintendents who participated in this study. In an effort to avoid exclusive reliance on superintendent self-perceptions, two school board members from each district were randomly selected to participate. Superintendents and school board members provided data through participation in one of two parallel semi-structured interviews.The results of this study indicated that successful superintendents ultimately sought to develop and maintain within their board an appropriate understanding of their role as board members. This study posed a second question, "What characteristics and attributes do governing board members find desirable in their superintendent?" Governing board members articulated a definitive need to be able to trust their superintendent. Superintendents in this study were acutely aware of this board member need. Governing board members articulated three primary superintendent traits that fostered and nurtured trust in their superintendent, including high-performance, strong communicative skills, and likeability of the superintendent.However, the development of trust was more a means to an end, than an end in itself. Superintendents used these traits to foster trust and ultimately to develop appropriate board member role understanding that focused board member attention and energy on policy objectives and away from administrative and managerial functions.

Using the attention-based view, this study is concerned with two levels of board of directors’ interaction relating to strategic entrepreneurship: (1) how individual board members may affect the attention of the entire board, and (2) how the board may affect the attention and resource allocation of the firm. Unique to prior literature, this study considers contextual factors at each level of interaction and views the board room communications through unprecedented access. Multiple regression and negative binomial regression analyses are used to test the theoretical hypotheses.

Using the attention-based view, this study is concerned with two levels of board of directors’ interaction relating to strategic entrepreneurship: (1) how individual board members may affect the attention of the entire board, and (2) how the board may affect the attention and resource allocation of the firm. Unique to prior literature, this study considers contextual factors at each level of interaction and views the board room communications through unprecedented access. Multiple regression and negative binomial regression analyses are used to test the theoretical hypotheses.

Thesis (Ed. D.)--Lehigh University, 2000. / Includes vita. Includes bibliographical references (leaves 111-117).

This essay examines the use of interactive white boards (IWBs) in English language teaching. The aim of the essay is to find out whether IWBs encourage a teacher-centred, transmission-based form of teaching. The project was carried out as a quantitative study of classroom observations, with the aim of counting teacher-initiated interactions in the classroom as a measure of teacher-centredness. Sinclair and Couldhard’s (1975) model of discourse analysis was used as a reference tool for counting the interaction in the classroom with the structure of Initiation, Response, Feedback (IRF). If IWBs encourage a transmission form of teaching, the number of IRF exchanges should be higher. The results of the study showed only a slightly higher average number of IRF exchanges during lessons where the IWB was use. The results also show several activities for which the IWB is used which involve a reduction in the number of IRF exchanges, and therefore providing the basis for the rejection of the hypothesis that IWBs encourage a transmission form of teaching. The essay comes to the conclusion that IWBs is a tool that can be used in a way that is suitable for today’s approaches to pedagogy

No description available.

Thesis (M.A.)--University of Toronto, 2004. / Adviser: Nathalie Belanger.