Doctor of Philosophy (Ph.D.), University of Dayton, 2016, Educational Leadership

The primary purposes of this non-experimental, ex post facto, descriptive study were (a) to develop a demographic profile of 111 superintendents employed in northwest Ohio, (b) to determine the frequency and difficulty of 10 work-embedded and 3 work-induced problems as perceived by these superintendents, (c) to determine levels of association between the criterion variable (problem frequency) and each of five predictor variables (district enrollment, district wealth, teaching experience, superintendent experience, and degree level), and (d) to determine the extent to which the predictor variables collectively accounted for variability in the criterion variable. The modal superintendent in northwest Ohio had 10 years of teaching experience, between 12 and 13 years of administrative experience (excluding the superintendency), and 8 years of experience as a superintendent. She or he did not have an earned doctorate, was employed in a district with less than 1,000 students, and in a district with a taxable wealth base below the state average. Thirty-four of the respondents (33%) had been a superintendent in more than one district. The primary findings indicate that the demographic profile of the respondents was typical of national profiles, except in two areas: enrollment of the employing district and percentage having a doctoral degree. Findings from this study support previous research with respect to the most prevalent problems. Relative consistency existed with respect to the frequency of the following problems: (a) unrealistic federal or state accountability mandates, (b) inadequate funds for district programs/operations, (c) excessive job related stress, (d) inadequate time to spend with family or friends, (e) loss of privacy, and (f) feelings of isolation and loneliness. Several problems were found to be less frequent and less difficult here than in earlier studies. They included (a) inadequate opportunities for professional growth, (b) inadequate job secu (open full item for complete abstract)

Committee: Theodore Kowalski (Advisor) Subjects: Educational Leadership

Doctor of Education (Ed.D.) in Organizational Leadership , Franklin University, 2024, International Institute for Innovative Instruction

Among the top reasons public school superintendents leave their positions is the poor relationships and conflicts with board members, and union representatives (Grissom & Mitani, 2016). The national average of superintendent tenure is less than four years resulting in K-12 leadership instability, at all levels of the school and district office (Chingos et al., 2014; Grissom & Andersen, 2012; Grissom & Mitani, 2016; Yee & Cuban, 1996). This qualitative, grounded theory research study explores conflict management practices in the relationship using three constructs: communication, shared decision making and trust. Research studies have been conducted that address the characteristics of effective superintendents and school boards; however, the need to study how superintendents and boards establish relationships has never been greater. The significance of conducting this research study exploring conflict management practices with a specific focus on communication, shared decision making, and trust may serve as a foundation for school districts seeking to improve school governance and extend superintendent tenure. The findings may assist others in gaining a deeper understanding of the power dynamics that operate within these relationships and how the power can be leveraged to achieve positive outcomes for students.

Committee: Valerie Storey (Committee Chair); Eliot Jackson (Committee Member); Bora Pajo (Committee Member) Subjects: Adult Education; Education; Educational Leadership

PHD, Kent State University, 2020, College of Education, Health and Human Services / School of Foundations, Leadership and Administration

BENINCASA, NANCY BROUGHER, PH.D., AUGUST 2020 FOUNDATIONS, LEADERSHIP, AND ADMINISTRATION ASCENSION TO THE SUPERINTENDENCY: HOW FEMALE ADMINISTRATORS PERCEIVE THE ATTAINABILITY AND DESIRABILITY OF THE ROLE (214 pp.) Director of Dissertation: Rosemary Gornik, Ph.D. Currently, 24% of national school superintendents are female (American School Decennial Study, 2010) within an overwhelmingly predominant female workforce. In the state of Ohio, that further decreases to less than 17%. The purpose of this qualitative, narrative study was to more fully understand why the number of female superintendents may be lacking from the lens of female administrators in the pipeline for the position. Primarily, this study attempted to understand whether female administrators, technically qualified for the role, thought the position to be attainable and/or desirable. Along the way, the study participants discussed many issues associated with the culture of educational leadership and females in leadership positions as well as perceived impediments female leaders face. The study consisted of seven participants. Each participant served in a position in the career pathway to the superintendency as defined by Brunner and Kim (2010). Data consisted of two separate rounds of interviews from the seven participants and collected documents from five participants. Forty eight individual patterns emerged from the data collection which resulted in six major research themes. Participants identified several impediments to the attainability of the superintendent position for female administrators. Additionally, the participants discussed their personal navigation of many of these obstacles. Participants varied in their perceptions of the desirability of the role. Some desired to break barriers and serve in the position; others had serious reservations about the application process, selection process and, in some cases, the role itself.

Committee: Rosemary Gornik Ph.D. (Committee Chair) Subjects: Educational Leadership

PHD, Kent State University, 2020, College of Education, Health and Human Services / School of Foundations, Leadership and Administration

The purpose of this study was two-fold. First, to examine teacher and principal perceptions of three constructs: Superintendent Visionary Leadership, Digital Learning Vision, and Digital Learning Culture. Secondly, to examine the relationship between district academic performance and three constructs. This was a quantitative study that examined teachers and principals perceptions from 78 Ohio public schools with a total of 1244 individuals who participated in the study. This study used two questionnaires for data collection: an assessment of superintendent leadership indicators derived from the Ohio Standards for Superintendents (2008) and the Future Ready Gear Assessment for Empowered, Innovative Leadership (Collaborative Leadership, n.d.) derived from the Future Ready Framework. Descriptive statistics were conducted on the total scores for the Ohio Superintendent on visionary leadership, vision for digital learning, and culture of digital learning. Multiple Linear Regressions were conducted to examine the hypothesized relationship between district performance level and superintendent vision and digital learning. Regression analyses revealed that high performing districts was a significant predictor of teachers and principals perceptions of superintendent vision. The results also have important educational implications for current superintendents, boards of education, state organizations, and higher education institutions. The results provide guidance and support in the area of visionary leadership in the 21st century. This issue will continue to be increasingly pertinent if digital learning is a key to creating student-centered learning environments, which in turn is an integral component of transforming schools from the antiquated “factory model” to schools of tomorrow.

Committee: Rosemary Gornik Ph.D. (Committee Chair) Subjects: Educational Leadership

Doctor of Education, Miami University, 2023, Educational Leadership

Women remain underrepresented in the superintendency. Men are four times more likely to be a superintendent than women. The Census Bureau identified the superintendency as the most male-dominated executive-level position of any profession in the United States (Glass, 1992). The number of female superintendents in the U.S. is disproportionate both to the number of total women in the U.S. and to the total number of women teaching in public schools. Women comprise 72% of all teachers but only account for 27% of superintendents (Robinson, et. al, 2017). Gender remains a significant factor in determining who leads our public schools. This research study focuses on the phenomenon of the underrepresentation of women in the superintendency by examining the lived experiences of eight women who have been through the superintendent hiring and selection process. The research question is centered around the participant's perceptions and experiences during the hiring process and how they perceive their gender impacted them in the process. This qualitative phenomenological study was conducted using semi-structured interviews. Feminist standpoint theory and role congruity theory of prejudice were merged and utilized as the framework to better understand the participants' lived experiences during the hiring and selection process to become a superintendent. The results of the study yielded three emergent themes: (1) gender prejudice in the hiring process, both explicit and implicit, impact women's opportunities to gain access to the superintendency; (2) gender microaggressions undermine women and signal that, by virtue of being a woman, it will be harder to achieve the position; (3) terminal degrees are especially important for women and having one increases opportunities for accessing the superintendency; and (4) self-confidence affects how women pursue the role and perceive their ability to access the position. School boards and search firms should pay attenti (open full item for complete abstract)

Committee: Lucian Szlizewski (Committee Co-Chair); Kathleen Knight Abowitz (Committee Co-Chair); Racheal Rothrock (Committee Member) Subjects: Educational Leadership

Doctor of Education (Ed.D.), University of Findlay, 2021, Education

The average tenure of a school superintendent is only around three years (Chingos et al., 2014; Grissom & Andersen, 2012; Yee & Cuban, 1996). This study examined key factors that potentially influenced longevity in Ohio's public school superintendents. Three areas were examined in this quantitative study for possible influence on the tenure of the superintendent: the characteristics of the superintendent, the career trajectories of the superintendents, and the characteristics of the school districts in which they served. Current research studies on educational leadership and school principals are numerous but research on school superintendents is scant. Data were gathered from the Ohio Department of Education (ODE) between the years 2008-2020 and revealed 1,523 superintendent tenures during this time. Multiple regression analysis and a Pearson correlation were utilized to uncover the relationships between superintendent and district characteristics and the superintendent's tenure on the job. Recommendations and analysis were given based on the findings from this study.

Committee: Nicole Williams Ph.D. (Committee Chair); Jon Brasfield Ph.D. (Committee Member); John Gillham Ed.D. (Committee Member) Subjects: Education; Educational Leadership; School Administration

Doctor of Education (EdD), Ohio University, 2021, Educational Administration (Education)

The aim of this dissertation is to examine spiritual leadership theory and how spiritual leadership influences the top educational leaders in Appalachian Ohio. While spiritual leadership is a growing field of study, more study is needed to examine its influence on practitioners generally and specifically in Appalachia. What role does personal spirituality play in resilience, ethics, and the treatment of others? This study shows that local school superintendents in Appalachian Ohio largely view themselves as spiritual people. Further, it reveals that their spirituality influences many facets of their work. It also shows that a large percentage of these leaders feel called to their profession, including feeling called specifically to Appalachia. The significance of this study is that it informs our theoretical understanding of spiritual leadership and its practical impacts on the top educational leaders of the region.

Committee: Charles Lowery (Committee Chair); Michael Hess (Committee Member); Leonard Allen (Committee Member); Yegan Pillay (Committee Member) Subjects: Education; Education Philosophy; Educational Leadership; Spirituality

Doctor of Education (Educational Leadership), Youngstown State University, 2021, Department of Teacher Education and Leadership Studies

Female superintendents across the nation comprise approximately 27% of the population (Finnan et al., 2015), while female teachers account for approximately 75% of the population (Robinson et al., 2017). In Ohio, the gender gap between male and female superintendents is more pronounced with 16.8% of superintendents identifying as female at the time of this survey (Buckeye Association of School Administrator, 2020). Research has shown that superintendent responsibilities have shifted from a managerial focus to a focus on curriculum and instruction (Kowalski et al., 2010; Leithwood et al., 2013; Maeroff, 2010). This study sought to further explore the gendered difference of superintendents by exploring the instructional competencies needed to be a superintendent in the 21st century as well as the pathway taken to the position. This mixed methods study used an electronic survey with quantitative questions as well as qualitative open-response questions. Findings revealed that there is a gendered difference in superintendent competencies, and females rate themselves higher in the curriculum and instruction competencies of the NELP standards. In Ohio, there is also a gendered pathway to the superintendency, and females were more likely to hold positions that provide background and experience in curriculum and instruction responsibilities. This research provides evidence to support that females have the background to be strong curricular superintendents that can directly impact both district and student success.

Committee: Jane Beese Ed.D (Advisor); Vergon Charles J.D. (Committee Member); Jeffords Charles Ed.D (Committee Member); Rogers Richard Ph.D (Committee Member) Subjects: Educational Leadership

Doctor of Education (Educational Leadership), Youngstown State University, 2020, Department of Teacher Education and Leadership Studies

Public school leadership has been described as a paradox, dominated by men while a majority of the teaching profession are women. Although women have made their way into educational leadership roles, the reality of the superintendency is that most studies have shown few women hold the position. The number of women securing a superintendency has increased over the last two decades; however, progress continues to be sporadic and not all statistics show encouraging numbers for aspiring female leaders. This qualitative, narrative study examines the lived experiences of five female superintendents and explores how they were able to overcome challenges and successfully secure a superintendency in a male-dominated field. The supporting research questions allow for an in-depth examination of their stories, the influential people they met along the way, and the impact of their experiences in gaining access to a position traditionally held by men. The results indicate that broad exposure to administrative experiences can build capacity for the superintendency, mentors and networks are influential resources, and a strong self-perception and internal drive are essential skills to overcome challenges and achieve career goals.

Committee: Jane Beese Ed.D (Committee Chair); Charles Vergon JD (Committee Member); Charles Jeffords DEd (Committee Member); Kristin Bruns PhD (Committee Member) Subjects: Educational Leadership

Doctor of Education, Miami University, 2020, Educational Leadership

Since the beginning of American education in the U.S., women often have been left out of educational prosperity. First, by excluding females from learning and working, and later by disregarding their capacity for educational leadership. The superintendency of American Schools is perplexing because women dominate the field of teaching whereas men hold the majority of superintendent roles. Although we are in the modern world of the twenty-first century, where women have gained the legal right to equality, gender discrimination exists. A great body of literature exists regarding female superintendents; however, there is a significant gap concerning female rural superintendents. Six female superintendents from rural school districts were invited to participate in this research study. Their stories paint unique portraits of their professional, gendered experiences as rural female superintendents. The purpose of this research study was to explore women's experiences in the rural superintendency, add female voice to history, and illuminate the prevalence of the feminine social injustice, often silenced by society's perception of the American superintendent. Each female rural superintendent's story was unique and intertwined with intersections of gender, leadership, and rurality. Through this narrative inquiry five common themes emerged: 1) The District Must be the Right Fit; 2) Other Women (Female Saboteurs); 3) The Good Old Boys' Club; 4) Loneliness; and 5) An Ethical Fighting Spirit of Determination, Grit, and Resilience. This research found that there are several challenges due to one's gender and those are amplified in the rural setting where a superintendent must wear several hats, manage a lack of resources, and survive the unique value system and culture established by each rural community. This study revealed that gender discrimination endures in the twenty-first century for female rural superintendents by both men and women, stemming from hist (open full item for complete abstract)

Committee: Kate Rousmaniere Dr. (Committee Co-Chair); Lucian Szlizewski Dr. (Committee Co-Chair); Sheri Leafgren Dr. (Committee Member) Subjects: Education; Education History; Educational Leadership; School Administration

EdD, University of Cincinnati, 2019, Education, Criminal Justice, and Human Services: Urban Educational Leadership

This leadership portrait using qualitative methods exposes one female superintendent's perception of practices and characteristics that led to her 23-year tenure in one district, exceeding the national average of 3.5 years. Leadership qualities and practices are explored and compared related to student success and superintendent responsibilities. This portrait explores gender differences and their possible impact on leadership and tenure of this superintendent. Portraits are framed by her life experiences, social constructs, roles, relationships, and perception of equity, and power. Organizational theory was used to present the complexities of organizational systems, roles, and interactions within. Leadership theory was examined as it relates to transformational, intentional, and relational leadership. Archival data and semi structured interviews were used. Themes included factors related to the leadership qualities of intentionality, reflective practice, building capacity, communication, relationships, and her perceived impact of gender on her role as superintendent. The study provided significance in two ways: a deeper understanding of portraiture methodology; perspective of a long-tenured female superintendent and elements of her practice that may have led to her successful twenty-three-year tenure. These elements include specific processes and procedures used during her tenure that she perceived to have had a positive impact on her successful long tenure.

Committee: Stephen Kroeger Ed.D. (Committee Chair); Mary Boat Ph.D. (Committee Member); Miriam Raider-Roth Ed.D. (Committee Member) Subjects: School Administration

Doctor of Education, Ashland University, 2018, College of Education

The underrepresentation of the African American female superintendent is disappointing and calls into question the reasoning behind such despairing amounts. In order to address that issue, one must examine the history of the African American female superintendent, recognize the barriers that she faces, and inquire about her lived experiences. The purpose of this study was to examine the lived experiences of African American female superintendents. The research answers the question of what are the lived experiences of African American female superintendents in the state of Ohio with an emphasis on their career paths, barriers, perspectives and successes. Black Feminist Theory and Critical Race Theory represent the theoretical frameworks for the research. The qualitative approach to this research was a phenomenological case study. Data for this case study were collected from four current African American superintendents in the state of Ohio. The participant presented a variety of reasons why she felt there are so few African American female superintendents in the state Ohio. The lived experiences of the participants in this study expounded the strategies necessary for overcoming barriers, facing challenges, or striving for success.

Committee: Judy Alston PhD (Committee Chair); James Olive PhD (Committee Member); Tanzeah Sharpe EdD (Committee Member) Subjects: African American Studies; African Americans; Educational Leadership; Gender Studies

Doctor of Education (EdD), Ohio University, 2017, Educational Administration (Education)

The shale gas rush, commonly called the fracking boom, began in Appalachian Ohio in 2010. The region was of interest to oil and gas companies that wanted to invest in the Marcellus and Utica shale located beneath many of the state's 32 Appalachian counties. This qualitative study took place in seven of these counties--Belmont, Carroll, Columbiana, Guernsey, Harrison, Monroe, and Noble--where many public school districts decided to lease district owned property to oil and gas companies for exploration and drilling. This study considers how Appalachian Ohio superintendents and treasurers navigated the pressures and responsibilities of entering into legally binding agreements with natural gas companies. Semi-structured interviews with 20 superintendents, treasurers, and educational service center administrators were conducted along with document analysis of 52 financial documents: 24 independent audits from fiscal years 2010 and 2015; 23 five-year forecast assumptions from fiscal years 2010 and 2016; and five performance audits conducted between 2004-2015. Participants in the study reported that the decision to lease was first, and foremost, financial, depicting it as a way to pay down debt or invest in capital outlay and academics. Six major findings emerged from the study: 1) Participants reported they were moderate pro-actionists who were cognizant that fracking is a boom to bust industry. 2) Revenue earned by school districts from leasing deals and value-added opportunities is a stopgap. 3) Value-added opportunities (e.g. ad-valorem taxes) provided revenue opportunities beyond initial leasing deals. 4) Participants were able to engage new initiatives focused on educating-in, or reversing the propagation of what some scholars call the rural brain drain. 5) Revenue from fracking was invested with the bigger financial picture in mind. 6) As the fracking boom was unfolding, the potential for long-term powerlessness loomed for many districts and their surroundi (open full item for complete abstract)

Committee: Frans Doppen Dr. (Advisor); William Larson Dr. (Committee Member); Charles Lowery Dr. (Committee Member); Geoffrey Buckley Dr. (Committee Member) Subjects: Education Finance; Educational Leadership; School Administration; School Finance

Doctor of Philosophy, The Ohio State University, 1984, Graduate School

Committee: Not Provided (Other) Subjects: Education

Doctor of Philosophy, The Ohio State University, 1972, Graduate School

Committee: Not Provided (Other) Subjects: Education

Doctor of Education (Educational Leadership), Youngstown State University, 2016, Department of Teacher Education and Leadership Studies

Women have played integral and instrumental roles in public education since its inception, yet women continue to be underrepresented in one major educational position, the superintendency. This study examined female principals in Western Pennsylvania and perceived barriers of these females in aspiring to the superintendency. Data for this study were collected through an electronic survey, which asked respondents to rate the intensity of perceived barriers of to the superintendency, provided demographic information, and complete two open-ended questions. Perceived barriers were stratified into three barrier taxonomies: 1) structural; 2) sociocultural; 3) intrapersonal. Data were analyzed using frequency distributions, independent samples t tests, ANOVAs and chi-squared tests. Data analysis focused on female superintendent aspiration rate, perceived barriers by demographic category, perceived barriers by intent to aspire, and demographic category of superintendent aspirants. The analysis determined that intrapersonal barriers were most often identified as perceived barriers to the superintendency by female principals. The female principals in this study aspire to the superintendency at a rate higher than the percentage of females currently holding superintendencies is Pennsylvania. The respondents that intend to pursue the superintendency in the future were younger and had been employed as a building principal more recently. Recommendations to increase female representation in the superintendency are: 1) expanded networks, and mentorships; 2) restructuring the superintendent position; 3) alter policies governing the superintendency in Pennsylvania; and 4) change community and societal assumptions.

Committee: Charles Vergon JD (Advisor); John Hazy PhD (Committee Member); Jane Beese PhD (Committee Member); Victoria Kress PhD (Committee Member) Subjects: Education; Educational Leadership

Doctor of Philosophy (Ph.D.), University of Dayton, 2016, Educational Leadership

This study examined the frequency and difficulty of problems of practice reported by novice superintendents in Ohio during the 2014-2015 school year. Data on novice superintendents were gathered and descriptive statistics were calculated and analyzed. The central purposes of the study were (a) to determine the demographic characteristics of the novice superintendents in Ohio, (b) to identify the frequency and difficulty of 10 work-embedded and 3 work-induced problems as reported by these superintendents, (c) to determine if levels of association existed between problem frequency and each of five predictor variables (teaching experience, years of experience as an administrator prior to becoming a superintendent, degree level, district enrollment and district wealth) and (d) determine the degree to which the predictor variables collectively accounted for variance in problem frequency. The average member of the study population was a male, who had 12 years of teaching experience, 15 years of administrative experience, and did not have an earned doctorate. He was employed in a relatively small enrollment district that had an assessed valuation per pupil below the state average. The three most frequent work-embedded problems were found to be impractical federal or state directives, position-related stress and inadequate funding. The three least frequent problems were limited opportunity for professional growth, a lack of job security, and poor relations with employees or employee organizations. The most frequent work-induced problem was limited ability to spend time with family or friends. The strength of association between the criterion variable and each of the five predictor variables were all small with two being positive and three being negative. Collectively, five predictor variables altogether accounted for only 11% of the variability in problem frequency. Recommendations for additional research include (a) developing a demographic profile of Ohio novi (open full item for complete abstract)

Committee: Theodore Kowalski Ph.D. (Advisor) Subjects: Educational Leadership

Doctor of Education (Ed.D.), University of Findlay, 2016, Education

Superintendents are the leaders of school districts across the nation, but very few states offer any type of formal leadership development once a person attains the superintendent position. During the 2014-2015 school year, 28 superintendents across the state of Ohio were chosen to participate in the Ohio School Leadership Institute (OSLI), which is a cohort sponsored by the Buckeye Association of School Administrators (BASA) and is facilitated by the Center for Creative Leadership Studies based out of North Carolina. The cohort met over the course of the school year in four different sessions for two and a half days each. The institute's goals are for superintendents to become aware of and hone their strengths and weaknesses when it comes to leadership styles and behavior. The leadership institute also purports to build an ongoing collegial network in the cohort. Despite these claims, the OSLI program has yet to be studied for its effectiveness and for possible replication of the program to states nationwide. This research will point out the scarcity of programs in place nationwide for practicing superintendents to be engaged in a formal leadership program and the potential for programs such as OSLI, which blends leadership theory with practice.

Committee: John Cindric Ed.D. (Committee Chair); Natalie Abell Ph.D. (Committee Member); Jerry Klenke Ph.D. (Committee Member) Subjects: Educational Leadership

EdD, University of Cincinnati, 2015, Education, Criminal Justice, and Human Services: Urban Educational Leadership

The purpose of this qualitative study was to describe how CTE superintendents garner information related to economic need; how business leaders recruit new employees; and what types of communication and practices CTE and business leaders employ to collaborate strategically concerning future economic trends. The attitudes, practices, and potential barriers related to CTE superintendents and business leaders meeting the local economic needs were examined. Participants in the study included seven CTE superintendents and four business leaders from three businesses from one county in southwest Ohio. The study found that superintendents believe that through advisory committee meetings, business meetings, and other political efforts, they are reaching out to business and industry to extract the information needed to add and delete programming based on local businesses needs. Business leaders continue to utilize traditional job postings and personal referrals in order to find new employees. Furthermore, more collaboration and communication between career centers and local businesses are needed so that career centers understand the needs for the their local businesses and the businesses become more of a resource for the career center. This study intended to ascertain the best practices that Ohio career technical centers employ to define and meet the needs of local business as well as collect the perceptions from business administrators concerning the effectiveness of career technical education.

Committee: Carlee Escue Ph.D. (Committee Chair); Michael Jones Ph.D. (Committee Member); Samuel Stringfield Ph.D. (Committee Member) Subjects: Educational Leadership

Doctor of Education (EdD), Ohio University, 2014, Educational Administration (Education)

The purpose of this study was to investigate the ethical leadership perspectives of Ohio public school superintendents. Secondly, this study examined to what extent ethical leadership perspectives of Ohio public school superintendents vary according to school district characteristics. Furthermore, the study examined to what extent do ethical leadership perspectives of Ohio public school superintendents vary according to leader demographics. A survey was used to collect data of both superintendent demographics and school district characteristics. Included in this survey were an Ethical Leadership Scale (ELS) and Social Desirability Scale (SDS). The ELS was used to measure ethical leadership perspectives of the superintendents. The SDS was used to measure social desirability of the superintendents. The survey was sent to 606 public school district superintendents in the State of Ohio of which 231 responded. Additionally, this study included an ancillary study in which the researcher conducted interviews with 15 superintendents from across the State of Ohio. The goal of these small group and individual interviews was to gain further information regarding ethical leadership perspectives and social desirability of superintendents in the State of Ohio, and furthermore, to identify district characteristics and leader demographics associated with ethical leadership perspectives. Included in these interviews, the researcher administered the ELS and SDS instruments to each participant.

Committee: Gordon Brooks (Committee Chair) Subjects: Education; Educational Leadership; Ethics