Thesis (Ph. D.)--University of Missouri-Columbia, 2002. / Typescript. Vita. Includes bibliographical references (leaves 111-117). Also available on the Internet.

Not available / text

The purpose of this study was to ascertain how school board members and superintendents in Arizona view their own and each other's role and function in the organization and operation of school systems. A second objective was to determine whether the demographic factor of school district locale (urban or rural) contributes to school boards' and superintendents' perceptions. In Arizona, the rights, responsibilities and discretionary powers to act are all given to local school boards. There is no mention of local superintendents' powers or duties in the Arizona State Statutes. This failure to grant statutory power to the superintendents or to formulate district-level policies for the delineation of duties and responsibilities between the school board and the superintendent has frequently led to conflict in district operation. Sixty-five districts were chosen using stratified random sampling from among all the urban and rural districts in Arizona. The Administrative Role Perception Questionnaire was sent to one board member and to the superintendent in each of the 65 districts. The questionnaire contained 22 items representing seven Task Areas: Curriculum Development, Pupil Services, Teaching Materials, Personnel Administration, School Plant Management, Finance and Budget, and Public Relations. The data were analyzed using a series of t-tests. There was substantial disagreement between board members and superintendents on their role and function in the school system. Board members and superintendents differed significantly on Personnel Administration (p<.01), Curriculum Development (p<.03), Teaching Materials (p<.008), Finance and Budget (p<.05), and Public Relations (p<.002). The widest disagreement in perception of the role and function of school boards and superintendents was found between rural board members and rural superintendents. The widest agreement in perception was found between urban and rural board members and between urban and rural superintendents. This would indicate that board members from both urban and rural areas tend to agree more with each other than they do with superintendents. Superintendents from urban and rural areas also tend to agree more with each other than they do with board members. This study has shown that there is still substantial disagreement between boards of education and superintendents. The disagreement indicates an absence of district policies delineating the duties and responsibilities between boards of education and superintendents. Where such policies do exist, they are apparently widely disregarded. The result is the inability of board members and superintendents either to fully understand or to be allowed to discharge their respective roles and functions within the school system. This study recommends that boards of education and superintendents work to define their respective roles in written policy statements which are as broad as possible and cover every major aspect of school district governance and operation. Boards of education and superintendents should work to enact state laws which delineate the duties of the board of education and those of the superintendent. Boards of education should provide adequate funds annually for school board member and superintendent in-service training designed to facilitate understanding and agreement between board members and superintendents. It is also recommended that boards of education offer their superintendents contracts containing policy statements defining respective roles and allowing for redress if a violation occurs. It is hoped that the findings of this study will encourage school districts to formulate policies for the delineation of duties and responsibilities between the board of education and the superintendent.

Thesis (Ed. D.)--Illinois State University, 1980. / Title from title page screen, viewed Mar. 1, 2005. Dissertation Committee: Ned Lovell (chair), John McCarthy, Charles Sherman, David Eaton, Ben Hubbard. Includes bibliographical references (leaves 90-92) and abstract. Also available in print.

Thesis (Ph. D.)--University of Wisconsin--Madison, 1975. / Typescript. Vita. Includes bibliographical references (leaves 223-229).

Thesis (Ed. D.)--University of Washington, 2005. / Vita. Includes bibliographical references (leaves 130-135).

Thesis (Ed. D.)--Illinois State University, 1998. / Title from title page screen, viewed July 6, 2006. Dissertation Committee: Elizabeth T. Lugg, Paul J. Baker (co-chairs), Dianne E. Ashby, Mike Szymczuk. Includes bibliographical references (leaves 144-156) and abstract. Also available in print.

Thesis (M.Ed.Leadership)--University of Waikato, 2006. / Includes bibliographical references (leaves 114-139) Also available via the World Wide Web.

Submitted by Renata Lopes (renatasil82@gmail.com) on 2017-10-11T11:25:09Z No. of bitstreams: 1 mariamarlenevieirafreitas.pdf: 1263305 bytes, checksum: 5d2f5549a9c6931d07bd0e03fd2647bf (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2017-10-16T13:32:32Z (GMT) No. of bitstreams: 1 mariamarlenevieirafreitas.pdf: 1263305 bytes, checksum: 5d2f5549a9c6931d07bd0e03fd2647bf (MD5) / Made available in DSpace on 2017-10-16T13:32:32Z (GMT). No. of bitstreams: 1 mariamarlenevieirafreitas.pdf: 1263305 bytes, checksum: 5d2f5549a9c6931d07bd0e03fd2647bf (MD5) Previous issue date: 2017-02-24 / A Superintendência Escolar é um projeto desenvolvido na rede estadual de educação no Estado do Ceará desde 2008. Trata-se de um serviço de apoio à gestão das escolas e de monitoramento dos indicadores educacionais. O projeto busca colaborar com a dinâmica do diretor da escola, ajudando-o a refletir sobre suas ações, resultados alcançados, instrumentos de gestão e processos escolares a partir da intervenção do Superintendente Escolar, agente externo que realiza as ações de acompanhamento às escolas. O caso de gestão investigou o desenvolvimento desse projeto. Como estratégia metodológica, foi realizado um estudo de caso em três escolas situadas no município de Fortaleza. A pesquisa, de cunho qualitativo, foi realizada por meio de entrevista semiestruturada com os diretores, coordenadores das escolas e com os Superintendentes Escolares que acompanham cada uma das três escolas. O objetivo do estudo foi levantar insumos que pudessem contribuir para as ações de gestão que impactam na melhoria dos indicadores educacionais, além de identificar pontos de vulnerabilidade no âmbito do desenvolvimento do projeto. O referencial teórico utilizado foi baseado em autores como Perez (2010), Lück (2009 e 2013), Mainardes (2006) e Conde (2012). Os resultados encontrados demonstram boas proposições quanto às práticas da Superintendência Escolar. Entretanto, foram detectados, por meio da pesquisa de campo, aspectos que requerem ajustes, tais como planejamento das ações e perfil/formação inicial e continuada do Superintendente. Para tanto, foi proposto um Plano de Ação Educacional – PAE, com propostas de intervenção quanto a esses aspectos, a fim de contribuir para a consolidação da Superintendência Escolar como uma política pública de acompanhamento e monitoramento das ações da gestão escolar. / The School Superintendency is a project developed in the state education network in the State of Ceará since 2008. It is a service to support the management of schools and monitoring of educational indicators. The project seeks to collaborate with the dynamics of the school director, helping him to reflect on his actions, results achieved, management tools and school processes from the intervention of the Superintendent School, external agent that carries out the follow-up actions to schools. The case management investigated the development of this project. As a methodological strategy, a case study was carried out in three schools located in the city of Fortaleza. The qualitative research was carried out through a semistructured interview with the directors, school coordinators and the School Superintendents that accompany each one of the three schools. The objective of the study was to raise inputs that could contribute to management actions that impact on the improvement of educational indicators, as well as identifying vulnerability points within the scope of project development. The theoretical framework used was based on authors such as Perez (2010), Lück (2009 and 2013), Mainardes (2006) and Conde (2012). The results show good propositions regarding the practices of the School Superintendent. However, aspects that require adjustments, such as planning the actions and the initial and continuous profile / formation of the Superintendent, were detected through field research. Therefore, an Educational Action Plan (PAE) was proposed, with proposals for intervention on these aspects, in order to contribute to the consolidation of the School Superintendence as a public policy of monitoring and monitoring the actions of school management.

M.Ed. (Educational Management) / Please refer to full text to view abstract