"The author, who is engaged in the supervision of health and physical education in Escambia County, has for his purposes in preparing this paper: (1) to study the scope of the school health program, (2) to examine and analyze good supervisory practices in school health, and (3) to make recommendations for improvement in the school health program of Escambia County"--Introduction. / Typescript. / "July 31, 1952." / "Submitted to the Graduate Council of Florida State University in partial fulfillment of the requirements for the degree of Master of Arts." / Advisor: Mildred E. Swearingen, Professor Directing Paper. / Includes bibliographical references (leaves 45-46).

"It is the purpose of this paper to record some of the activities in Barwick High School during the first three years of participation in a Cooperative Study, to analyze the experience for values derived from the experience for possible future instruction, and to be used for guidance in pursuing similar experiences. Not all activities in the Cooperative Study will be taken up. The activities taken up will not be exhausted as to value received"--Introduction. / "July, 1950." / Typescript. / "Submitted to the Graduate Council of Florida State University in partial fulfillment of the requirements for the degree of Master of Science under Plan II." / Advisor: H. W. Dean, Professor Directing Paper. / Includes bibliographical references (leaf 35).

"The purpose of this paper is not to set up policies for the Wakulla County school but rather to bring together some of the policies expressed in the minutes of the Wakulla County Board of Public Instruction, and other statements of policy that have made themselves felt in the operation of the schools since 1949. In the summer of 1949 the principals, supervisor, and superintendent drew up policies to govern the administration of the schools as regards students, teachers, custodians, and bus drivers. These policies were never officially adopted by the Board and so have not been of universal effectiveness"--Introduction. / 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. A. Curtis, Professor Directing Paper. / Includes bibliographical references (leaves 49-50).

"This study will deal with the principal types of faculty meetings as they have developed in America over the past thirty years. It will also consider methods and techniques of conducting faculty meetings, including the following: who plans the meeting, at what time and how frequently should they be held, what is the optimum length of each session, where should be meetings be held, what skills and techniques are needed for conducting meetings, what use should be made of other participants, and what use should be made of demonstration teaching. The writer will summarize his findings and make a tentative interpretation of them in the light of his experience as a principal in China"--Introduction. / Typescript. / "August, 1951." / "Submitted to the Graduate Council of Florida State University in partial fulfillment of the requirements for the degree of Master of Science." / Advisor: H. A. Curtis, Professor Directing Paper. / Includes bibliographical references (leaves 28-29).

Research indicates that too often the newest teachers do not receive the support and development they need to serve their students well, especially in the hardest-to-staff schools in the highest poverty communities. The purpose of this modified case study was to examine the perceptions of whether, what, and how early career teachers learned from their peer mentoring experience, seeking to illuminate their voices. The following data collection methods were utilized to achieve triangulation: (a) initial one-on-one in-depth interviews to gauge participant perspectives and a second interview to explore further areas of interest after analysis of the first interview, (b) teacher evaluation report to determine the alignment between written supervisory feedback and peer mentoring support, (c) An examination of public documents for each school, with a specific focus on the school’s climate and culture and learning environment. Participants included 10 early career teachers in a 3K-12 public school district in New York City, who were in their first to fourth year of teaching. Results indicated that beginning teachers perceived that they learned strategies, techniques, and instructional methods from their mentors; however, they lacked information to help them navigate the technical aspects of their jobs. Future studies should explore how to leverage all stakeholders within a school community to support the transition of early career teachers into the profession.

The aim of this qualitative case study was to shed light on factors perceived by facilitators of adult learning to influence the transformation of their fixed/growth mindsets with the potential for enhanced or sustained feedback receptivity. This was achieved by exploring the experiences of a core team of facilitators of adult education in an elite Tier I University Based Coaching Certification Program (UBCCP) located in the northeast United States. Informed through an extensive review of the literature, I hoped to identify commonalities/differences among the various core team members (whose experiences are so varied) regarding their perceptions of high impact adult learning in this team facilitation context. Specifically, the purpose of this qualitative case study was to explore their experiences as a means of identifying, describing, and furthering an understanding of the factors perceived to promote the perspective transformation required to ensure the UBCCP program can be scaled efficiently, effectively, and most importantly, with integrity and fidelity.Toward that end, I collected relevant assessment data from each core team member to inform the one-to-one interviews. Data collection methods included document analysis, pre-interview data forms, the results of four survey instruments (two self-focused and two context-focused), and in-depth interviews (including verbal examples of each facilitator’s high and low point experiences in the UBCCP setting). A data analysis process was developed to examine the potential connection between mindset, feedback orientation, feedback environment, and the learning climate of the UBCCP. The study’s findings confirmed that an interplay does exist between an individual’s mindset and feedback orientation and the feedback environment. The study also confirmed that although that interplay appears to influence the learning climate to some degree, different factors, (e.g., professional development, psychological safety, etc.) have a greater impact on how the facilitators of adult education of the UBCCP are experiencing the learning climate. Finally, the study confirmed that mindset, feedback orientation, the feedback environment, and the learning climate are interconnected, and all contribute to the perspective transformation that leads to feedback receptivity.

Medical students enrolled in medical schools around the nation today are a vital part of continuing to provide quality health care services to patients. The success of these students in their educational endeavors is important to the health and well-being of future patients that they will serve. These students first become exposed to immense stress while in medical school, which will follow them into their residencies and into their medical practices. This will impact patient care and the quality of care for years to come. This study examines stressors experienced by medical students who are in their second year of medical education. This study also explores which coping strategies for managing stress were utilized by medical students. Finally, this study investigates which coping strategies succeeded for students and if those strategies were provided by their educational institution or were provided outside of the medical education environment. / A Dissertation submitted to the Department of Educational Leadership and Policy Studies in partial fulfillment of the requirements for the degree of Doctor of Education. / Spring Semester 2019. / March 27, 2019. / burnout, decision making, medical education, medical students, quality of life, stress / Includes bibliographical references. / Linda Schrader, Professor Co-Directing Dissertation; Patrice Iatrola, Professor Co-Directing Dissertation; Elizabeth Jakubowoski, University Representative; Toby Park, Committee Member; Robert A. Schwartz, Committee Member.

This dissertation focuses on the exogenously induced discontinuity that is observed in educational indicators as a result of school-entry age regulations. It has been conducted in response to the research gap in low-and-middle-income countries (LMIC) in terms of school-entry law effects. I present three empirical analyses for Peru based on data sets with information on the exact date of birth-- the 2017 Population Census, the National Household Survey (ENAHO), the National Demographics and Health Survey (ENDES), and the 2010 University Student Census. Discontinuity-based estimates shed light on the school eligibility effects on educational attainment, the effect of preschool attendance on maternal labor supply, and the effect of school-entry laws on college enrollment delay.

The purpose of this study was to explore the experience of 13 informal teacher leaders who participated in a three-year (district-sponsored and job-embedded) developmentally intentional leadership institute (DILI) and to learn how, if at all, the DILI helped them develop and apply leadership skills, as they continued in their primary roles as teachers. The DILI at the center of my study aimed to develop leadership capacity as a way to overcome barriers to teacher leadership that are described in the literature. I found three features of the DILI that supported this: 1) Using best practices in professional development; 2) Administrators’ participation alongside their teachers; 3) A developmentally intentional curriculum based on Learning-Oriented Leadership. I utilized an exploratory case study methodology, including a district-wide survey of 67 teachers to understand the context of the research site and 34 hours of interviews with three sets of participants including the 13 teachers who completed the three-year DILI, 3 teachers who partially completed the DILI (i.e. completed one or two years), 3 principals and 3 district administrators who directly supervised the teacher leaders. I came to three clusters of findings. First, the DILI created a holding environment for participants (i.e., supported and challenged them, while remaining in place longitudinally) (13/13) which they utilized as a support to their learnings and leadership practice. Second, participants engaged in three perspective shifts [i.e., on themselves (13/13), on the nature of leadership (9/13), and on the utility of collaboration (13/13)]. Third, all 13 teachers transferred their learnings from the DILI to assume acts of leadership in their schools. This included assuming formal leadership responsibilities (13/13), feeling more empowered (13/13) and feeling less stress, even as they took on greater responsibilities (10/13). Moreover, the administrators reported that the teacher leaders positively influenced the district, as they created a “ripple effect” and “lifted the bar” to elevate expectations, professionalism, and practices of collaboration. Implications of my study address the use of this approach (i.e., DILI) by districts to foster teacher leadership, even amidst school cultures of egalitarian norms. These teacher leaders helped to shift culture by driving instructional improvement. Thus, districts can better address increased standards, greater expectations, and other challenges that place too many demands on school administrators to lead alone.

Submitted in accordance with the requirements of the degree of Doctor of Education in the Department of Educational Planning and Administration at the University of Zululand, 2003. / Wide scale demands for the introduction and management of holistic changes in schools across South Africa have positioned principals in the unprecedented occupational position of transformational leaders who are accountable for renewing schools in accordance with national policy mandates, provincial proclamations and regional edicts. Added to the complex nature of this position, is the imperative to develop mandatory partnerships with the community via school governing bodies. The South African Schools Act No. 108 of 1996 places School Governing Bodies (SGB) in the position of trust to make effective policy decisions and to oversee Whole School Development (WSD) on behalf of their respective communities. Thus, curiosity has been aroused about the effectiveness and efficiency of school managers and governors in developing structures and strategies to facilitate changes for WSD. A literature study and an empirical investigation were conducted. From the literature reviewed a theoretical framework was provided for the study, which elucidates the policies, philosophy and principles underpinning WSD. Four WSD approaches are discussed. Collectively, these approaches provide a pioneering way in which school managers and governors can promote effective schools. The empirical study pursues both a quantitative and qualitative investigation into the problem being researched. A case study was conducted in a rural school on the south coast of KwaZuIu-Natal in an attempt to investigate first hand, the roles of the school manager and the school governing body in facilitating WSD. Furthermore, a survey, via questionnaires administered to educators, was conducted in three regions across KwaZuIu-Natal, namely North Durban, Durban South and Port Shepstone to verify findings that emanated from the case study. In the analysis, the above-mentioned research paradigms complement each other. While the scores on the questionnaire provided quantifiable data, the case study provided qualitative, subjective elements such as attitudes, beliefs and values relative to the problem under investigation. Additionally, a t-test, which is a statistical tool, was employed to add significance to the study. The study reveals that school principals are grappling in their leadership roles to promote WSD. It also reveals that school governors have not fully taken ownership of their powers to support the principal in WSD. The following are reflected as key findings, which emanated from the empirical investigations: • School principals are grappling in their roles as transformational leaders and have not significantly transformed their schools from mechanistic organizations to organic systems. • The management approach adopted by principals is predominantly task-oriented thus, hindering holistic developments in schools. • Teamwork among stakeholders, which is a critical component of WSD, has not been effectively established. • Principals have not been effective in developing innovative management intervention programmes to create a climate conducive to WSD where the principles of trust, transparency, open communication and a high morale among stakeholders are nurtured and valued. • Parents are complacent in their roles as school governors and reflect ineffectiveness in holding schools accountable for transformation. The research provides a unique contribution to in terms of highlighting the philosophical as well as generic factors facilitative of WSD. Its major strength lies in its originality whereby WSD is perpetuated as a transformational exercise. The study makes a valuable contribution to educational stakeholders in that it highlights the interdependent and inclusive roles of the individual and the institution both at a policy and philosophical level. This study concludes with a consideration of recommendations, which if considered and applied, could lead to the development of effective transformational leaders (principals) and efficient co-partners (governors) to introduce, manage and oversee changes imperative to facilitate WSD. The recommendations are succinct and easy to implement and has significance to all educational stakeholders. It draws different stakeholders into the equation of WSD, such as principals, educators, governors and SMTs.