Gotowe bibliografie tematyczne / School Board of Trustees

Gotowa bibliografia na temat „School Board of Trustees”

Autor: Grafiati
Data publikacji: 4 czerwca 2021
Data aktualizacji: 20 lutego 2023

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Artykuły w czasopismach na temat "School Board of Trustees"

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Piscitelli, Anthony, Andrea M. L. Perella i Adam Payler. "Public Expectations of School Board Trustees". Canadian Journal of Educational Administration and Policy, nr 198 (17.02.2022): 19–34. http://dx.doi.org/10.7202/1086425ar.

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School board trustees play an important role in the education of children throughout Ontario. Using an online survey of Ontario residents, expectations of school board trustees are explored in detail. The survey included an open-ended question that asked respondents what role they see being performed by trustees, as well as a question that asked respondents whether they preferred a “delegate” governing model, which believes trustees should represent constituents, or a “trustee” model, which believes trustees should render decisions based on their best judgement. On the surface, respondents see three primary and distinct roles: represent the public; support the administrative functions of the school board, and to ensure educational outcomes are met. In addition, the sample tilts favourably towards the “delegate” governing model. Regression models identify some factors that help explain respondents’ choices.
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Martin, Jan. "Staffing Issues in Remote Rural Schools - What Can New Zealand Learn from the Australian Experience?" Australian and International Journal of Rural Education 4, nr 2 (1.07.1994): 29–30. http://dx.doi.org/10.47381/aijre.v4i2.389.

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Isolated rural schools in New Zealand have always had difficulty attracting and retaining appropriate staff but under the "Tomorrow's School's" regime, the situation has become much worse. Schools in New Zealand are governed by a Board of Trustees, comprising members of the local community and these Boards are charged with the responsibility of employing staff and monitoring their performance. There are few incentives to attract and retain teachers in remote areas and so the fields of applicants are often small and finding a suitable applicant can be a real problem. Appointing suitable applicants is difficult but retaining them in rural areas is even more of a problem and monitoring performance is almost impossible for a Board of Trustees with little or no expertise in the area of performance appraisal. The Education Review Office carries out school reviews every two to three years and reports to the Minister of Education on the performance of the Board of Trustees.
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Davidson, Adrienne M., R. Michael McGregor i Myer Siemiatycky. "Gender, Race and Political Ambition: The Case of Ontario School Board Elections". Canadian Journal of Political Science 53, nr 2 (6.04.2020): 461–75. http://dx.doi.org/10.1017/s0008423919001057.

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AbstractThe political underrepresentation of women and racial minorities in Canadian politics is well documented. One political arena that has yet to be examined in this respect, however, is school boards. Using data from a candidate survey conducted during the course of the 2018 Ontario school board elections, as well as demographic data collected on the entire population of school board candidates, we explore the unique characteristics of school board elections. The research note begins by describing the gender and racial composition of candidates and trustees in Canada's most populous province. It then considers the ways in which school board elections may serve as a launchpad to higher office for either of these two traditionally underrepresented groups, as we explore the features of progressive political ambition, recruitment into school board campaigns and the relative electoral success of racialized candidates and women in this local office. While women do very well in school board elections, they are significantly less likely than their male counterparts to have the desire to move up to provincial or federal politics. Meanwhile, racialized candidates contest school board election in significant numbers and report similar levels of progressive ambition relative to their white counterparts, but they fare exceptionally poorly in school board elections.
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Moradi, Saeid, Aliakbar Amin Beidokhti i Kourosh Fathi. "Comparative Comparison of Implementing School-Based Management in Developed Countries in the Historical Context: From Theory to Practice". International Education Studies 9, nr 9 (29.08.2016): 191. http://dx.doi.org/10.5539/ies.v9n9p191.

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<p class="apa">This paper aims to study the comparative comparison of implementing school-based management in developed countries in the historical context: from theory to practice. School-based management is not by itself and objective but a valuable tool in order to reach sagacity, capabilities and the enthusiasm from most people having shares in school. Emphasizing the empowerment and the promotion of the skill levels and the abilities concerned with the member's active in the school specially the managers, the teachers, and the student’s parents along with the boards motivate their endeavor toward cooperative issues.</p><p class="apa">The findings show the developed countries such as England, Mexico, Australia, The U.S. etc. Making their school management decentralized and autonomous along with submitting full authority to their local councils and their parent -teacher associations have improved their school management qualities and have been able to bring all main agents in the schools into participant in decision making affairs. Of the other strategies concerning the increase in cooperative decision making and turning schools more autonomous, used by leading countries, is to self-centralize (school-based management) and also manage schools in the form as board of trustees in such countries for the managers, the board and the others involved have greater authority to manage school affairs among which countries such as England, Canada, Spain, Iran, etc. can be noted.</p>
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Kurniawati, Atik. "A HIDDEN CURRICULUM PRACTICES". JISAE: Journal of Indonesian Student Assessment and Evaluation 6, nr 1 (23.02.2020): 55–72. http://dx.doi.org/10.21009/jisae.v6i1.13263.

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This paper departs from the issue of the hidden curriculum that occurred during the last 10 years. Hidden curriculum is the practice of school education that contributes to education. Previous studies discuss the role of the state, the role of the school and the teacher's role in the practice of hidden curriculum separately.While in this paper, the researchers wanted to demonstrate the practice of hidden curriculum in a comprehensive manner by using thought Henry Giroux. This research is a case study with a qualitative approach. This research was conducted in 2019 by conducting in-depth interviews, observation and documents. The findings in this study (1) there is a contestation of values ​​due to differences in ideology trustees and teachers that are implemented in the practice of hidden curriculum, (2) The practice of hidden curriculum is done by the board of trustees behind the development of a formal curriculum, and carried out by the teacher to maintain the old identity through daily practices, (3) impacted on the delay on student achievement, because it is generally the practice of hidden curriculum support the practice of the formal curriculum, but the opposite what happened.. advice in this study is need to agree and trust between the board of trustees and school teachers in order to get maximum achievement.
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Kurniawati, Atik. "A HIDDEN CURRICULUM PRACTICES". JISAE: JOURNAL OF INDONESIAN STUDENT ASSESMENT AND EVALUATION 6, nr 1 (23.02.2020): 55–72. http://dx.doi.org/10.21009/jisae.061.05.

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This paper departs from the issue of the hidden curriculum that occurred during the last 10 years. Hidden curriculum is the practice of school education that contributes to education. Previous studies discuss the role of the state, the role of the school and the teacher's role in the practice of hidden curriculum separately.While in this paper, the researchers wanted to demonstrate the practice of hidden curriculum in a comprehensive manner by using thought Henry Giroux. This research is a case study with a qualitative approach. This research was conducted in 2019 by conducting in-depth interviews, observation and documents. The findings in this study (1) there is a contestation of values ​​due to differences in ideology trustees and teachers that are implemented in the practice of hidden curriculum, (2) The practice of hidden curriculum is done by the board of trustees behind the development of a formal curriculum, and carried out by the teacher to maintain the old identity through daily practices, (3) impacted on the delay on student achievement, because it is generally the practice of hidden curriculum support the practice of the formal curriculum, but the opposite what happened.. advice in this study is need to agree and trust between the board of trustees and school teachers in order to get maximum achievement.
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Schaeffer, Donna M., i Donald (Nick) Rouse. "Effective Academic Advisory Committee Relationships". Contemporary Issues in Education Research (CIER) 7, nr 1 (30.12.2013): 23. http://dx.doi.org/10.19030/cier.v7i1.8308.

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Recently, accrediting bodies are placing great responsibility for accountability on universities and academic schools, departments, and programs. The goal of the increased accountability is improved quality of teaching and learning. In this paper, we describe several levels of accountability for quality teaching and learning in a small, private, liberal arts college. We describe the role the Universitys Board of Trustees. Moving to the School of Business Administration, we explain several activities the Board of Visitors facilitate and participate in. Then, we localize to the Department of Information Systems and Management Science, which has had an advisory committee comprised of award-winning Chief Information Officers and Chief Technology Officers since 2009-2010. Finally, we describe efforts involved in building an advisory committee for a new academic program within the department, the Bachelors in Health Information Management (HIM). This examination provides insights and examples for others who are seeking to establish or re-invigorate their relationships with advisors. It is interesting in that some cases the advisory committee is mandated by law, e.g., the University of Board of Trustees, others are voluntary, e.g., the Schools Board of Visitors and the departments advisory committee, and still others may be prescribed and required by accrediting bodies within particular fields, e.g., the Health Information Management (HIM) program.
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Raptis, Helen. "Exploring the Factors Prompting British Columbia's First Integration Initiative: The Case of Port Essington Indian Day School". History of Education Quarterly 51, nr 4 (listopad 2011): 519–43. http://dx.doi.org/10.1111/j.1748-5959.2011.00356.x.

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On June 2, 1947, British Columbia Indian Agent F. Earl Anfield requested that the Prince Rupert Board of Trustees allow the seventeen children of Port Essington Indian Day School to attend Port Essington Elementary at an annual cost to federal authorities of $65.00 per child. The trustees' approval of the request led to the permanent closure of the fifty-eight-year-old Methodist-established day school and marked British Columbia's first large-scale integration initiative. The event would not have been significant were it not for the fact it occurred two years before the passage of provincial legislation—and four years before federal legislation—that would enable it.
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BONDS, MATTHEW H., i JEFFREY J. POMPE. "Improving institutional incentives for public land management: an econometric analysis of school trust land leases". Journal of Institutional Economics 1, nr 2 (grudzień 2005): 193–215. http://dx.doi.org/10.1017/s1744137405000123.

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There is considerable interest in the proper management of public lands in the United States, but questions arise over what institutional arrangements may ensure proper land stewardship. Recently, the trust doctrine has been heralded as a way to motivate prudent decision making by land managers. School trust lands, which are managed to generate revenues for public schools, represent a long-standing example of the trust doctrine at work. We examine Mississippi school trust leases and show that the trustees, who are elected officials, maintain multiple conflicting objectives, which ultimately undermine the trust relationship. However, we find that a recent institutional change that made the Boards of Education (the fund recipients) the trustees, caused revenues to increase dramatically.
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Schultz, Robert A., i Lori Lutz. "Leadership Impact Experiences of Student Representatives to The Roeper School Board of Trustees". Roeper Review 40, nr 4 (2.10.2018): 234–44. http://dx.doi.org/10.1080/02783193.2018.1501784.

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Rozprawy doktorskie na temat "School Board of Trustees"

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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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Meeker, Nancy Ruff. "A Comparison of the Effectiveness of Inservice Education Programs for Members of Local Boards of Trustees in Selected Texas School Districts: A Descriptive Study". Thesis, North Texas State University, 1985. https://digital.library.unt.edu/ark:/67531/metadc332420/.

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The problem of this study was to describe inservice education programs for members of local boards of trustees and to assess the knowledge and attitude toward inservice of participating and non-participating board members. The major purposes of this study were to describe training programs carried on in selected school districts, and to assess and compare the knowledge and attitudes toward inservice education of board members who do and do not participate in those training programs. The project involved the identification of skill areas necessary for board members, the development of instruments to measure knowledge and attitudes toward inservice, the selection of boards of trustees from six school districts for an experimental and a control group, the description of inservice education programs in operation in districts comprising the experimental group, and the assessment of knowledge and attitudes of members of the experimental and control groups.
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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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Fisher, Jack S. (Jack Sterling). "A Profile of Texas Public School Board Members and Factors Influencing Them to Run for the Office of School Board Trustee". Thesis, University of North Texas, 1991. https://digital.library.unt.edu/ark:/67531/metadc277790/.

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The purpose of this study was to develop a profile of Texas public school board members and to determine if there were significant differences in the profiles of board members according to sex, race, age, length of residence, length of board membership, type of community and superintendency tenure.
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Brooker, Barry N., i n/a. "Stakeholders' Meanings of Effective School Leadership: A Case Study in a New Zealand Primary School". Griffith University. School of Cognition, Language and Special Education, 2006. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20061023.151530.

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Guided by the theoretical underpinnings of symbolic interactionism, this study set out to describe and analyse how stakeholders in a New Zealand Primary School understand effective school leadership, and how their meanings of leadership are influenced by the context in which they work. Review of the school leadership literature indicated that there was widespread agreement on the importance of leadership for school effectiveness but limited empirical data on how, or why, this was the case. To gain an understanding of stakeholders' meanings of effective leadership the study adopted a qualitative, case study design. Purposive, criterion-based selection was used to select a school considered to have highly effective leadership practices and to identify a cross-section of stakeholders within that school. The participants were the principal, Board of Trustees chairperson, assistant principal, teacher, general staff member, and student. Data were gathered from concept maps, semi-structured interviews and selected school documents such as the school's Education Review Office report and staff job descriptions. Data were analysed using grounded theory methods of analysis, specifically the use of constant comparison through open and axial coding. The findings of the study are presented and examined in terms of three theoretical propositions that encapsulate the stakeholders' meanings of effective school leadership. The first proposition examines three core values - concern for the individual, a commitment to learning, and an expectation of high performance - that permeated the school and influenced stakeholders' meanings and leadership practices. The second proposition examines the provision of direction, which involved articulation of a strong vision, use of symbols and ceremonies, modelling valued practices and beliefs, and raising the aspirations of staff and students. The third proposition examines leading and managing processes, which included the development of a team structure, leading and managing staff appointments and non-performance, managing communications, meetings and time, and providing opportunities for decision-making and leadership. Although considered in separate chapters, the three theoretical propositions are inter-related. The findings from this study highlight the importance of a set of core, common values for school leadership, confirm the role that leaders play in providing direction through a variety of symbolic activities, re-emphasise the need for studies of leadership to consider the context specific and people-based aspects of leadership, and confirm the place of teams in achieving a school's goals and reinforcing its values. The findings of the study also identify a need for team learning and development, and for a greater focus on values and beliefs in development programmes for principals. In addition, from both a theoretical and practical perspective, the findings establish a need for further research into the conception and practice of distributed leadership, and indicate that principals continue to play a central leadership role in self-managing, primary schools. The study's findings, thus, add to an at present limited base of empirical data on school leadership, and provide an insight into the perspectives of those involved in the leadership processes. Although the study's findings are based on a single school, in a particular context, the research design and methodology, including use of theoretical propositions, means the findings and conclusions generated from the study are pertinent to leadership theory, leadership research and leadership policy and practice in various contexts. The findings of this study are therefore likely to be of use to researchers of educational leadership, school principals, other school leaders, educational policy makers, and those designing and implementing professional learning programmes for principals and other school leaders.
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Brooker, Barry N. "Stakeholders' Meanings of Effective School Leadership: A Case Study in a New Zealand Primary School". Thesis, Griffith University, 2006. http://hdl.handle.net/10072/366450.

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Guided by the theoretical underpinnings of symbolic interactionism, this study set out to describe and analyse how stakeholders in a New Zealand Primary School understand effective school leadership, and how their meanings of leadership are influenced by the context in which they work. Review of the school leadership literature indicated that there was widespread agreement on the importance of leadership for school effectiveness but limited empirical data on how, or why, this was the case. To gain an understanding of stakeholders' meanings of effective leadership the study adopted a qualitative, case study design. Purposive, criterion-based selection was used to select a school considered to have highly effective leadership practices and to identify a cross-section of stakeholders within that school. The participants were the principal, Board of Trustees chairperson, assistant principal, teacher, general staff member, and student. Data were gathered from concept maps, semi-structured interviews and selected school documents such as the school's Education Review Office report and staff job descriptions. Data were analysed using grounded theory methods of analysis, specifically the use of constant comparison through open and axial coding. The findings of the study are presented and examined in terms of three theoretical propositions that encapsulate the stakeholders' meanings of effective school leadership. The first proposition examines three core values - concern for the individual, a commitment to learning, and an expectation of high performance - that permeated the school and influenced stakeholders' meanings and leadership practices. The second proposition examines the provision of direction, which involved articulation of a strong vision, use of symbols and ceremonies, modelling valued practices and beliefs, and raising the aspirations of staff and students. The third proposition examines leading and managing processes, which included the development of a team structure, leading and managing staff appointments and non-performance, managing communications, meetings and time, and providing opportunities for decision-making and leadership. Although considered in separate chapters, the three theoretical propositions are inter-related. The findings from this study highlight the importance of a set of core, common values for school leadership, confirm the role that leaders play in providing direction through a variety of symbolic activities, re-emphasise the need for studies of leadership to consider the context specific and people-based aspects of leadership, and confirm the place of teams in achieving a school's goals and reinforcing its values. The findings of the study also identify a need for team learning and development, and for a greater focus on values and beliefs in development programmes for principals. In addition, from both a theoretical and practical perspective, the findings establish a need for further research into the conception and practice of distributed leadership, and indicate that principals continue to play a central leadership role in self-managing, primary schools. The study's findings, thus, add to an at present limited base of empirical data on school leadership, and provide an insight into the perspectives of those involved in the leadership processes. Although the study's findings are based on a single school, in a particular context, the research design and methodology, including use of theoretical propositions, means the findings and conclusions generated from the study are pertinent to leadership theory, leadership research and leadership policy and practice in various contexts. The findings of this study are therefore likely to be of use to researchers of educational leadership, school principals, other school leaders, educational policy makers, and those designing and implementing professional learning programmes for principals and other school leaders.
Thesis (Professional Doctorate)
Doctor of Education (EdD)
School of Cognition, Language and Special Education
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Grant, Suzanne Lisa Parker. "A paradox in action? A critical analysis of an appreciative inquiry". The University of Waikato, 2006. http://hdl.handle.net/10289/2583.

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A journey comprised of three paths is the metaphor through which I i) reflect and report on my involvement with four New Zealand primary school Boards of Trustees (BOTs) investigating the emancipatory potential that applications of information and communication technologies (ICTs) may have on their governance processes, ii) analyse appreciative inquiry through application(s) of critical theory, with specific reference to the investigation above so as to deepen understanding of the research method, and iii) reflect on my personal development, as achieved through my engagement with participants and the research process. Stemming from an interest in improving school governance I was keen to identify current use of ICTs by BOTs and to work with them to identify potential applications. Appreciative inquiry with its focus on enhancing existing positive organisational attributes seemed to provide an appropriate structure for my investigation. At the back of my mind however, a concern was formulating: Does this method of research deliver the benefits the literature espouses? What influence would the positive orientation have on the research process and on the power dynamics within the research environment? Complementary streams of critical thinking and reflexivity were invoked to assist my analysis. Applications of ICTs which may appear 'helpful' to BOT governance processes are identified in this report. However, uncritical uptake of these applications may not necessarily be consistent with the emancipatory intentions I aspire to. Framed within Habermas' theory of communicative action, the potential colonisation of the BOT lifeworld by the system is considered. Domesticating influences may potentially constrain democratic processes at local school and societal levels. The participatory action research process undertaken facilitated a deepened understanding of governance for all involved. Identification of time and funding constraints indicates BOTs may be prevented from reaching their true potential. Attempts to enhance governance through additional applications of ICTs will be of minimal effect unless efforts are made to better understand and resource the governance efforts of Trustees. Purported empowerment of the community as mandated in the Education Act 1989 comes with a heavy cost, for schools and individuals. Care must be taken to ensure that 'efficiency' gains are not made at the expense of democratic processes. Critical analysis of appreciative inquiry as a research method highlights the influences of power and language use within the research process. Appreciative inquiry should be seen as a process for, rather than a master of change. The contribution of appreciative inquiry to organisational and personal transformation may be drawn from the ontological basis of the approach rather than from the technicalities of a specific form of implementation. I suggest the focus on what is 'good' be made more complex, to recognise that appreciation may also mean 'to know, to be conscious of, to take full and sufficient account of'. Application of an enhanced definition of appreciation has deepened my understanding of not only the situation under investigation but also the research process itself. Through my enhanced concept of 'appreciation' embedded and sometimes obscured influences were highlighted, better understood, and at times transformed to serve the emancipatory aspirations of participants. In keeping with the reflexivity mandated by my commitment to critical theory and action research, I applied this enhanced definition of appreciation to my personal development during my engagement with participants and the research process. My struggles to apply my chosen social constructionist and critical theory lenses to this work are evident in my attempts to work with the largely functionalist literature in this field and the influence of my undergraduate education. Recognising the theoretical and personal developments I gained as I travelled the three paths of my PhD journey, the scene is now set for me to challenge the predominance of functionalist, mechanistic metaphors which dominate organisational literature. In doing so, I seek an alternative approach to understanding organisational activity; and a new vocabulary through which I might extend my understanding, and negotiate new and emancipatory meaning(s) with others.
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Henning, John Newell. "Top ten effective community college board trustees self-perceived leadership attributes". Thesis, Pepperdine University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3620684.

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This qualitative study was designed to discover what community college trustees believe are the most effective leadership attributes. Los Angeles Community College District Board of Trustees were asked to list in, order of importance, the most effective community college board of trustee leadership attributes. The research questions emphasized the importance of the leadership attributes that occur when board trustees must complete community college goals given the recent increased student enrollment, despite diminished college budgetary resources. The theoretical framework of Stogdill (1974) was used for trait theory, Hersey, Blanchard and Dewey (2012) for situational leadership, and Burns (1978) for transformational leadership. The study examined the issue of increased student enrollment coupled with decreased community colleges' annual budgets. The slowing economy and legislative spending affected the State of California's budget, creating a deficit and appropriations challenge. The budgetary shortfalls negatively affected academia and student development programs. People depend on the community college system to receive a college education, obtain an AA degree, transfer to a university, or enter the workforce. In the literature review, a brief history of California community colleges is provided to illustrate how institutions of higher education and governing boards were established. As a needs assessment tool, Dr. Schmieder-Ramirez's (2001) SPELIT power matrix was particularly useful for capturing the driving forces at work at community colleges. The SPELIT power matrix helped to structure the literature review by making intelligible the social, political, economic, legal, intercultural, and technological environments of the community college system.

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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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Coetzee, Shaun. "Business and affairs : the widening of the board of director's powers". Diss., University of Pretoria, 2012. http://hdl.handle.net/2263/26625.

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In Company Law there are two bodies or organs of the company that have the power to make decisions regarding the management of the company. These two bodies are the shareholders in the general meeting and the board of directors. The exact nature of the relationship between the directors and the company is not easily described. While directors have been said to be agents, trustees or even managers of a company, none of these fully describe the position with total accuracy. The nature of the position of the director is best described as being sui generis, and having similarities to each of those in certain circumstances. The Companies Act 71 of 2008 gives a new expanded definition of “director” which clarifies who is considered to be a director. The Common Law initially considered the members in the general meeting, to be the company and any resolution by them was considered to be a corporate act. The constitutional documents of the company were considered to be a contract between them and the majority rule was enforced. The directors would have their power delegated to them. This position changed in 1906 after the case of Automatic Self-cleansing Filter Syndicate Co Ltd v Cunninghame [1906] 2 Ch 34 (CA). Here the court held that there was a division of power, according to the constitutional documents, between the shareholders in the general meeting and the board of directors. The general meeting could not interfere with those powers of the board, except if they changed the articles of association by special resolution. The shareholders had residual and default powers and were the ultimate organ of the company. The position of the board of directors in Companies Act 61 of 1973 was given in Article 59 of Table A. Here the board was given the power to manage the business of the company. It was found that this included the power to derive a profit and stop trading in certain circumstances but did not include the power to liquidate the company. The board’s powers, according to Article 59 of Table A, were still subject to the shareholders in the general meeting. This showed that the shareholders still remained the ultimate power in the company. The division of powers in Company Law has been drastically changed by Section 66(1) of the Companies Act 71 of 2008. The board of directors is now statutory empowered to manage not only the business of the company, but also the affairs. It was stated in the case of Ex parte Russlyn Construction (Pty) Ltd 1987 (1) SA 33 (D) that affairs had a wider meaning than business and could include the power to liquidate the company. Delport states, with reference to Canadian Law, that the word “affairs” means the internal dealings of a company as well as the existence of the company. The statutory empowerment of the board, and inclusion of the word ‘’affairs’’ in section 66(1), changes the division of powers in the company. The board of directors now has original powers and is the ultimate power in the company being able to bring an end to the very existence of the company. The full effect of this change is one which will only be revealed in years to come as case law around this matter develops.
Dissertation (LLM)--University of Pretoria, 2012.
Mercantile Law
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Książki na temat "School Board of Trustees"

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Baldwin, Rollin P. Boards at their best: A new approach toward improved board effectiveness. Danbury, CT: Connolly-Cormack, 1995.

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Great Britain. Northern Ireland Audit Office. Schools' views of their education and library board, 2009. Belfast: Stationery Office, 2010.

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Demencuik, Robert A. The role of the board of trustees as perceived by rural school principals in Saskatchewan. Regina, Sask: Research Centre, Saskatchewan School Trustees Association, 1987.

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Neudorf, Johann. The involvement of Boards of Trustees in education in rural Saskatchewan. Regina, Sask: Research Centre, Saskatchewan School Trustees Association, 1985.

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Connecticut. General Assembly. Legislative Program Review and Investigations Committee. State Board of Trustees for the Hartford Public Schools. Hartford, CT: Connecticut General Assembly, 1999.

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Trustee handbook: A guide to effective governance for independent school boards. Wyd. 7. Washington, DC: National Association of Independent Schools, 1998.

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Johnson, Eric W. Evaluating the performance of trustees and school heads. Boston, Mass: National Association of Independent Schools, 1986.

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Mordecai, Donald D. Accepting trust: The critical role of independent school trustees. Philadelphia: Polyglot Press, 2009.

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Mordecai, Donald D. Accepting trust: The critical role of independent school trustees. Philadelphia: Polyglot Press, 2009.

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Mordecai, Donald D. Accepting trust: The critical role of independent school trustees. Philadelphia: Polyglot Press, 2009.

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Części książek na temat "School Board of Trustees"

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Smith, Barbara. "Initial Board of Trustees Communications". W A Charter School Principal’s Story, 33–35. Rotterdam: SensePublishers, 2017. http://dx.doi.org/10.1007/978-94-6351-218-3_9.

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Williams, Michael R. "The Trustees of Highland". W The Parent-Centered Early School, 133–42. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003250043-7.

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Smith, Barbara. "Board Retreat". W A Charter School Principal’s Story, 143–45. Rotterdam: SensePublishers, 2017. http://dx.doi.org/10.1007/978-94-6351-218-3_31.

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Kupzyk, Kevin A., i James A. Bovaird. "College Board". W Encyclopedia of Cross-Cultural School Psychology, 233–34. Boston, MA: Springer US, 2010. http://dx.doi.org/10.1007/978-0-387-71799-9_78.

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Carr, Mary Ann. "The Robbery at the Groaning Board Restaurant". W The Private Eye School, 17–26. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003238874-2.

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Goldstein, Stanley, i Jeffrey Weinstein. "The Role of the Hospital Board of Trustees in Ensuring Quality Care". W Quality Measures, 181–99. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-37145-6_12.

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Bradburn, Elizabeth. "On the Bradford School Board 1894–1901". W Margaret McMillan, 48–59. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003324799-8.

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Smith, Barbara. "Response to the Charter Board Qualitative Site Review". W A Charter School Principal’s Story, 137–41. Rotterdam: SensePublishers, 2017. http://dx.doi.org/10.1007/978-94-6351-218-3_30.

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Lechtenberger, DeAnn. "Brown v. Board of Education of Topeka". W Encyclopedia of Cross-Cultural School Psychology, 170–72. Boston, MA: Springer US, 2010. http://dx.doi.org/10.1007/978-0-387-71799-9_50.

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Valeau, Edward J., i John C. Petersen. "Systemic Change, Approval Processes and Governance: The Role of the Board of Trustees". W Increasing Effectiveness of the Community College Financial Model, 33–47. New York: Palgrave Macmillan US, 2011. http://dx.doi.org/10.1057/9780230120006_3.

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Streszczenia konferencji na temat "School Board of Trustees"

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Wang, Ruishu, i Wanbing Shi. "Research on the Board of Trustees System and Enlightenment of American Research Universities". W 2020 6th International Conference on Social Science and Higher Education (ICSSHE 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201214.059.

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Daramola, Eupha Jeanne. "School Board Responses to a Black Community: Analysis of a Charter District's School Board Meetings". W 2021 AERA Annual Meeting. Washington DC: AERA, 2021. http://dx.doi.org/10.3102/1682928.

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Adeeko, Omotayo. "Accountability Matters: Charter School Authorizers' Perceptions of Charter School Board Members". W 2021 AERA Annual Meeting. Washington DC: AERA, 2021. http://dx.doi.org/10.3102/1692992.

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Saldaña, Christopher. "School Board Policy Discourse After the U.S. Financial Crisis". W 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1572359.

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Pereira Silva, Fernanda, Mônica Roberta Devai Dias, Adriana Terçariol i Elisangela Aparecida Bulla Ikeshoji. "THE INTERACTIVE DIGITAL BOARD IN MIDDLE SCHOOL: A CASE STUDY". W 10th annual International Conference of Education, Research and Innovation. IATED, 2017. http://dx.doi.org/10.21125/iceri.2017.1120.

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Maranto, Robert. "What School Board Training Doesn't Teach About Hiring Your Superintendent". W 2021 AERA Annual Meeting. Washington DC: AERA, 2021. http://dx.doi.org/10.3102/1688255.

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Gawlik, Marytza. "Charter School Board Members' Readiness to Serve and Implications for Training". W 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1438891.

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Grierson, Arlene. "Tensions in the Implementation of a School Board–University Research Program". W 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1429914.

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Sherif, Victoria. "Longitudinal Examination of Superintendent Perceptions of School Board and Community Relations". W 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1586848.

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Parham-Mocello, Jennifer, Martin Erwig, Margaret Niess, Aiden Nelson, Jason Weber i Garrett Berliner. "Using a Functional Board Game Language to Teach Middle School Programming". W 2022 IEEE Frontiers in Education Conference (FIE). IEEE, 2022. http://dx.doi.org/10.1109/fie56618.2022.9962569.

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Raporty organizacyjne na temat "School Board of Trustees"

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Kiel, Al. Trustees' handbook of Jamaica. Inter-American Development Bank, luty 2018. http://dx.doi.org/10.18235/0003867.

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This eighth document of the PLAC Network Technical Assistance Document Series is entitled “Trustees Handbook” and was especially designed for the Board of Trustees that is responsible for the management of private pension plans in Jamaica. The handbook aims to provide trustees with important learning, understanding and clarification on pension-related matters. It covers a range of topics to assist trustees in the effective management of pension plans and, by extension, contribute to strengthening the regulatory framework of the pension industry. This initiative seeks to help trustees understand their obligation to make informed decisions, manage risk and reduce ambiguity and misinterpretation by providing an official source of reference and to increase knowledge and understanding of the operations of pension plans and the requirements contained in the Pensions Act and associated regulations, applicable policies and procedures and best practices.
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Williams, Thomas. Cell Biology Board Game: Cell Survival (School Version). University of Dundee, 2022. http://dx.doi.org/10.20933/100001270.

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Cells are the smallest units of life. The environment around cells is always changing. Cells need to adapt to survive. This curriculum linked game and lesson plan introduces the world of cells to pupils 8-13. But can they keep their cells alive? This is a guide to how the cell survival resources can be used in a lesson and can be adapted as the teacher sees fit to do so. This lesson is aimed at 8-13 year olds, and fits into an hour long session. The Cell Survival Game has been adapted for both home use and for use in the classroom, and is accompanied by a series of videos. Learning Outcomes – Cells are the smallest unit of life – There are many different types of cells, and some examples of cell types – Cells experience many dangers, and some examples of dangers – How cells notice and defend themselves against dangers Links to the Curriculum – Health and Wellbeing: I am developing my understanding of the human body – Languages: I can find specific information in a straight forward text (book and instructions) to learn new things, I discover new words and phrases (relating to cells) – Mathematics: I am developing a sense of size and amount (by using the dice), I am exploring number processes (addition and subtraction) and understand they represent quantities (steps to finish line), I am learning about measurements (cell sizes) and am exploring patterns (of cell defences against dangers) – Science: I am learning about biodiversity (different types of microbes), body systems, cells and how they work. – Technology: I am learning about new technologies (used to understand how cells work).
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Wright, Richard K. An Assessment of the USAFE School Board Test Program. Fort Belvoir, VA: Defense Technical Information Center, lipiec 2002. http://dx.doi.org/10.21236/ada407827.

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Boozer, Michael, Alan Krueger i Shari Wolkon. Race and School Quality Since Brown vs. Board of Education. Cambridge, MA: National Bureau of Economic Research, czerwiec 1992. http://dx.doi.org/10.3386/w4109.

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Billings, Stephen, Hugh Macartney, Geunyong Park i John Singleton. Self-Interest in Public Service: Evidence from School Board Elections. Cambridge, MA: National Bureau of Economic Research, luty 2022. http://dx.doi.org/10.3386/w29791.

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Hanushek, Eric, John Kain i Steven Rivkin. New Evidence about Brown v. Board of Education: The Complex Effects of School Racial Composition on Achievement. Cambridge, MA: National Bureau of Economic Research, styczeń 2002. http://dx.doi.org/10.3386/w8741.

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Ashenfelter, Orley, William Collins i Albert Yoon. Evaluating the Role of Brown vs. Board of Education in School Equalization, Desegregation, and the Income of African Americans. Cambridge, MA: National Bureau of Economic Research, czerwiec 2005. http://dx.doi.org/10.3386/w11394.

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Iselin, Columbus O'Donnell. Oceanographic observations from the Semmes : Jan. 14-Feb. 14, 1941. Woods Hole Oceanographic Institution, grudzień 2022. http://dx.doi.org/10.1575/1912/29558.

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Oceanographic Observations from the SEMMES Jan. 14-Feb. 14, 1941 On a recent cruise through the West Indies a program of oceanographic observations was carried out on board the experimental sound ship, the U.S.S. SEMMES, in conjunction with the submarine, TRITON. This work which began on January 14 at New London, Conn. and ended on February 14 at Key West, Fla. included a week of operations with the East Coast Sound School out of Key West. The bathythermograph, an instrument for measuring the sea water temperature continuously from the surface down to 75 fathoms, was used for oceanographic observations.
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MacLean, Nancy. How Milton Friedman Exploited White Supremacy to Privatize Education. Institute for New Economic Thinking Working Paper Series, wrzesień 2021. http://dx.doi.org/10.36687/inetwp161.

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This paper traces the origins of today’s campaigns for school vouchers and other modes of public funding for private education to efforts by Milton Friedman beginning in 1955. It reveals that the endgame of the “school choice” enterprise for libertarians was not then—and is not now--to enhance education for all children; it was a strategy, ultimately, to offload the full cost of schooling onto parents as part of a larger quest to privatize public services and resources. Based on extensive original archival research, this paper shows how Friedman’s case for vouchers to promote “educational freedom” buttressed the case of Southern advocates of the policy of massive resistance to Brown v. Board of Education. His approach—supported by many other Mont Pelerin Society members and leading libertarians of the day --taught white supremacists a more sophisticated, and for more than a decade, court-proof way to preserve Jim Crow. All they had to do was cease overt focus on race and instead deploy a neoliberal language of personal liberty, government failure and the need for market competition in the provision of public education.
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Martino, W., J. Kassen, K. Omercajic i L. Dare. Supporting transgender and gender diverse students in Ontario schools: Educators’ responses. University of Western Ontario, 2022. http://dx.doi.org/10.5206/qxvt8368.

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This report details the findings of an Ontario-wide survey of 1194 school educators which is part of a larger study funded by funded by the Social Sciences Humanities Research Council of Canada (SSHRC). The survey was developed in consultation with trans educators, school board officials, and community members and included a mix of qualitative and quantitative questions. The report is structured according to educators’ responses to questions about trans-inclusive policies, self-rated knowledge, and understanding of trans inclusion and gender diversity, training received, use of resources and the barriers to fostering gender diversity in schools. Educators’ recommendations and advice on improving education about trans inclusivity in schools are also reported. Key findings revealed that there continue to be systemic and structural impediments to supporting trans inclusion and gender diversity in schools, in terms of both the failure to enact policy and to provide adequate support, education, and resourcing for educators. Recommendations are outlined which relate to the need for further development of policies that identify the allocation of resources for both professional development and curriculum development as central to the necessary provision of support for trans students and creating gender-affirming schools. The report also stipulates the necessity for sustained accountability measures to be established by governing bodies, such as the Ontario Ministry of Education, for supporting gender diversity and trans inclusion with the explicit objective of supporting school boards fiscally in the provision of professional development and development of resources. Teacher Education faculties also need to be committed to ensuring that teacher candidates are provided with the knowledge and understanding of trans inclusion and what trans affirmative education entails.
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