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1

Massie, Larry A. "Perceptions of Superintendents and School Board Members Who Experienced the Transition from Appointed to Elected School Boards." Diss., Virginia Tech, 2010. http://hdl.handle.net/10919/27444.

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A selected group of school superintendents and school board members who had served during the transition from appointed to elected school boards in Virginia from 1992 â 2006 were interviewed to determine their perceptions of the positive and negative effects of the change. Superintendents indicated the transition from appointed to elected school boards had a somewhat negative effect, while school board members said there was no effect. The law providing for the direct election of school board members in Virginia was approved April 1, 1992, and was §22.1-57.1 through §22.1-57.5 of the Code of Virginia (Elected School Boards Act, 1992). Prior to this time no provisions for the election of school boards in the state were set, and school boards were appointed, either by the local governing body (Underwood, 1992) or by a school board selection commission (Code of Virginia, 2009, §22.1-36). The change in governance from appointed to elected school boards is an important phenomenon in Virginia , and the knowledge gained from the study could provide ways to lessen the stress which often exists in superintendent-school board relationships.
Ed. D.
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2

Ramgathi, Pitamber. "School governance : a case study investigating the governance capacity of the farm school governing body." Thesis, Nelson Mandela Metropolitan University, 2012. http://hdl.handle.net/10948/d1018617.

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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.
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3

Lewis, Bridget Evelyn. "School boards in transition an examination of board member induction /." Pullman, Wash. : Washington State University, 2009. http://www.dissertations.wsu.edu/Dissertations/Summer2009/B_Lewis_081709.pdf.

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4

Cartisano, O. Joseph. "School boards as an alternative vehicle for entry into politics /." Access Digital Full Text version, 1987. http://pocketknowledge.tc.columbia.edu/home.php/bybib/1077841x.

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Thesis (Ed. D.)--Teachers College, Columbia University, 1987.
Typescript; issued also on microfilm. Sponsor: Natale Cipollina. Dissertation Committee: Robert McClintock. Bibliography: leaves 239-243.
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5

Reid, Maureen E. "School boards as learning organizations." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape10/PQDD_0015/MQ56794.pdf.

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6

Schneider, Ruth E. "Politeness theory and school boards : understanding school board relations through application of politeness theory /." Available to subscribers only, 2006. http://proquest.umi.com/pqdweb?did=1212791351&sid=24&Fmt=2&clientId=1509&RQT=309&VName=PQD.

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Thesis (Ph.D.)--Southern Illinois University Carbondale, 2006.
"Department of Educational Administration and Higher Education." Includes bibliographical references (leaves 155-161). Also available online.
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7

Seaton, Daniel M. "School board leadership." Diss., Virginia Polytechnic Institute and State University, 1991. http://hdl.handle.net/10919/80019.

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Local school boards and their presidents provide Americans with the grass roots leadership for public education. Both have been ignored by policy makers and authors. The purpose of the study was to solicit school board members', school board presidents', and past presidents' perceptions of the role as well as the real and ideal leadership attributes of their school board presidents. A survey method was utilized to address the questions inherent in the purpose. The population for this study included the members of local public boards of education in the U.S. The sampling frame consisted of local school board members holding membership in the National School Boards Association. A random stratified sample was selected. Descriptive procedures were used to summarize the data. Additionally, the relationships between school board presidents', past presidents', and board members perceptions and selected demographic variables (i.e. geographic region, gender, community type, school system enrollment, age, number of terms served, education attainment, race, method president is chosen) was explored using cross-tabulation procedures. The response rate was about 27%. School board members perceive their school board presidents to be most active in the board room. Ideally, school board members perceive an expanded role for their president that includes services to board members and superintendent relations. School board presidents perceive a greater role for the school board presidents than do school board members that includes the highly visible board room roles as well as board member services and superintendent relations activities. Past school board presidents' views differ widely from those of school board presidents and slightly from board members, and in most cases tend to give a lower rating of the board president. School board members, school board presidents, and past presidents perceive their school board presidents as displaying few of the leadership attributes of traditional leaders. They agree that ideally these leadership attributes are critical or important. Differences concerning the board president's real and ideal role and real and ideal leadership attributes were found among board presidents by gender and school system enrollment; among past presidents by school system enrollment, and method president is chosen; and among school board members by geographic region, gender, age, school system enrollment, and education attainment. Results should assist school superintendents and professional educators, school board presidents, school board members, and the general citizenry as they work to clarify their respective roles.
Ed. D.
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8

Payne, John D. "Mandated School Board Member Training for Local Boards of Education in Tennessee As Perceived by Local Boards of Education Members and Superintendents of Schools." Digital Commons @ East Tennessee State University, 1994. https://dc.etsu.edu/etd/2956.

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The purpose of this study was to evaluate the long-term effectiveness of the mandatory in-service training in Tennessee for all local board of education members. The primary focus of this study was to determine if the board members' or superintendents' responses about the training agencies, content, or applicability of any Academy indicated any continuing (long-term) impact on the actions of board members when they returned to their local boards of education. The secondary concern of this study was to determine if the responses were significantly differentiated between the positions of board member and superintendent or among the demographic characteristics defined in the study. All 959 board of education members and 136 superintendents of schools were mailed a questionnaire to return anonymously to evaluate the legislatively mandated School Board Training Academies conducted over the past 4 years. Six research questions were answered and 23 null hypotheses were tested at the.05 level of significance. The Kolmogorov-Smirnov Two-Sample Test or the Chi-Square Comparison was used to analyze the comparison between board members' and superintendents' scores or among the demographic strata. All nine Academies were compared according to each of the nine demographic characteristics. The average demographic characteristics of Tennessee board members are very similar to the average demographic characteristics of board members in the nation as a whole. There are significant differences among board members' evaluation scores stratified by six of the demographic characteristics. There were only two demographic characteristics for which there were any significant rating differences among superintendents. The Academies were rated positively for their effectiveness and their continuance was recommended. Specific improvements, expansion, and enhancement of the process were suggested.
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Meyer, Kathleen A. "Catholic School Leadership and the Role of Consultative School Boards in Catholic Elementary Schools." Digital Commons at Loyola Marymount University and Loyola Law School, 2009. https://digitalcommons.lmu.edu/etd/558.

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Catholic schools are important institutions in the United States educational system. They demand discipline, high academic standards, and religious moral values rooted in Catholic beliefs which are designed to have an impact throughout life (Ciriello, 1998). A critical component in determining school quality lies with the principals' leadership (Sergiovanni, 1997). Principals are critical to successful K-12 schools and must exercise considerable responsibility for establishing collegial learning cultures among the instructional team and stakeholders, including parents, community members, and students. The principal can no longer accomplish such a momentous task alone. Success of today's Catholic relies on the competent and committed performance of many people acting together with common goals. Catholic schools do not mirror those of twenty years ago (Cummings, 2003). Within the past five years, principals in Catholic schools have increasing job responsibilities and expectations. With the implementation of the Los Angeles Archdiocesan Strategic Plan in 2003, Catholic school principals in the Archdiocese must fulfill their primary function as instructional leader, and the additional roles outlined by the plan. Declining enrollment, lack of funds, and a perceived lack of quality, has forced principals to market their school to increase enrollment and solicit substantial funds for the school to remain viable. New roles create a problem for principals lacking training or knowledge in specialized areas. Based on a review of available literature, including (a) distributive leadership, (b) collaborative leadership, (c) shared leadership, and (d) school boards, this study investigated principal perceptions of collaboration and implementation of consultative school boards. This study employed a mixed method research design including a survey, interviews, and a document review of the Los Angeles Archdiocesan Strategic Plan to answer research questions. This study found a leader who needs collaborative leadership skills to lead a quality school involving all stakeholders to assist the school in remaining viable. Principals confirmed a need for greater participation by all stakeholders and assistance in forming consultative school boards. Information gathered contributes to the limited literature on Catholic school leadership, specifically a principals' role in implementing collaborative leadership in Catholic elementary schools through consultative school boards.
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Carnes, Marilyn J. "The Status of Training for Local Boards of Education in Ohio as Perceived by School Board Members and Superintendents." Ohio University / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1210108464.

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11

Snyder, Dawn L. Baker Paul J. "The involvement of local school boards in the Illinois public school accreditation process." Normal, Ill. Illinois State University, 1997. http://wwwlib.umi.com/cr/ilstu/fullcit?p9819900.

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Thesis (Ed. D.)--Illinois State University, 1997.
Title from title page screen, viewed June 29, 2006. Dissertation Committee: Paul Baker (chair), Walter Warfield, Dianne Ashby, William Rau. Includes bibliographical references (leaves 122-130) and abstract. Also available in print.
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12

Speyer, Elizabeth C. "Teacher evaluation systems in four school boards." Thesis, McGill University, 1988. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=63876.

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13

Bartlett, Herman G. "A descriptive study of the evaluation of public school superintendents in the Commonwealth of Virginia : the school board chairperson's perspective /." Diss., This resource online, 1991. http://scholar.lib.vt.edu/theses/available/etd-07282008-135951/.

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14

O'Cull, Howard M. "An investigation of factors influencing school board decision making in West Virginia." Morgantown, W. Va. : [West Virginia University Libraries], 2001. http://etd.wvu.edu/templates/showETD.cfm?recnum=1819.

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Thesis (Ed. D.)--West Virginia University, 2001.
Title from document title page. Document formatted into pages; contains x, 257 p. : ill. Vita. Includes abstract. Includes bibliographical references (p. 203-224).
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15

Martin, John A. "The school board and self-evaluation: do school boards in the Commonwealth of Virginia evaluate their own performance?" Diss., Virginia Tech, 1996. http://hdl.handle.net/10919/39163.

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School boards are the governing bodies for school divisions. Their successful operation is essential to the success of the school division. "Best practice", as indicated in the literature, calls for school boards to recognize the need to examine or assess their own performance and to set the criteria or goals by which they will evaluate their performance and to create a composite of strengths and weaknesses in relation to the criteria they set for themselves. Boards should design or select evaluation instruments which reflect local performance criteria and instruments that are open ended so that other items may be included as board members desire. The development of objectives for the improvement of the boards' performance should be based on an evaluation of themselves discussed and agreed to in a regularly scheduled annual meeting with a facilitator and site for the event predetermined. Finally, the process should be focused on the board as a body; not on the individual board members. This study solicited information describing the practices of school boards in Virginia relative to evaluation of themselves as boards and compared those practices with literature-based "best practice." Defining "best practice" was accomplished by reviewing educational literature on the practice of board evaluation. The literature was screened for components recommended as required in effective school board self-evaluation. Components recommended as effective practice were determined to be 'Ibest practice." The questionnaire was designed in two sections. The first grouping of questions on the survey was to identify the divisions where school boards practiced self-evaluation. Subsequent queries, in section two, gathered information that would allow description of the practices used by school boards who practiced self-evaluation. Section two, also, posed questions regarding the boards' use of procedures that were determined to be components of "best practice". A survey questionnaire was mailed to the superintendents of all 132 school divisions in Virginia inquiring about their board's practices of evaluating their own performance. Responses were received from 128 of the 132 divisions, a 97% rate of return. Only forty-one (32%) of the responding school divisions reported having school boards that evaluate themselves. Are school boards in the Commonwealth evaluating their own performance? The major findings of this study indicate that most school boards in Virginia, more than two out of three, do not practice school board evaluation. School boards in Virginia that allege participation in the practice of school board evaluation do not use many of the components of self-evaluation recommended as "best practice". School board evaluation is used less often in those divisions of medium size than in other divisions and less often in those divisions associated with counties as their governing units than in other divisions associated with other types of governing units.
Ed. D.
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16

Scott, Steven L. "Functions and Responsibilities of Superintendents and School Boards in Tennessee As Perceived by Superintendents and School Board Chairpersons." Digital Commons @ East Tennessee State University, 1992. https://dc.etsu.edu/etd/2788.

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The purpose of this study was to determine if differences exist between the superintendents and the school board chairpersons of Tennessee in regard to the perceived functions and responsibilities of each group. The study also attempted to determine if factors such as age, size of the school district, educational level of the superintendent and the board member, years of service as superintendent or as a board member, the existence of clearly written board policies defining the functions and responsibilities of the superintendent and the school board, and elected versus school board appointed superintendent status had any effect on the perceived functions and responsibilities of superintendents and school boards in Tennessee. The total population of 139 superintendents and 139 school board chairpersons in Tennessee were surveyed over a five week period. The analysis of the data showed there was a significant difference in the perceptions of superintendents and school board chairpersons in the areas of Administration, Finance, Personnel, and a combination of all four Areas of Governance. The demographic factors that affect superintendents perceptions significantly were found in two demographic areas: educational level and elected versus appointed superintendent status. The demographic factors that affect school board chairpersons perceptions significantly were found in two demographic areas: the existence of written policies defining the functions and responsibilities of the superintendent and the school board and elected versus appointed superintendent status. Conclusions of the study indicated the percentages of superintendents and school board chairpersons in Tennessee are very similar in regard age, sex, size of school systems, years in office, length of time the superintendent has served in the present system, systems with policies defining the responsibilities of the superintendent and the school board, and elected versus appointed superintendent status. Superintendents and school board chairpersons were most different in educational level. Superintendents differed significantly with school board chairpersons in three of the four Areas of Governance (i.e., Administration, Finance, and Personnel) as well as the total combined areas. Additionally, further research should be conducted to develop an evaluation instrument for the school board to use in evaluating themselves and the superintendent in relation to the functions and responsibilities of each group.
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17

Stock, Mark Julius. "Perceptions of recommended changes in school board governance of public schools as perceived by Indiana school board presidents and superintendents." Virtual Press, 2002. http://liblink.bsu.edu/uhtbin/catkey/1238743.

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The purpose of the study was to determine the perceptions of Indiana school board presidents and superintendents on recommendations for board governance. A second purpose was to determine the current usage of these recommendations for board governance among Indiana school boards.A questionnaire consisting of 42 Likert-response items was mailed to the superintendent and board president of the 294 public school districts in Indiana. The return rate was 63 percent for board presidents and 82 percent for superintendents.The following conclusions were formulated: (a.) board presidents appear most likely to support recommended changes in school board governance in areas of Planning, Board Development, Collective Bargaining, and Curriculum/Staff Development; (b.) superintendents appear most likely to support recommended changes in school board governance in the areas of Board Development, Collective Bargaining, and Curriculum/Staff Development; (c.) board presidents and superintendents appear most likely to differ in their responses to recommendations for changes in school board governance in the areas of Planning, Personnel, Managing Schools and Budget; (d.) board presidents and superintendents from the same school districts are not likely to differ significantly in their opinions about whether or not their board is currently practicing recommended changes in school board governance.Indiana board presidents nor superintendents agreed with authorizing charter schools, hiring administrative law judges or other qualified third parties to hear appeals on students and staff members' due process rights, or establishing a procedure outside of the school board for hearing and deciding constituent complaints. Nor did they agree the board should grant full authority to the administration to approve individual claims or approve change orders on construction projects less than $1,000,000.
Department of Educational Leadership
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18

Richards, Randi Burke. "Local School Boards and "No Child Left Behind"." Thesis, Virginia Tech, 2008. http://hdl.handle.net/10919/33076.

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â No Child Left Behindâ (NCLB) has generated considerable attention within the education world. The purpose of this thesis is to question how local governments, i.e., local Boards of Education, have reacted to the current involvement and demands of the federal government. NCLB has only started to have an impact on local schools in the last few years as they have begun to fall into various categories of being â in need of improvementâ based on failing to meet established goals. School boards are put in a position to rethink their programs and reevaluate their own efforts as they attempt to insure students are meeting the benchmarks established by the federal and state governments and that Highly Qualified Teachers are in every childâ s classroom. This thesis looks at the actions of six districts in southern New Jersey that are not meeting these mandates and the actions of the Boards of Education towards student achievement and hiring teachers. Demands and requirements of federal and state legislation and policies are narrowing the areas in which school boards can take action. Those actions that are being taken appear to be led by the district Superintendent. This lack of leadership by the elected officials may eventually lead to school boards that are more and more community advisory boards and less and less governing bodies.
Master of Arts
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19

Sherman, Ryan C. "Succession planning : a study of superintendent succession within the school districts of the Warren-Saratoga-Washington-Hamilton-Essex County Board of Cooperative Educational Services /." Connect to resource online, 2009. http://library2.sage.edu/archive/thesis/ED/2009sherman_r.PDF.

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Thesis (E.Ed.)--The Sage Colleges, 2009.
"A Doctoral Research Project presented to Associate Professor Dr. Ann Myers, Doctoral Research Committee Chair, School of Education, The Sage Colleges." Suggested keywords: succession planning; superintendent; board of education. Includes bibliographical references: (p. 72-76).
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Patrick, Scott W. "Superintendent search and selection practices in the State of Missouri." Diss., Columbia, Mo. : University of Missouri-Columbia, 2006. http://hdl.handle.net/10355/4349.

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Thesis (Ed. D.) University of Missouri-Columbia, 2006.
The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on August 7, 2007) Includes bibliographical references.
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Hall, Timothy D. "The relationship between boards of education and the superintendents in Michigan's Upper Peninsula the superintendents' perspectives /." Lynchburg, Va. : Liberty University, 2008. http://digitalcommons.liberty.edu.

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Dively, John A. McCarthy John R. "Tort liability of Illinois school districts, boards of education, and school personnel for student injuries." Normal, Ill. Illinois State University, 1995. http://wwwlib.umi.com/cr/ilstu/fullcit?p9633391.

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Thesis (Ed. D.)--Illinois State University, 1995.
Title from title page screen, viewed May 10, 2006. Dissertation Committee: John R. McCarthy (chair), Marcilene Dutton, Edward R. Hines, David L. Tucker. Includes bibliographical references (leaves 147-153) and abstract. Also available in print.
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Gaul, Thomas H. "A national survey of school board members' views on the impact of reform and restructuring on school board power and authority." Diss., This resource online, 1993. http://scholar.lib.vt.edu/theses/available/etd-06062008-171217/.

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Sommers, Robert Downing. "An examination of the relationships among policy development practices of joint vocational school district boards of education, school board effectiveness, and school performance /." The Ohio State University, 1998. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487950658547965.

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Malinsky, Steven P. Baker Paul J. "A case study of good practice of selected school boards in Illinois." Normal, Ill. Illinois State University, 1999. http://wwwlib.umi.com/cr/ilstu/fullcit?p9927771.

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Thesis (Ed. D.)--Illinois State University, 1999.
Title from title page screen, viewed July 19, 2006. Dissertation Committee: Paul Baker (chair), Richard Berg, John Cassel, Elizabeth Lugg, George Padavil. Includes bibliographical references (leaves 118-123) and abstract. Also available in print.
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Jimerson, Philip Bret. "The demonstration of need, benefits, and outcomes of in-house counsel for a mid-sized urban school district in the State of Texas." [Fort Worth, Tex.] : Texas Christian University, 2008. http://etd.tcu.edu/etdfiles/available/etd-12182008-161630/unrestricted/Jimerson.pdf.

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Herron, Angela Abney. "School Board Presidents' Perception of Their Role and Its Relationship to Effective Board Practices." Thesis, University of North Texas, 2020. https://digital.library.unt.edu/ark:/67531/metadc1707378/.

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The purpose of this study was threefold: (a) to identify the priorities that Texas school board presidents perceive to be most important in their role as a school board member; (b) to describe the specific activities, behaviors, and actions that Texas school board presidents say they take to support the priorities they identify; and (c) to compare with and contrast board members' reported priorities, activities, behaviors, and actions with the eight characteristics of effective school board practices. A mixed-methods research design was used to explore school board presidents' perceptions of their role and its relationship to effective board practices. Quantitative data were gathered using an online survey and analyzed using descriptive statistics. Qualitative data were obtained from one-on-one semi-structured interviews which were manually coded using a three-step, hybrid-coding process, as well as from an observation protocol. Evidence from this study identified four top priorities: accountability driven actions, a untied team with the superintendent, aligned and sustained resources, and a vision of high expectations. Eleven subthemes emerged that describe the activities, behaviors, and beliefs that support these priorities including: clear goals, community partnerships, data-driven informed, governance, human capital, policy adoption, professional development, strong communication, student outcomes, training, and trust.
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Stewart, David L. "Common factors leading to county boards of education financial deficits." Morgantown, W. Va. : [West Virginia University Libraries], 2000. http://etd.wvu.edu/templates/showETD.cfm?recnum=1348.

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Thesis (Ed. D.)--West Virginia University, 2000.
Title from document title page. Document formatted into pages; contains vi, 120 p. Vita. Includes abstract. Includes bibliographical references (p. 86-90).
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Young, David C. "The transition from denominational to linguistic school boards in Quebec." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0035/MQ65531.pdf.

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Zonnefeld, Ryan G. "From vision to learning effectiveness measures of Christian school boards /." [Ames, Iowa : Iowa State University], 2009.

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Costa, Patrick John. "Switch: A Case Study of Voter Turnout following Electoral Change in a School Board Election." Thesis, Virginia Tech, 2011. http://hdl.handle.net/10919/31424.

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This paper attempts to shed light into the realm of school boards, a frequently overlooked topic in political science literature. This study examines the relationship between a school board electoral structure and voter turnout levels. In particular, the author hypothesizes that ward-based elections due to their inherent smallness have higher voter turnout levels than at-large elections. In crafting such a relationship a mixed-method approach was used combining elements found in case studies with an intervention analysis. The paper describes voter turnout levels from 1989 to 2007 for a single, medium-sized school district in Illinois that had switched its style of elections from at-large to ward. It was found that following the switch to ward elections turnout actually decreased. However, the results were not statistically significant. The variable of competitiveness was also tested as it was thought that the more competitive elections were the more voter turnout increases. Here again, the author found no relationship between competitiveness and the election structure in ward and at-large elections. In concluding, the author states that some unseen intervening variable such as information costs may be influencing the relationship and significance between voter turnout and election structure.
Master of Arts
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Gonzalez, Lara. "Achievement Gap-Closing School Superintendents| Challenges Faced, Strategies Used, and Collaboration with School Boards." Thesis, Hofstra University, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13814846.

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This study explored the role of school superintendents and board of education trustees in closing the achievement gap, which can be defined as “the disparity in academic performance between groups of students” (Muhammad, 2015, p. 14). District leaders (superintendents and school boards) set the priorities in their school systems and have the power to promote or thwart educational equity (Skrla, McKenzie, & Scheurich, 2009). The purpose of this qualitative study was to highlight effective practices of superintendents and school boards that have prioritized closing achievement gaps and have succeeded in narrowing them. This study involved four case studies and made use of interviews, observations, and document review. The data revealed that the most formidable challenges to closing achievement gaps were increasingly diverse student needs, stakeholders’ deficit-thinking about students, lack of family engagement, and financial obstacles. In order to overcome those challenges, the researcher found that superintendents used various strategies, including setting a vision for equity at the district level, using data to drive decision-making, hiring quality teachers and leaders, using district funds resourcefully, providing rigorous curricula for students, and creating innovative academic and non-academic programs for students. Although there is academic literature on the challenges that school superintendents face in closing achievement gaps and the strategies that they have used to overcome them, there is a lack of research on how superintendents and their school boards collaborate to narrow achievement gaps. The aim of this study was to address that gap in the literature. Data revealed that district leaders collaborated to narrow gaps by setting district visions, goals, and policies, sharing information, and partnering on the budgeting and hiring processes.

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Woodward, Cathy Lee. "EFFECTIVENESS OF GOVERNANCE BOARDS IN TRADITIONAL PUBLIC SCHOOL DISTRICTS AND COMMUNITY PUBLIC SCHOOLS IN OHIO." Bowling Green State University / OhioLINK, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1155745089.

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Knowles, Kristopher Leo. "Catholic School Leaders’ Perceptions of Governance Models in Los Angeles Parochial Schools." Digital Commons at Loyola Marymount University and Loyola Law School, 2014. https://digitalcommons.lmu.edu/etd/201.

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The purpose of this quantitative study was to provide insight to the perspectives of leaders and individuals in authority within the Archdiocese of Los Angeles system of Catholic parochial schools regarding current models of governance, levels of authority, and decision-making processes. There is a lack of clearly-defined levels of decision-making authority from the bishops to the Archdiocesan Department of Catholic Schools down to the individual schools. The pastors, principals, and Department of Catholic Schools personnel shared their perspectives of current governance structures and elements of three emerging alternative governance models. Data were analyzed through a factor analysis of the survey items to explore the strength of the three categories of the governance models represented by the three groups of questions. Next, the descriptive statistics of the specific questions relating to each of the three governance models and community voice were compiled. A Cronbach’s alpha was calculated for each group of questions to measure internal consistency. In order to explore relationships between perceptions among the three independent variable groups (pastors, principals, and Department of Catholic Schools personnel), a Chisquare analysis was run for each of the questions on an ordinal scale. The study showed significant differences in participant responses between the three groups surveyed. However, there was agreement that community voice must be incorporated into governance, but only in a consultative manner. There was also agreement that a strong governing presence at the central office would be beneficial.
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Jonas, Patrick Thando. "The governance of public special schools in the Western Cape : a comparative analysis of Jan Kriel School and Thembalethu ELSEN School." Thesis, Link to the online version, 2005. http://hdl.handle.net/10019/1060.

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36

Martins, Fernando Miguel Pinto. "Do classified boards protect top management? : evidence from shareholder proposals." Thesis, Massachusetts Institute of Technology, 2018. http://hdl.handle.net/1721.1/117995.

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Thesis: S.M. in Management Research, Massachusetts Institute of Technology, Sloan School of Management, 2018.
Cataloged from PDF version of thesis.
Includes bibliographical references (pages 38-40).
This paper examines the relationship between classified boards and managerial entrenchment by applying a panel regression discontinuity design to shareholder proposals on board declassification. We focus on shareholder proposals that pass or fail by a small margin of votes in order to provide a causal estimate of the impact of board declassification. We find that shareholder proposal approval leads to a reduction in CEO compensation, an increase in the likelihood of CEO replacement, a positive but insignificant impact on pay-performance elasticity, and an increase in firm value. The reduction in CEO compensation is strongest among firms who possess weaker levels of corporate governance. These findings suggest that classified boards protect top management and lead to higher levels of managerial entrenchment.
by Fernando Miguel Pinto Martins.
S.M. in Management Research
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37

Schmitz, Stephanie Jean Pust. "Qualifications and readiness of school board trustees and implications for training." Diss., Montana State University, 2007. http://etd.lib.montana.edu/etd/2007/schmitz/SchmitzS0507.pdf.

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38

Thomas, Kaye. "Perceptions Regarding Leadership Orientations of Local School Board Chairpersons in the Commonwealth of Virginia." Diss., Virginia Tech, 2002. http://hdl.handle.net/10919/27083.

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Local school boards are complicated governing bodies wrapped in the political tangle of their legal responsibilities, constituents' wishes, and the educational needs of the children. How then do some school board chairpersons unravel this political tangle and move their board forward while others become entrapped in the political web? This concept and question lead to the examination of the leadership orientations of local school board chairpersons in the Commonwealth of Virginia. Literature was reviewed concerning school board leadership. The historical perspective of school boards as well as the legal responsibilities granted them as agents of the state were also reviewed. A questionnaire was sent to all Virginia School Board chairs, superintendents, and school board members in which they rated the chairperson on desirable board characteristics. Based on the responses of the three groups of participants, these characteristics were categorized according to the four leadership orientations described by Bolman and Deal (1984). The lack of validity evidence undermined confidence in drawing inferences about identification of a dominant leadership orientation although modestly higher means were reported for the structural and humanistic orientations. The lack of convergent and discriminate validity evidence in this analysis preempted any meaningful test of the theory advanced by this research concerning local school board chairs in Virginia.
Ed. D.
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39

Hawkins, Alan Hilton. "How effective are school governing bodies regarding maintaining discipline in schools situated in poor socio-economic areas?" Thesis, Nelson Mandela Metropolitan University, 2009. http://hdl.handle.net/10948/972.

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Poor discipline in public schools has become a major concern following the abolishment of corporal punishment by the National Department of Education. The educators in schools were left with no constructive alternatives to maintain discipline by the educational authorities and had to find and implement alternative disciplinary measures. Ill-disciplined learners capitalised on the situation, resulting in the deterioration of discipline in public schools. The aim of this research is to identify how effective SGBs are regarding the maintenance of discipline in schools situated in poor socio-economic areas. For this purpose, a qualitative study was conducted in four secondary schools in the Northern Areas of Port Elizabeth in the Eastern Cape. Different data-collection techniques, in the form of questionnaires, focus group interviews, observations and documentary analysis, were used to obtain the necessary data. Learners, educators and parent members of School Governing Bodies (SGBs) were used as participants for the study. The findings of the study indicated that parent SGB members lacks relevant and ongoing training and development for the task of executing their roles as disciplinarian bodies at their respective schools. The fact that these are lacking have contributed to the general deterioration of school discipline in the selected schools. The study concludes with suggestions on strategies that SGBs can implement to improve their capacity in improving and maintaining discipline. Such improved capacity will create an environment that is conducive for teaching and learning, especially in schools situated in impoverished areas.
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Mafuwane, Barber Mbagwa. "The influence of community structures on school governance with specific reference to schools in the Bushbuckridge area." Pretoria : [s.n.], 2005. http://upetd.up.ac.za/thesis/available/etd-03302005-091410/.

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41

Morrison, Michele. "Confidence and competence? : the capacity of New Zealand boards of trustees to appoint highly effective school principals /." The University of Waikato, 2006. http://hdl.handle.net/10289/2395.

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Academics and lay persons alike freely acknowledge that principals exert enormous influence over the creation, maintenance and enhancement of the learning environment in schools. They recognise that a turbulent educational world presents principals with multiple challenges in sustaining the conditions necessary for student achievement, and that some principals are more successful in this endeavour than others. This small-scale qualitative study uses a semi-structured interview process to gather data from five Chairpersons of Boards of Trustees who have appointed a principal within the preceding twelve months. The study discusses the professional capabilities that theoretical and empirical research suggests distinguish highly effective principals from capable performers. It adopts a bipartite approach to the literature, examining both academic understandings and the degree to which available official publications inform the thinking of Boards of Trustees prior to embarking on the principal appointment process. The study then explores the extent to which these understandings influence the decision-making of five Boards of Trustees in appointing a new principal. Research findings reveal a dichotomy between the theory underpinning concepts of highly effective principals and the practice of Boards of Trustees in appointing a principal. Largely unaware of the academic literature and inadequately informed by official publications, Boards of Trustees adopt a problematic generic recruitment and selection process. Uncritical acceptance of the professional knowledge and standing of external consultants and misplaced trust in the advice they proffer leads Boards to proceed on a questionable perceptual basis. Secure in the knowledge that they have obtained the educational expertise they freely acknowledge they lack, Boards are further exposed to prevailing market discourses and internal prejudices which undermine their ability to identify and appoint a principal who possesses the capabilities necessary to exercise highly effective, contextually specific leadership. This study suggests that the autonomy of Boards of Trustees in their role as employer be sustained but supported through the mandatory appointment of an appropriately qualified advisor and that the involvement of existing advisors be further scrutinized.
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42

Sechler, David. "Information, training and tools for educational leadership in Delaware school boards." Thesis, University of Delaware, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3730275.

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School boards have the power to provide instructional leadership, but few school boards exercise that power and fewer still do so effectively.

The leadership power of school boards derives from their legal authority to set expectations, monitor progress and provide support. School boards that provide effective instructional leadership set district-wide expectations for student academic performance and then those boards monitor the district’s progress toward meeting those goals and provide support, generally in the form of policies and funding.

Most school boards, however, tend to focus on management rather than instruction, and restrict their involvement in instructional issues either to continuing practices of the past or to implementing the agenda of the superintendent.

The goal of this Educational Leadership Portfolio was to encourage and facilitate education leadership by Delaware school boards. The portfolio contains nine artifacts designed to help Delaware school boards to understand and to exercise their leadership power.

The artifacts are divided into three categories: Information, Training and Tools. Three of the four Information artifacts are booklets written for publication by the Delaware School Boards Association (DSBA). School Boards in Law and Regulation describes the legal and historical basis on which Delaware school boards exist and derive their power. Key Points in Research summarizes the literature on effective school boards. The Survey Analysis provides the results of a survey of Delaware school board members. The fourth Information artifact is an article, “When we understand the data, we are equipped to lead,” which was published in the National School Boards Association journal, American School.

The three Training artifacts were developed in workshop formats. Standard Setting for DCAS first presented the work of the Standard Setting Panels Delaware Comprehensive Assessment System (DCAS) and then provided guidance on how to understand and interpret the panels’ recommendations in the context of local Delaware school districts. Data 101 for School Board Members introduced participants to the student assessment data available on the Delaware Department of Education’s public web pages, and Data 201 is a follow-up workshop providing updates on the state’s student assessment system and extending participants’ data location and assessment skills.

Of the two Tools artifacts, the Discussion Protocol provides school boards with a structured way to examine and evaluate their work as school boards, and Effective Communication with Legislators is a manual of techniques for successful advocacy with Delaware’s elected officials. Effective Communication with Legislators also is the fourth booklet written to for publication by the DSBA.

Response to seven of the nine artifacts has been universally positive. Participants in Standard Setting for DCAS and Data 101 for School Board Members report increased skills and understanding, and multiple invitations to repeat the sessions indicate that they were valued. The four DSBA publications were well received when presented to the DSBA Board of Directors, and the American School article received positive comments from the journal’s editor. The remaining two artifacts are available to Delaware school boards, but have yet to be implemented.

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43

Haley, James R. "School board and superintendent responsibilities : a study of role congruency /." free to MU campus, to others for purchase, 1998. http://wwwlib.umi.com/cr/mo/fullcit?p9901302.

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44

Payne, Lesley Irene. "School governance: phases, participation and paradoxes." Thesis, Payne, Lesley Irene (2004) School governance: phases, participation and paradoxes. PhD thesis, Murdoch University, 2004. https://researchrepository.murdoch.edu.au/id/eprint/249/.

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This research analyses the governance structures and processes of thirteen independent primary schools in Perth, and one state primary school in Western Australia termed an 'alternative' or 'lighthouse' school. More in-depth case studies were undertaken at five sites with participants from different time periods. All the schools had a school council or board since their foundations and notably all schools had their origins in the period of the alternative school and community empowerment movement of the 1970s and 1980s. In an era of market reform and the corporatisation of schools, the critical areas of focus for this research were: how community expectations and school identity were maintained within council-governed schools; how democratic imperatives compete with professionalism and school improvement issues; and how schools confront dilemmas of governance. Three frameworks, Phases of Development, Community Empowerment and Dilemmas, were employed as useful means to discuss school governance. The results revealed changes in governance over time. Schools began to envisage themselves less as communities and more as businesses. The emphasis was away from parent involvement and towards efficiency and commercial practices. Tensions and dilemmas arose out of these changes. The thesis concluded that it was not the structures or individuals that were crucial in governance processes but the playing out of particular tensions and dilemmas. Principals and councils have to acknowledge the dilemmas that arise from competing values systems and make choices based on a clear understanding of these dilemmas.
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45

Payne, Lesley Irene. "School governance : phases, participation and paradoxes /." Payne, Lesley Irene (2004) School governance: phases, participation and paradoxes. PhD thesis, Murdoch University, 2004. http://researchrepository.murdoch.edu.au/249/.

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This research analyses the governance structures and processes of thirteen independent primary schools in Perth, and one state primary school in Western Australia termed an 'alternative' or 'lighthouse' school. More in-depth case studies were undertaken at five sites with participants from different time periods. All the schools had a school council or board since their foundations and notably all schools had their origins in the period of the alternative school and community empowerment movement of the 1970s and 1980s. In an era of market reform and the corporatisation of schools, the critical areas of focus for this research were: how community expectations and school identity were maintained within council-governed schools; how democratic imperatives compete with professionalism and school improvement issues; and how schools confront dilemmas of governance. Three frameworks, Phases of Development, Community Empowerment and Dilemmas, were employed as useful means to discuss school governance. The results revealed changes in governance over time. Schools began to envisage themselves less as communities and more as businesses. The emphasis was away from parent involvement and towards efficiency and commercial practices. Tensions and dilemmas arose out of these changes. The thesis concluded that it was not the structures or individuals that were crucial in governance processes but the playing out of particular tensions and dilemmas. Principals and councils have to acknowledge the dilemmas that arise from competing values systems and make choices based on a clear understanding of these dilemmas.
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46

Dima, Audrey A. (Audrey Ann). "Improving the recovery process of circuit boards in a one-timeuse camera." Thesis, Massachusetts Institute of Technology, 1996. http://hdl.handle.net/1721.1/37799.

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47

McCann, Nathan T. "Factors Contributing to Positive and Productive Superintendent-Governing Board Relationships." Diss., The University of Arizona, 2011. http://hdl.handle.net/10150/145117.

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Superintendents of public school districts occupy positions of tremendous importance and influence (Sharp & Walter, 2004). In total, the nation's approximately 14,000 superintendents are responsible for the educational outcomes of nearly 55 million K-12 students (US Department of Education, 2009). Critical to the superintendent's ability to bring about and maintain positive change in a district is the quality of the relationship the superintendent upholds with the school board (Petersen & Fusarelli, 2001). This study sought to identify strategies that successful superintendents use to establish and maintain positive and productive relationships with their school boards. Successful superintendents in this study were defined as proactive and purposeful superintendents who have demonstrated the ability to get things done and move the school district forward in a coherent and positive direction.Following Brunner's (2000) methodology, a group of six award-winning current and former superintendents were recruited to serve as recommenders, selecting the two superintendents who participated in this study. In an effort to avoid exclusive reliance on superintendent self-perceptions, two school board members from each district were randomly selected to participate. Superintendents and school board members provided data through participation in one of two parallel semi-structured interviews.The results of this study indicated that successful superintendents ultimately sought to develop and maintain within their board an appropriate understanding of their role as board members. This study posed a second question, "What characteristics and attributes do governing board members find desirable in their superintendent?" Governing board members articulated a definitive need to be able to trust their superintendent. Superintendents in this study were acutely aware of this board member need. Governing board members articulated three primary superintendent traits that fostered and nurtured trust in their superintendent, including high-performance, strong communicative skills, and likeability of the superintendent.However, the development of trust was more a means to an end, than an end in itself. Superintendents used these traits to foster trust and ultimately to develop appropriate board member role understanding that focused board member attention and energy on policy objectives and away from administrative and managerial functions.
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48

Kemp, Stella Maria. "School Governance and Student Achievement: Revealing Factors Beyond the McCarty-Ramsey Model." Thesis, University of North Texas, 2011. https://digital.library.unt.edu/ark:/67531/metadc67996/.

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The purpose of this study was to identify and investigate the specific superintendent leadership type and underlying factors that support significant student achievement gains in communities where misalignment with the McCarty-Ramsey model exists. Utilizing a mixedmethod research strategy, contributing school districts were identified through a survey developed by McCarty and Ramsey. This survey indicated that districts could show positive student achievement gains while exhibiting misalignment among these factors. While all four types of superintendent leadership style were revealed in the survey, a prevalent superintendent leadership types was associated with the misaligned districts showing significant academic growth. This study indicated the professional advisor or the professional advisor/decision maker superintendent had the greatest achievement results in misaligned districts. The second investigation phase involved school districts that met two criteria: misalignment with the McCarty-Ramsey model, and three years of significant student achievement gains, as measured by the California Academic Performance Indicator. Interviews were conducted with identified school board presidents and superintendents to reveal practices or initiatives promoting these results. The interview protocol consisted of a series of open-ended questions regarding effective leadership and programs. The second finding revealed the effective superintendent focuses efforts on five specific district leadership actions identified by researchers such as Waters and Marzano. More specifically, this study revealed two practices were present in top performing school districts. First, a narrow focus on non-negotiable instructional practices across the district, and frequent monitoring by the superintendent, site and district leadership teams including follow - up debriefings regarding implementation of district expectations. These findings have significance in districts dealing with challenges among the community power structures, board types or superintendent leadership. This research shows that regardless of the political challenges, budgetary issues, or relationship chaos that might exist in the district and community, the professional advisor superintendent who has established clear district wide instructional expectations and, who consistently ―inspects the instructional program has a significant, positive impact on student achievement.
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49

Jefferson, Steve P. "Charter schools : a descriptive study of empowerment within the operation of charter schools /." La Verne, Calif. : University of La Verne, 2003. http://0-wwwlib.umi.com.garfield.ulv.edu/dissertations/fullcit/3100051.

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50

O'Brien, James Paul. "An analysis of participatory democracy in Scottish School Boards up to 1994." Thesis, University of Glasgow, 1998. http://theses.gla.ac.uk/2444/.

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This work is an analysis of the origins and development of modern school boards in Scotland, 1984-1994. Its major conclusion is that there has been disjunction between theories of participation and management and the system on one hand, and between the system and the operation of boards on the other. Part one provides a rationale for pursuing this study and poses a range of questions which the analysis attempts to answer. The methodology adopted with regard to documentary analysis of the two public consultation exercises of the 1980s, the educational press and other documents is described. The approach to interviewing of key participants and observers of the events is also explained. The work is placed in a theoretical contexts in Part two where attention is drawn to the underpinning concepts for the establishment and emerging prominence of participative councils. Consideration is given to theories of democracy, particularly representative and participative forms. Indicators of democracy are considered as is the nature of representation and modes of participation which claim to challenge remoteness and tendencies towards centralisation and elitism. The discussion moves from general theoretical analysis to the potential for such insights to apply to schools and school boards. The main types of participatory action are discussed and the efficacy of using the structure of school boards as a means of applying democratic theories is introduced. Democracies invariably generate bureaucracies so the question of schools being bureaucracies is raised and the relationship to the concept of professionalism is explored. Accountability of schools is identified as especially important to school board functioning. The nature of school management is then assessed and the possible purposes of participative councils reviewed. The trend towards participative management in schools is analysed with a view to its extension to include lay persons on governing bodies or school boards; it is speculated that this might encourage the development of a management partnership involving lay and professional interests which appeared to be one of the government's intentions in 1987 when the proposals for school boards emerged.
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