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This study was undertaken as an attempt to provide an empirical evaluation of the positions of the principal and vice-principal in order to provide some basis for recommendations as to necessary changes in the duties of the positions, and suggestions as to factors to be considered in promotions to these administrative positions. So that the data would not be biased by limited samples, all principals and vice-principals in all B.C. school were surveyed, with the exception of those in schools having an enrolment of less than 150 pupils. Thus, it is thought that the 500 principals and 242 vice-principals included in this study, may be considered to represent the actual administrative population of B.C. schools. In order to facilitate the collection of data, a questionnaire was used, consisting of 60 items selected in part from previous studies and with other items specially devised to seek information pertinent to the present day educational system of British Columbia. The final analysis of the data involved comparisons between the gross groupings of elementary and secondary school. These were in turn subdivided into 3 school sizes based on number of classrooms, and 4 sizes of community based on the general population. From these comparisons it was possible to isolate the major trends concerning the different characteristics of the positions of the principal and vice-principal. Several trends were noted from the analysis of the data, and a number of expectations were confirmed. Differences were noted between the principals and vice-principals with respect to their ages, experience, training and duties. Also, differences were noted between the administrators of the secondary and elementary schools, and between the administrators of the larger schools and communities also with respect to their ages, training and experience. It was also noted that principals and vice-principals are experiencing difficulty in devoting their time to the more important duties because of overcrowding in the schools, and because of lack of clerical assistance. Suggestions have been made regarding certain specific problems which would seem to require further investigation. / Arts, Faculty of / Psychology, Department of / Graduate

This study sought to compare procedures used by school districts in the selection of elementary school principals. Twenty-one criteria deemed relevant to school district selection procedures were developed after an extensive review of the pertinent literature. Each criterion was placed in one of four categories. These were: recruitment and screening; recommendations, ratings, and personal-history blanks; paper and pencil tests; and interviews. A comparison was then made between these criteria and the actual practice of selecting principals-in four urban school districts of British Columbia. In order to make the comparison.it was necessary to determine as completely, as possible the selection procedures used in the districts under investigation. The required data was gathered by interviewing the school superintendents concerned. An interview form was devised for this purpose and contained questions, requiring short, precise responses, together with questions requiring an expression of opinion or an explanation of practice. Two interviews, the first quite brief and the second considerably longer, were held with the superintendent of each district. The interviewer assured the superintendents that their desire for anonymity would be fully respected. It was then necessary to compare the procedures for selecting elementary school principals in each district as indicated by the data collected, with the criteria already established. This comparison was facilitated by devising an appropriate rating scale. Using this scale it was possible to increase the reliability of the rating assigned to each district's procedures in respect of each criterion. Four general conclusions were advanced on the basis of the data considered and the specific conclusions reached. Firstly, procedures for selecting elementary school principals differed considerably between school districts. Secondly, all selection procedures examined were characterized by a high degree of subjectivity: no evidence was found of the use of objective measures of the competencies of candidates other than in length and type of professional experience and in academic qualifications. Thirdly, there seemed to have been very little attempt to define the competencies required in the principalship. Finally, after an intensive examination of the data it was concluded that considerable differences existed between selection procedures in the four urban school districts and criteria developed from the relevant literature. On the basis of the study and its conclusions, seven recommendations for improving school district practice in selecting elementary school principals were advanced. These were as follows: school districts should attempt to define the capabilities that they expect in elementary school principals; school districts should examine and., where possible, improve the selection techniques that they now use; school districts should attempt to reduce subjectivity in evaluating candidates; school districts should experiment with different selection procedures than they presently use; school districts should consider carefully the possibility of including an objective measure in the selection process school districts should scrutinize the effects of lay choice of professional personnel; school districts should view selection as a continuous process rather than as a problem that arises from time to time. / Education, Faculty of / Graduate

It is the purpose of this paper to discuss the present types of report cards and pupil promotion forms; to study carefully their advantages and disadvantages, evaluate them, and give a suggested policy that might better suit the schools and society. / Typescript. / "Submitted to the Graduate Council of Florida State University in partial fulfillment of the requirements for the degree of Master of Arts under Plan II." / "July 22, 1946." / Advisor: R. L. Eyman. / Includes bibliographical references (leaves 40-47).

This ethnographic case study examines O. Perry Walker, a New Orleans high school the state of Louisiana had previously labeled "failing," during its closure from August 29, 2005 until December 14, 2005, due to the evacuation of New Orleans from Hurricane Katrina. This unprecedented evacuation of a major city closed the school, making its reopening the battleground for diverse actors seeking to shape the future of the school and the school system. This research includes interviews with the stakeholders who worked to control, reopen and reform this urban school: teachers, school administrators, elected officials, the California National Guard and staff with a private "turnaround" company, Alvarez and Marsal. It concerns the management of schools facing multiple disasters. The conversion of Walker from a traditional public school to a charter school provides insights into so-called urban school reforms, including ownership, privatization and control of public schools for numerous contentious stakeholders.

<p>This study is based on an investigation into the way RCL members participate in the deliberation of their School Governing Bodies. The study was conducted in two primary schools in the Western Cape town of Vredenburg. The research participants were members of the Representative Council of Learners from these schools. Focus group discussions as well as in depth interviews were used to explore the RCL members' views on the nature of their participation during SGB deliberations. the main fining of this study is that, due to external as well as in-school factors, a huge gap exists between normative RCL policy exp[ectations and the actual manifestation policy in the real world of the RCL members' schools. the findings of the study reveal a lack of participative capacities among these RCL members, which, in combination with a non participative culture at their homes, the community and the school, leads to learners being excluded from democratic processes.</p>

Thesis (M.A.)--University of Oregon, 1936. / Bibliography: p. 65-66.

Thesis (Ed. D.)--Indiana University of Pennsylvania. / Includes bibliographical references.

Thesis (M. Arch.)--University of Hong Kong, 2001. / Includes special study report entitled: Environmental psychology. Includes bibliographical references.

Thesis (M. Ed.)--University of Hong Kong, 1999. / Includes bibliographical references (leaves 120-126).