Thesis (M. Ed.(Educational Management) -- University of Pretoria, 2006. / Includes bibliographical references (leaves 93-98) Available on the Internet via the World Wide Web.

Thesis (Ed. D.)--Illinois State University, 1985. / Title from title page screen, viewed July 7, 2005. Dissertation Committee: Clayton Thomas (chair), Ronald Halinski, Ronald Laymon, Calvin Jackson, David Eaton. Includes bibliographical references (leaves 98-101) and abstract. Also available in print.

Thesis (Ph. D.)--University of Texas at Austin, 2006. / Vita. Includes bibliographical references.

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

Thesis (Ed. D.)--Virginia Polytechnic Institute and State University, 1994. / Vita. Abstract. Includes bibliographical references (leaves 128-133). Also available via the Internet.

Thesis (Ed. D.)--Washington State University, May 2009. / Title from PDF title page (viewed on Apr. 14, 2010). "College of Education." Includes bibliographical references (p. 139-146).

Thesis (Ph. D.)--University of Wisconsin, 1966. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliography.

School governance at South African schools is now almost twelve years old. In these twelve years some schools have made great strides whilst others are still facing various challenges. This research article is a qualitative, empirical and a descriptive case study, based on two farm schools in Kwa-Zulu Natal Province. It has investigated the governance capacity of both farm school governing bodies (SGB) in the execution of their roles and responsibilities together with the challenges that they faced using a documentary study and with structured interviews in a focus group. The structure for writing this article used the four principles as designed by Yin (1994) which are; Conceptualization, Contextual details, Data collection and Analytical strategies. Evidence from this Research indicate that the Farm School Governing Body face many contextual challenges and that a tailor-made Governance capacity building programme be made available to farm schools so that they (SGB) are able to carry out their roles and responsibilities effectively.

The purpose of the study was to determine how former Indiana public school board of education members perceived the effects of school board service on their families, friendships and finances. The primary research problem was that there were no systematically acquired descriptions of the prevalence of consequences of service on an Indiana public school board of education. Twelve research questions were presented.The study was descriptive in nature and used descriptive survey methodology. A survey containing 40 closed-ended and four open-ended questions was mailed to 433 former Indiana public school board members who served in 1995 and whose terms of service expired on or before June 30, 1996. Of the 390 deliverable surveys, 207 (53.1 %) were completed and returned. The statistical analyses of the aggregate data included the establishment of frequency counts, corresponding percentages, analysis of variances (ANOVA), and Tukey's HSD post hoc analyses. Responses from the open-ended questions were reviewed by the researcher to determine common categories based upon the content of the responses. The categories were ranked and reported based upon the frequency and corresponding percentage of the responses.Data from the study indicated that most former members of Indiana public school boards perceived that their membership on Indiana public school board had no effect on both their familial and non-familial relationships. If there was a perceived effect, it was more likely to be positive in nature than negative. In addition, most former Indiana public school board members perceived that membership on Indiana public school boards of education had no effect on the friendships/non-family relationships of their children, spouses, or significant others. If there was an effect, it was more likely positive than negative.Former Indiana school board members generally perceived that service on Indiana public school boards of education had no effect on their businesses and/or economic status. If there was an effect, it was more often negative than positive.There were essentially no differences in the perceived effects of service on a local Indiana public school board of education based upon board members' method of assuming office (election, appointment, etc.), method of leaving office (defeated in election, choosing not to seek re-election, etc.) length of school board service, gender, political experience or service as board president.A difference in the perceived effects of service on local Indiana public school boards of education was found based up the former members' occupations and the urbanization of the former members' districts.More than half of the respondents indicated that because of school board membership they occasionally or often experienced increased periods of stress, received cold or unresponsive reactions from acquaintances, and experienced interactions that they would describe as harassment. However, more than 85% of the respondents indicated feeling pride in their leadership and accomplishments, as well as the development of greater personal growth because of their service on public school boards. In addition, approximately 95% of the respondents indicated they were thanked or shown appreciation for their service on a school board. / Department of Secondary, Higher, and Foundations of Education

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