Thesis (Ed.D.)--Teachers College, Columbia University, 1988. / Typescript; issued also on microfilm. Sponsor: Frank Smith. Dissertation Committee: Thurston Atkins. Bibliography: leaves 137-143.

Thesis (Ph.D.) -- University of Texas at Arlington, 2008.

Thesis (Ph. D.)--University of Texas at Austin, 2002. / Vita. Includes bibliographical references. Available also from UMI Company.

Thesis (Ph. D.)--University of Texas at Austin, 2002. / Vita. Includes bibliographical references (leaves 297-320). Available also in an electronic version.

Thesis (Ph. D.)--University of Texas at Austin, 2003. / Supervisor: Susan B. Empson. Vita. Includes bibliographical references. Available also from UMI Company.

Thesis (Ph. D.)--University of Wisconsin--Madison, 1980. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 535-554).

Thesis (M.S.)--University of Nebraska-Lincoln, 2010. / Title from title screen (site viewed April 22, 2010). PDF text: v, 102 p. : ill. (some col.) Publication: Theses & Dissertations, Agricultural Leadership, Education & Communication Department. Includes bibliographical references.

Thesis (Ed.D.)--Baylor University, 2006. / Includes bibliographical references (p. 119-121).

No description available.

Thesis advisor: Irwin Blumer / Ensuring equity in education and academic success for all students requires a highly skilled principal engages others in continually improving the instructional program in order to meet the needs of students. Over the past few years, a number of reports have indicated that the role of principal is becoming more challenging. School districts are having trouble attracting and retaining highly qualified principals, and principal candidates and current principals are not prepared or supported enough for managing the various demands of the job. In 2010, according to the district, 49 of the 129 active principals had been in their role for three years or fewer. The Bennett Public Schools are designing a leadership development program for aspiring and new principals. This study is designed to support the Bennett Public Schools in its efforts to develop effective school leaders and is focused on answering two research questions: What does the literature say about skills that are required to be an effective urban principal? Based on the literature review and interviews with principals in Bennett Public Schools, what should be the components of an induction program to support principals in their first three years in the district? Twelve novice Bennett Public Schools principals were interviewed using a semi-structured interview protocol. The pool of interviewees reflects the diversity of the population in characteristics including gender, racial diversity, elementary and secondary schools, as well as the various structures of schools in the district: traditional, pilot, innovation and in-district charter. A synthesis of literature and interviews reinforces the importance of the Bennett Public Schools establishing an induction program with a clear set of competencies, or a competency framework, aligned with the 2011 standards for effective school leadership from the Massachusetts Department of Elementary and Secondary Education. This program should include five components: recruitment and selection strategy, year-long site-based internship, mentoring and coaching, relevant professional development and evaluation of the program and participants. / Thesis (EdD) — Boston College, 2012. / Submitted to: Boston College. Lynch School of Education. / Discipline: Educational Leadership and Higher Education.