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Traditional and nontraditional urban school superintendents in the age of accountability
Opening the door: a comparative study of leadership competencies of traditional and nontraditional superintendents
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Outperforming nontraditional urban school: a success case study
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Outperformance in a nontraditional urban elementary school: a case study
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Perception of the preparation, recruitment, and retention of California school district superintendents
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The superintendency in a California school district: preparation, recruitment, and career longevity
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An examination of traditional versus non-traditional superintendents and the strategies they employ to improve student achievement
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High-performing school district superintendents: preparation, recruitment, and retention
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The obscurity inside the margins: the preparation, recruitment, and retention of women of color superintendents
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Superintendent and school board relations during an entry period: trust, training, and teamwork
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Superintendents' viewpoint of the role stakeholders can play in improving student achievement
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Understanding the pathway leading to the recruitment, support, and retention of superintendents from multiple lenses
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Educational leadership: a comprehensive analysis of the preparation, recruitment, and retention of school district superintendents
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The preparation, recruitment, and retention of California K-12 principals
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The preparation, recruitment, and retention of principals in southern California
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School leadership: preparation, recruitment, and retention of principals
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Understanding the 21st-century principalship: contemporary preparation, recruitment and retention practices
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THESIS TEMPLATE
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The effectiveness of an administrative training program for women
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A Model For Cooperative Management Of Community College Television
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The first 90 days of the principalship: significance of the transition period
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A longitudinal study of relationships between scores achieved on the state board test pool examination and selected variables within a California community college setting
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Perceptions about the elementary principal as an instructional leader
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