Thesis (D. Min.)--Dallas Theological Seminary, 2005. / Includes abstract. Includes bibliographical references (leaves 164-167).

Applied research project (D. Min.)--School of Theology and Missions, Oral Roberts University, 2007. / Includes abstract and vita. Includes bibliographical references (leaves 155-160).

Applied research project (D. Min.)--School of Theology and Missions, Oral Roberts University, 2007. / Includes abstract and vita. Includes bibliographical references (leaves 181-186).

Thesis (D. Min.)--New Orleans Baptist Theological Seminary, 1999. / Abstract and vita. Includes bibliographical references (leaves 76-83).

Thesis (D. Min.)--Dallas Theological Seminary, 2005. / Includes abstract. Includes bibliographical references (leaves 164-167).

The purpose of this study is to present the basic facts and principles involved in the organization and administration of the cooperative part-time training program in the public schools of Tulsa, Oklahoma.

Thesis (M.S.)--Boston University / PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you. / Purpose The objective of this study is to evaluate critically the radio-television activities (and their implication to American society) of the Christian Crusade, an ultra-conservative religious-pnlitical organization located in Tulsa, Oklahoma. Concentration on this group has been undertaken because 1) the Christian Crusade identifies itself as the largest anti-communist organization in the country, 2) its founder-director, Rev. Billy James Hargis, is one of the best known and most respected leaders of ultra-conservatism, 3) the Crusade employs the media of radio and television extensively to attract revenue and popular support, and 4) the organization is one of the most enduring and prosperous groups of the "radical right" (operating since 1948 with an annual budget which has been estimated as high as $1,500,000) [TRUNCATED] / 2999-01-01

Thesis (D. Min.)--Austin Presbyterian Theological Seminary, 2007. / Abstract. Includes bibliographical references (leaves 128-134).

The purpose of this study was to explore the participatory management system used by the Tulsa Public Schools in Tulsa, Oklahoma. Due to the size of the system and interest of the researcher, the middle schools were chosen as the units for investigation. A total of 535 (82%) of the teachers in the 17 middle schools responded to the survey. The major variables investigated were participatory management, job satisfaction, job-related tension, intention-to-leave the school or the profession, absenteeism, sex, and years of experience. Additional observations were made which were used as supporting qualitative data. The data were analyzed by using several statistical procedures: mean scores, analysis of variance, Pearson product-moment correlations, and t-tests. The findings not only confirmed participatory management to be the perceived mode of middle school governance in this system but determined that this management style was related to the majority of variables in the study. When the variables were analyzed separately, it was found that, in general, teachers were satisfied with their job, rarely felt tension related to their job, infrequently considered leaving their school or the profession, and maintained a high attendance rate. When these variables were examined in conjunction with participatory management, the variables of teacher job satisfaction and job-related tension were found to be correlated positively with teachers' perceptions of shared governance. In addition, teacher intent to leave and teacher absenteeism were lower when greater participation in the school's management was perceived. However, the sex of the teacher and the years of experience had no relationship with teachers perceived degree of involvement in the decision-making process. It can be concluded that participatory management practices may enhance teacher attitudes as noted by the analysis of the variables investigated in this study. Future research is needed to substantiate further these results by comparing the management system used by the Tulsa Public Schools with other educational systems throughout the nation. / Ed. D. / incomplete_metadata