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This dissertation is a case study of the initial year of integration at a predominantly white southern high school. The school's racial configuration changed from approximately 10% black to approximately 35% black in the course of a single year. The study includes a background of desegregation in Virginia, a discussion of the closing of the black high school in the local area, and a detailed, thematic study of the events of the school year. The information is gleaned from newspapers, historical works by original sources, school records, papers and memos, and primarily, from sixty-six interviews with former students, teachers, administrators, parents and community members. Important sections deal with racial issues on a personal level for the students and teachers involved. Organizations such as the football team are dealt with in detail. Particular attention is paid to clubs and organizations, especially those where the students could choose the members. A substantial portion of the paper provides first hand accounts of violence that occurred during the school year, in particular an incident of riot proportions. The objective of the study is to provide a detailed account of school integration through first hand accounts of day to day events at a school in the process of desegregation. / Ed. D.

This is a study that analyzes the planning and the operation of full-time, alternative Muslim schooling in the United States. It begins by establishing the historical background of the Muslim school environment. An historical overview traces significant events in Islam relative to the development of the American Muslim orthodoxy. The overview describes the origins of Islam in Mecca, its subsequent spread through Africa, the arrival of Muslim slaves to the New World and, finally, the origins and activities of pseudo-"Islamic" cults which preceded the ascension of the indigenous Muslim orthodoxy. The characteristics and the theoretical implications of Islamic Law to Muslim educational development are examind as an introduction to the analysis of three Muslim schools selected for case study. The schools are: Madrassah tush-Shaheedain, 1204 Bedford Avenue, Brooklyn, New York 11216. Islamic Institute, 1560 St. John's Place, Brooklyn, New York 11231. Islamic Community Center School, 325 N. Broad St., Philadelphia, PA 19107. Each of these schools is a full-time alternative to traditional public school education and, in each case, the educational plan is to merge western and classical Islamic school goals. Achievement of an educational synthesis that is derived from combining western and Islamic approaches is seen as the overarching goal of the Muslim school movement in America. Accordingly, the implications of educational synthesis to school planning and function in the areas of academic programming, school organization and administration, school finances, and school-community relations, are examined in detail. Analysis of the practical issues relating to emerging planning problems, constraints and needs in the three cases forms the basis for suggested planning approaches aimed at supplying remedies for specific problem areas. An agenda for continued research in Muslim education is included in the closing remarks of the study.

The study examined the relationship between sex-role stereotypes and the perceptions of special education administrators about their work. From the literature, the study presumed that men and women would hold similar perceptions of their administrative role, perceptions more like the male stereotype than the female stereotype. The study also presumed that women would hold different self-evaluations than men, relative to this role. These premises were tested with five null hypotheses. Perceptions were measured, and discrepancies between "ideal" and self-evaluations were derived, in an ex post facto, non-experimental design. The study adapted the Broverman Sex-Role Questionnaire, designed to measure perceptions about men and women in terms of sex-role stereotypes. Participants included 215 New England special education administrators, responding to surveys mailed to a stratified random sample of 393. Items in the survey were designated "male-valued" or "female-valued," according to Broverman's findings that these traits are commonly perceived to be characteristic of, and socially desirable for, men or women. Three of the five null hypotheses were accepted. The study found that the men and women respondents did not hold different views of their role, and that neither age nor years of experience was a significant factor in self-evaluations. Two of the null hypotheses were rejected. The respondents reported their professional role more like the male sex role than the female sex role. Also, compared to men, women respondents reported a significantly greater discrepancy between the role and self-evaluations, relative to the male-valued traits. The findings suggest the following: that perceptions of the role of special education administrator reflect a generalized "male-oriented" school administrator role; that these perceptions are less a reflection of the specific responsibilities of the special education administrator; that women tend toward significantly lower self-evaluations on many traits perceived as most important to this role; that men and women hold similar self-perceptions for female-valued traits associated with the role. Implications for training and directions for future research in special education administration were discussed.

Numerous situational theories have been suggested to explain effective leadership. The purpose of this study was to examine leadership in an entire school district and test the validity of Hersey and Blanchard's Situational Leadership Theory. A field test was designed with 50 leaders (principals and supervisors) and 275 followers (teachers). Each follower completed the Leadership Style and Maturity Scale instruments relative to a specific task generated by a locally developed but state mandated teacher evaluation process. A panel of 7 superiors (central office raters) provided leader effectiveness data by completing the Leader Effectiveness Scale. Followers (teachers) also provided leader effectiveness data. The results of the study showed the follower population to be, relative to the tasks chosen, at a very high level of maturity. All leadership styles were reported with style S3 the most prevalent (45.1%). Most followers (64.0%) rated the effectiveness of the leadership they received as very good or excellent. Followers rated leadership styles of S2 and S3 as most effective; superiors rated leaders most effective if they used leader styles S1 and S4. In some cases, leadership style/maturity level matches were correlated with high leader effectiveness; in other cases, style-maturity matches were associated with low leader effectiveness. An analysis of the data concluded that either the Maturity Scale does not discriminate levels of maturity or that, in the situation in which it was used, the vast majority (82.2%) of the followers were at M4, the highest level of task relevant maturity. All leadership styles were reported. Followers rated styles S3, S4, and S2 effective in some situations. According to follower perception of leader effectiveness, styles S2 and S3 were considered most effective, style S4 was considered the least effective in many cases, even when matched with M4 maturity level followers. High relationship behavior from leaders appears to be needed by followers, independent of their maturity level. Low relationship behavior by leaders appears not to be desired by followers at any maturity level. The data also supports the conclusion that superiors and subordinates often view the same leader very differently in terms of effectiveness. The most effective leader styles from the followers' perspective (S2, S3) appear to be not as effective as styles S1 and S4 when superior perception of high leader effectiveness was considered. These conclusions suggest the need to conduct future research in various education settings with improved methodology and refined instrumentation. Further, Situational Leadership Theory should perhaps be adapted for use in public school districts by compensating for the apparent need of the followers for high relationship leader behaviors. Also, the concept of degree of difficulty should be integrated into the task relevant component of the follower maturity level portion of the theory to encourage followers to report lower levels of maturity. In addition, the past and/or present leader/follower relationship should be factored into the leadership style portion of the Situational Leadership Theory.

This ethnographic study of a local program for at-risk adolescents within the Boston Public Schools analyzed interviews of 23 students and 7 staff and field-based data. Major cultural thematic classifications depicted three developmental dimensions: time related to school, out of school, and beyond school; success defined as socio-expressive, instrumental, self-reflexive, and vicarious; and rapport of staff, students, and the educational institution. Despite being "overage" with an average of 2.3 years behind grade level, twenty-two of the respondents (96%) expressed a strong commitment to obtain a high school diploma. Seventeen (87%) had very specific future goals. A majority believed that positive rapport with the school staff motivated them to achieve. A "family-style" culture among the students inculcated school "success" values. This alternative program promoted an outcome-based learning system and language-arts-across-the-curriculum as an accelerated approach. In addition, this program emphasized small class sizes, a "team" management of administrative tasks, common planning and meeting times for staff, collaborations with outside community resources, and close home-school communication.

The telecommunications sector is one of the industries that provide an enabling environment for other sectors to increase efficiency and productivity. With the emergence of Covid-19, which forced the world to adopt a new way of doing things, the telecommunications sector ensured minimum disruption to productivity by enabling remote working, online trading, and providing the connectivity required for online learning. The telecommunications sector is one of the key sectors identified by the Namibian Government as critical to the global and the Namibian economy, and the expansion of which has been included in the government planning documents such as the Vision 2030, Harambee Prosperity Plans, and the National Broadband Policy. However, the country had a low penetration rate of 41% in 2020 and there are interventions required to improve access to telecommunication services. This study employed the Autoregressive Distributed Lags (ARDL) bound test techniques and the Granger causality test based on secondary data obtained from the World Data Indicators (WDI), covering the period between 1995 and 2020. The results found no evidence of a long-run relationship between the telecommunications variables and economic growth, and this is attributable to the fact that the industry is still at an infant stage. The results of the Vector Autoregression (VAR) also didn't find a significant relationship between telecommunication variables and economic growth, except for number of individuals using the internet. The Granger causality tests revealed that there is no evidence of Granger causality between telecommunications development and economic growth in Namibia. The government should direct efforts towards implementing policies aimed at encouraging investments in telecommunication infrastructure and by further looking at complementary factors, which include investments in research and development aimed at improving the low internet penetration rate.