Two documents, compared

A Comparison of Two Doctoral Dissertations

Side-by-side comparison of the Hindt (2012) dissertation and an earlier source dissertation. Every matched passage is presented with page numbers cited on both sides.

Source documents

Document A · Source dissertation

Rowland, Keith A.

TitleThe Relationship of Principal Leadership and Teacher Morale

InstitutionLiberty University, School of Education

DegreeDoctor of Education

Year2008

ChairClarence C. Holland, Ed.D.

View the source PDF

Document B · Hindt dissertation

Hindt, Lawrence A.

TitleThe Effects of Principal Leadership on Teacher Morale and Student Achievement

InstitutionUniversity of Houston, College of Education

DegreeDoctor of Education in Professional Leadership

Year2012

DeanDr. Robert H. McPherson, Dean, College of Education

View the annotated PDF

Matched passages

1,946

Identical words

Pages containing matches

Where it happens

One block for each of the 98 pages of the Hindt dissertation, in order. The darker the block, the more of that page matches Rowland. 24 pages carry a match.

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The passages

All 64 of them, in the order they appear in the Hindt dissertation. Shaded words are the words the two documents share. Each passage links to the scan of the page it came from, so nothing here has to be taken on trust. These are what survived filtering: 103 further candidate matches were thrown out as front matter, as too short to mean anything, as standard dissertation phrasing, or as duplicates of a match already counted.

1 Word for word 25 consecutive identical words

Hindt, 2012 p. 19 see the scan of Hindt page 19

The first chapter of this dissertation describes the background of the study, details the statement of the problem, discusses the professional significance of the study

Rowland, 2008 p. 11 see the scan of Rowland page 11

The first chapter of this dissertation describes the background of the study, details the statement of the problem, discusses the professional significance of the study
2 Word for word proper name

Hindt, 2012 p. 24 see the scan of Hindt page 24

the principal preparation program in order to raiseteacher morale and, thus, student achievement. Withthe demands on this growing school system to hire and retain teachers, this sort of principal preparation program improvement couldprovevery beneficial. Overview of Methodology To address the problem of the study and attempt to answer the research questions

Rowland, 2008 p. 14 see the scan of Rowland page 14

the principal preparation program in order to raisethe morale level for teachersSWiththe demands on this growing school system to hire and retain teachers, this sort of principal—preparation program improvement couldbevery beneficial. Overview of Methodology To address the problem of the study and attempt to answer the research questions
3 Word for word 29 consecutive identical words

Hindt, 2012 p. 24 see the scan of Hindt page 24

an in-depth look into this challenging level of education. Much of the present research focuses on elementary education, high school education, or a combination of levels of education

Rowland, 2008 p. 14 see the scan of Rowland page 14

an in-depth look into this challenging level of education Much of the present research focuses on elementary education, high school education, or a combination of levels of education
4 Reworded 25 consecutive identical words

Hindt, 2012 p. 24 see the scan of Hindt page 24

Addition to its overall significance and relevance for the field, this researchis important to the school systemin which the study was ya performed.

Rowland, 2008 p. 14 see the scan of Rowland page 14

o In addition to thesignificance for the field,the studyis important to the school systemwherethe study was performed.
5 Word for word proper name

Hindt, 2012 p. 25 see the scan of Hindt page 25

turns to a detailed discussion of the methodology used inthe study. Chapter Fourpresents the results of the research as they relate to the

Rowland, 2008 p. 16 see the scan of Rowland page 16

turns to a detailed discussion of the methodology used inthis study. The fourthchapter presents the results of the research as they relate to the
6 Reworded proper name

Hindt, 2012 p. 25 see the scan of Hindt page 25

Then, Chapter Threeturns to a detailed discussion of the methodology used inthe study.

Rowland, 2008 p. 16 see the scan of Rowland page 16

The third chapter thenturns to a detailed discussion of the methodology used inthis study.
8 Word for word 27 consecutive identical words

Hindt, 2012 p. 27 see the scan of Hindt page 27

century, “The role of the principal was that of managerwhowas expected to uphold district mandates, manage personnel, manage the budget, and handle other operational issues

Rowland, 2008 p. 17 see the scan of Rowland page 17

century, the role of the principal was that of managerwhere the principalwas expected to uphold district mandates, manage personnel, manage the budget, and handle other operational issues
7 Word for word 31 consecutive identical words

Hindt, 2012 p. 27 see the scan of Hindt page 27

Continuing research on effective schools has verified thecommon-senseobservation that schools are rarely effective, in any sense of the word. unless the principal is a ‘good leader’” (p. 3

Rowland, 2008 p. 18 see the scan of Rowland page 18

Continuing research on effective schools has verified thecommon senseobservation that schools are rarely effective, in any sense of the word, unless the principal is a “good” leader” (p. 3
9 Reworded citation year

Hindt, 2012 p. 31 see the scan of Hindt page 31

19Situational Leadership Lippitt (1969)asserted,‘Leadership must be flexible in style to meet the need of a particular situation” (p.

Rowland, 2008 p. 19 see the scan of Rowland page 19

Situational Leadership Lippitt (1969)stated,“Leadership must be flexible in style to meet the need of a particular situation...” (p.
10 Word for word proper name

Hindt, 2012 p. 31 see the scan of Hindt page 31

Goal Theory, Hersey and Blanchard’s Situational Leadership, and Leader-Member Exchange Theory

Rowland, 2008 p. 20 see the scan of Rowland page 20

Goal Theory, Hersey and Blanchard’s Situational Leadership, and Leader-Member Exchange Theory
11 Word for word citation year

Hindt, 2012 p. 33 see the scan of Hindt page 33

involved in decision-making“The overriding element of successful leadership is to involve people in the process of leading” (Horan, 1999, p.21)-Most

Rowland, 2008 p. 21 see the scan of Rowland page 21

involved in decision-making-“The overriding element of successful leadership is to involve people in the process of leading” (Horan, 1999, p.21). Most
12 Reworded proper name

Hindt, 2012 p. 33 see the scan of Hindt page 33

| y he Leader-Member Exchange Theory is one that focuses primarily on the relationship developed betweenthe leader and follower.

Rowland, 2008 p. 21 see the scan of Rowland page 21

TheLeader-Member Exchange Theory focusessolelyon the relationship the leader and followerdevelop.
13 Reworded 33 consecutive identical words

Hindt, 2012 p. 34 see the scan of Hindt page 34

In order to do so, the leader must become an expert onthe organization and its peopleso that he/she maydetermine the best course ofactionto lead the organizationtoward improvement.

Rowland, 2008 p. 22 see the scan of Rowland page 22

The leader must studythe organization and its peopletodetermine the best course ofimprovementto lead the organizationto become more.
14 Word for word proper name

Hindt, 2012 p. 34 see the scan of Hindt page 34

Model the Way (interactive), Inspire a Shared Vision (visionary), Challenge the Process (creative), Enable Others to Act (empowering), and Encourage the Heart (passionate

Rowland, 2008 p. 22 see the scan of Rowland page 22

Model the Way (interactive), Inspire a Shared Vision (visionary), Challenge the Process (creative), Enable Others to Act (empowering), and Encourage the Heart (passionate
15 Reworded citation year

Hindt, 2012 p. 38 see the scan of Hindt page 38

Bentley and Rempel (1980),the authors of the Purdue Teacher Opinionaire, offer the following definition: “Morale refers tothe professional interest and enthusiasm that a person displays toward the achievement of individual and group goals in a given job situation” (p.

Rowland, 2008 p. 23 see the scan of Rowland page 23

Principal Leadership and Teacher Morale 14 Teacher Morale Teacher morale has been defined byBentley and Rempel (1980)as“the professional interest and enthusiasm that a person displays toward the achievement of individual and group goals in a given job situation” (p.
16 Reworded citation year

Hindt, 2012 p. 38 see the scan of Hindt page 38

For instance, Wentworth (1990) stated, “Lowstaff morale results from professional lives that have little meaning; from frustration and the inability to change what is happening”

Rowland, 2008 p. 23 see the scan of Rowland page 23

“Powstaff morale results from professional lives that have little meaning; from frustration and the inability to change what is happening”(Wentworth, 1990, p.
19 Word for word citation year

Hindt, 2012 p. 40 see the scan of Hindt page 40

teachers’ needs to continue their education or professional development.When all these areas are in operation, high teacher morale is present.Tye and O’Brien (2002) surveyed several teachers who had

Rowland, 2008 p. 23 see the scan of Rowland page 23

teachers’ needs to continue their education or professional development. Tye and O’Brien (2002) surveyed several teachers who had
17 Word for word proper name

Hindt, 2012 p. 40–41 see the scan of Hindt page 40

into decision-making that directly affects curriculum, instruction, and school climate; e Recognition and appreciation of teacher and student achievement; e A school climate that reflects a feeling of unity, pride, cooperation, acceptance of differences, and security; e Good communication; e Opportunities for meaningful professional growth; e Clear, shared goals; e Strong, supportive leadership; e Quality time for collegial interaction: planning, educational dialog, decision making, problem solving; e Well-maintained physical environment; e Good human relations, both within school and between school and community; e Encouragement and reward for risk taking, innovation, and good teaching; e Attention to professional needs such as salary, benefits, etc

Rowland, 2008 p. 24 see the scan of Rowland page 24

into decision-making that directly affects curriculum, instruction, and school climate. e Recognition and appreciation of teacher and student achievement. e A school climate that reflects a feeling of unity, pride, cooperation, acceptance of differences, and security. e Good communication. e Opportunities for meaningful professional growth. e Clear, shared goals. e Strong, supportive leadership. e Quality time for collegial interaction: planning, educational dialog, decision- making, problem solving. e Well-maintained physical environment. e Good human relations, both within school and between school and community. e Encouragement and reward for risk taking, innovation, and good teaching. e Attention to professional needs such as salary, benefits, etc
18 Word for word citation year

Hindt, 2012 p. 40 see the scan of Hindt page 40

the profession: low pay, poor professional status,negativeinteractions with students, andpoor relationships with administrators. Liuand Meyer (2005) list student discipline as the number one factorJeadingto a low teacher morale and salary as thesecondfactor. Wentworth (1990) listed the following as the

Rowland, 2008 p. 24 see the scan of Rowland page 24

the profession: low pay, poor professional status, interactions with students, andrelationship with administratorS7Liuand Meyer (2005) list student discipline as the number one factorleadingto a low teacher morale and salary as thenumber two factor. ; ‘JWentworth (1990) listed the following as the
20 Reworded citation year

Hindt, 2012 p. 40 see the scan of Hindt page 40

Wentworth (1990) listed the following as themost influential factors affecting teacher morale: e Inputinto decision-making that directly affects curriculum, instruction, and school climate;

Rowland, 2008 p. 24 see the scan of Rowland page 24

; ‘JWentworth (1990) listed the following as theessential factors that determine teacher morale: e |nputinto decision-making that directly affects curriculum, instruction, and school climate.
21 Word for word proper name

Hindt, 2012 p. 41 see the scan of Hindt page 41

e Attention to personal needs such as stress management, good health, and social interaction. AchievementInaddition to the research on teacher morale and the factors that influence

Rowland, 2008 p. 25 see the scan of Rowland page 25

e Attention to personal needs such as stress management, good health, and social interaction. Achievement_ Anaddition to the research on teacher morale and the factors that influence
22 Word for word citation year

Hindt, 2012 p. 50 see the scan of Hindt page 50

Kelley, Thornton, &Daugherty, 2005; Butt, Lance. Fielding, Gunter. Rayner,&Thomas, 2005: Rhodes, Nevill,&Allan, 2004; Evans, 1997

Rowland, 2008 p. 25 see the scan of Rowland page 25

Kelley, Thornton, &Daugherty, 2005; Butt, Lance, Fielding, Gunter, Rayner,&Thomas, 2005: Rhodes. Nevill.&Allan, 2004: Evans, 1997
23 Word for word proper name

Hindt, 2012 p. 51 see the scan of Hindt page 51

influence teacher efficacy: “modeling behavior. inspiring group purpose. recognizing teacher efforts and accomplishments, providing personal and professional support, managing student behavior, and promoting a Sense of community

Rowland, 2008 p. 26 see the scan of Rowland page 26

influence teacher efficacy: modeling behavior. inspiring group purpose, recognizing teacher efforts and accomplishments, providing personal and professional support, managing student behavior, and promoting a sense of community
24 Reworded proper name

Hindt, 2012 p. 51 see the scan of Hindt page 51

recognizing teacher efforts and accomplishments, providing personal and professional support, managing student behavior, and promoting a Sense of community”(Hipp).

Rowland, 2008 p. 26 see the scan of Rowland page 26

inspiring group purpose,recognizing teacher efforts and accomplishments, providing personal and professional support, managing student behavior, and promoting a sense of community.
25 Reworded 27 consecutive identical words

Hindt, 2012 p. 52 see the scan of Hindt page 52

In other words, schools with shared visions and decision- making responsibilities were discoveredto have higher teacher morale than schoolswhich allowed less teacher input into decision-making.

Rowland, 2008 p. 27 see the scan of Rowland page 27

That 1s, schools with shared decision-making were foundto have higher teacher morale than schoolsallowingless input into decision-making.
26 Reworded citation year

Hindt, 2012 p. 52 see the scan of Hindt page 52

: In contrast to some of the other findings,Evans and Johnson (1990) surveyed middle and high school teachers and foundinconsistent results.

Rowland, 2008 p. 27 see the scan of Rowland page 27

onEvans and Johnson (1990) surveyed middle and high school teachers and foundconflicting results.
27 Word for word citation year

Hindt, 2012 p. 52 see the scan of Hindt page 52

Evans and Johnson (1990) surveyed middle and high school teachers and found

Rowland, 2008 p. 27 see the scan of Rowland page 27

Evans and Johnson (1990) surveyed middle and high school teachers and found
28 Word for word proper name

Hindt, 2012 p. 53 see the scan of Hindt page 53

study, they developed the following list of administrativebehaviors, roles, and practices that ensure and sustain highteacher morale: e Be open and have good morale yourself; e Communicate at many levels; e Involve others in setting objectives, planning, and decision-making; e Set planning priorities; e Your job is to get things done, not to do them yourself; e Know the values and needs of your community, your students, and your staff; e Hold high expectations for staff, but recognize your responsibility

Rowland, 2008 p. 28 see the scan of Rowland page 28

study, they developed the following list of administrative practices thatmaintain positiveteacher morale: e Be open and have good morale yourself. e Communicate at many levels. e Involve others in setting objectives, planning, and decision-making. e Set planning priorities. e Your job is to get things done, not to do them yourself. e Know the values and needs of your community, your students, and your staff. e Hold high expectations for staff, but recognize your responsibility
29 Word for word citation year

Hindt, 2012 p. 54 see the scan of Hindt page 54

e Do your best to obtain competitive salary levels so you can obtain the very best staff.(pg. 12) “~~ Bhella (1982) conducteda study that correlated the Perdue Teacher Opinionaire and The Principal Leadership Style Questionnaire. Theresults concluded that a significant relationship existsbetween teacher/principal rapport and the principal’s

Rowland, 2008 p. 28 see the scan of Rowland page 28

e Do your best to obtain competitive salary levels so you can obtain the very best staff. Bhella (1982)performeda study that correlated the Perdue Teacher Opinionaire and The Principal Leadership Style Questionnaire. Thestudy founda significant relationship between teacher/principal rapport and the principal’s
30 Word for word proper name

Hindt, 2012 p. 54 see the scan of Hindt page 54

e Give recognition to those who are helping to advance the objectives of the school; e Have written policy developed for procedures and regulations; e Exercise your authority; e Provide resources needed to achieve the school’s objectives

Rowland, 2008 p. 28 see the scan of Rowland page 28

e Give recognition to those who are helping to advance the objectives of the school. e Have written policy developed for procedures and regulations. e Exercise your authority. e Provide resources needed to achieve the school’s objectives
31 Reworded citation year

Hindt, 2012 p. 54 see the scan of Hindt page 54

12) “~~ Bhella (1982) conducteda study that correlated the Perdue Teacher Opinionaire and The Principal Leadership Style Questionnaire.

Rowland, 2008 p. 28 see the scan of Rowland page 28

Bhella (1982) performeda study that correlated the Perdue Teacher Opinionaire and The Principal Leadership Style Questionnaire.
32 Word for word citation year

Hindt, 2012 p. 55 see the scan of Hindt page 55

that the principal’s leadership was self-reported rather than teacher-reported.| The last study investigatedthe relationship between principal leadership. teacher morale, and student achievement (Houchard, 2005). The instrumentsutilizedwere the Perdue Teacher Opinionaire, the Leadership Practices Inventory. and the North Carolina End

Rowland, 2008 p. 29 see the scan of Rowland page 29

that the principal’s leadership was self-reported rather than teacher-reported. Thetinal study included in this review examinedthe relationship between principal leadership, teacher morale, and student achievement (Houchard, 2005). The instrumentsused in the studywere the Perdue Teacher Opinionaire, the Leadership Practices Inventory. and the North Carolina End
34 Word for word figure

Hindt, 2012 p. 55 see the scan of Hindt page 55

40 high school principals and 411 high school teachers. The results of the studydemonstrated a low-positivecorrelation between the principal’s leadership style and

Rowland, 2008 p. 29 see the scan of Rowland page 29

40 high school principals and 411 high school teachers. The results of the studyindicate a low positivecorrelation between the principal’s leadership style and
39 Word for word proper name

Hindt, 2012 p. 55 see the scan of Hindt page 55

on the number of administrators who responded to the Leadership Practices Inventory

Rowland, 2008 p. 29 see the scan of Rowland page 29

on the number of administrators who responded to the Leadership Practices Inventory
40 Word for word proper name

Hindt, 2012 p. 55 see the scan of Hindt page 55

the leadership aspect of Enabling Others to Act and Encouraging the Heart

Rowland, 2008 p. 29 see the scan of Rowland page 29

the leadership aspect of Enabling Others to Act and Encouraging the Heart
33 Reworded proper name

Hindt, 2012 p. 55 see the scan of Hindt page 55

a significant correlation was found to exist between themorale aspect of Satisfaction withTeaching withthe leadership aspect of Inspiring a Shared Vision and Enabling Others to Act.

Rowland, 2008 p. 30 see the scan of Rowland page 30

Principal Leadership and Teacher Morale 21aspect of Satisfaction withTeaching_andthe leadership aspect of Inspiring a Shared Vision and Enabling Others to Act.
35 Word for word figure

Hindt, 2012 p. 55–56 see the scan of Hindt page 55

between the morale factor of Teacher Load and44the leadership factor of Inspiring a Shared Vision and Enabling Others to Act

Rowland, 2008 p. 30 see the scan of Rowland page 30

between the morale factor of Teacher Load and the leadership factor of Inspiring a Shared Vision and Enabling Others to Act
36 Word for word proper name

Hindt, 2012 p. 55 see the scan of Hindt page 55

between the morale factor of Rapport with Teachers and the leadership aspect of Enabling Others to Act and Encouraging the Heart

Rowland, 2008 p. 30 see the scan of Rowland page 30

between the morale factor of Rapport with Teachers and the leadership aspect of Enabling Others to Act and Encouraging the Heart
37 Reworded proper name

Hindt, 2012 p. 55 see the scan of Hindt page 55

Rapport with the Principal had a significant correlation to the leadership categorvof Enabling Others to Act and Encouraging the Heart.

Rowland, 2008 p. 30 see the scan of Rowland page 30

a significant correlation was shown between the morale factor of Rapport with Teachers and the leadership aspectof Enabling Others to Act and Encouraging the Heart.
38 Word for word proper name

Hindt, 2012 p. 55 see the scan of Hindt page 55

the leadership aspect of Inspiring a Shared Vision and Enabling Others to Act

Rowland, 2008 p. 30 see the scan of Rowland page 30

the leadership aspect of Inspiring a Shared Vision and Enabling Others to Act
41 Word for word proper name

Hindt, 2012 p. 56 see the scan of Hindt page 56

and the |leadership aspect of Inspiring a Shared Vision and Enabling Others to Act. This review of the

Rowland, 2008 p. 30 see the scan of Rowland page 30

and the leadership aspect of Inspiring a Shared Vision and Enabling Others to Act. This review of the
42 Word for word proper name

Hindt, 2012 p. 56 see the scan of Hindt page 56

and the |leadership aspect of Inspiring a Shared Vision and Enabling Others to Act

Rowland, 2008 p. 30 see the scan of Rowland page 30

and the leadership aspect of Inspiring a Shared Vision and Enabling Others to Act
43 Reworded figure

Hindt, 2012 p. 56 see the scan of Hindt page 56

44the leadership factor of Inspiring a Shared Vision and Enabling Others to Act.

Rowland, 2008 p. 30 see the scan of Rowland page 30

Next, there was a significant correlation between the morale factor of Teacher Load and theleadership factor of Inspiring a Shared Vision and Enabling Others to Act.
44 Word for word 26 consecutive identical words

Hindt, 2012 p. 57 see the scan of Hindt page 57

of the context of the study. the participants. the instruments, and the methods used in gathering the data. The chapter concludes with an explanation of the

Rowland, 2008 p. 31 see the scan of Rowland page 31

of the context of the study, the participants, the instruments, and the methods used in gathering the data. The chapter concludes with an explanation of the
45 Word for word figure

Hindt, 2012 p. 59 see the scan of Hindt page 59

Subjects |The population of the proposed studyincludedall middle school teachersat the three identified middle school campusesin this school system. The faculties of thesethreeschools contained a combined89 teachers. the sample proposed for thisstudy consisted of all respondents from these

Rowland, 2008 p. 33 see the scan of Rowland page 33

Subjects The population of the proposed studywasall middle school teachers in this school system. The faculties of thesesevenschools contained a combined471teachers. “The sample forthe proposedstudy consisted of all respondents from these
46 Word for word figure

Hindt, 2012 p. 60–61 see the scan of Hindt page 60

It is also important to point out that this instrument was carefully analyzed to ensurethatits age would not hinder its validity.Thus, the language used within this survey was made 49consistent with current educational language so that responses were not hindered by the age of the instrument. The

Rowland, 2008 p. 35 see the scan of Rowland page 35

It is also important to point out that this instrument was carefully analyzed to ensure its age would not hinder its validity. The language usedinthis survey was consistent with current educational language so that responses were not hindered by the age of the instrument. The
50 Reworded figure

Hindt, 2012 p. 61 see the scan of Hindt page 61

49consistent with current educational language so that responses were not hindered by the age of the instrument.

Rowland, 2008 p. 35 see the scan of Rowland page 35

The language used in this survey wasconsistent with current educational language so that responses were not hindered by the age of the instrument.
47 Word for word citation year

Hindt, 2012 p. 61 see the scan of Hindt page 61

The version of the survey used for this study was the2009 survey datacompleted by the teachers regarding their principal’strust and leadership satisfaction. The MDed Surveyhad content validity in that the questions were closelyaligned withthe leadership characteristics they were designed to measure

Rowland, 2008 p. 36 see the scan of Rowland page 36

The version of the survey used for this study was theobserver formcompleted by the teachers regarding their principal’sbehavior. The inventoryhad content validity in that the questions were closelyrelated tothe leadership characteristics they were designed to measure
51 Word for word proper name

Hindt, 2012 p. 61 see the scan of Hindt page 61

Permission to use this survey was obtained in writing from the authors (see Appendix

Rowland, 2008 p. 36 see the scan of Rowland page 36

Permission to use this survey was obtained in writing from the authors (see Appendix
52 Reworded proper name

Hindt, 2012 p. 61 see the scan of Hindt page 61

Permission to use this survey was obtained in writing from the authors (see AppendixC).

Rowland, 2008 p. 36 see the scan of Rowland page 36

Permission to use this survey was obtained in writing from the authors (see AppendixB).
48 Word for word 31 consecutive identical words

Hindt, 2012 p. 61 see the scan of Hindt page 61

the superintendent’s signature was obtained, the principals were contacted for faculty lists and to discuss the process for distributing the surveys. Acopyof the permission to perform research form

Rowland, 2008 p. 38 see the scan of Rowland page 38

the superintendent’s signature was obtained, the principals were contacted for faculty lists and to discuss the process for distributing the surveys.See Appendix D for a sampleof the permission to perform research form
49 Word for word proper name

Hindt, 2012 p. 61 see the scan of Hindt page 61

permission to perform the study was first obtained from thethree middle school principals. The Assistant Superintendent for Middle Schoolswas then supplied with information in order to

Rowland, 2008 p. 38 see the scan of Rowland page 38

Permission to perform the study was first obtained fromeach of the principals. The associatesuperintendent was then supplied with information in order to
53 Reworded proper name

Hindt, 2012 p. 61 see the scan of Hindt page 61

A copyof the permission to perform research formis found in Appendix E.

Rowland, 2008 p. 38 see the scan of Rowland page 38

See Appendix D for a sampleof the permission to perform research form.
56 Word for word 31 consecutive identical words

Hindt, 2012 p. 62 see the scan of Hindt page 62

describing the purpose of the research prior to receiving the surveys. The email requested their participation and offered an incentive for participation.The principalsexplained that their faculty would receive a

Rowland, 2008 p. 38 see the scan of Rowland page 38

describing the purpose of the research prior to receiving the surveys: The email requested their participation and offered an incentive for participation.It wasexplained that their faculty would receive a
54 Word for word proper name

Hindt, 2012 p. 62 see the scan of Hindt page 62

The surveys Were addressed to each individual teacher in a sealedenvelopée: A -return envelope was also supplied to protect the anonymity of therespondents. Each wvschool was coded using letters.\-C.This coding was used to identify the specific school during the data collection only. This coding had no relation to the numbering of the schools used when reporting results

Rowland, 2008 p. 39 see the scan of Rowland page 39

The surveys were addressed to each individual teacher in a sealedenvelops.A return envelope was also supplied to protect the anonymity of therespondent$-Eachschool was coded using letters-\ - G.This coding was used to identify the specific school during the data collection only.As explained earlier,this coding had no relation to the numbering of the schools used when reporting results
55 Word for word figure

Hindt, 2012 p. 62 see the scan of Hindt page 62

return rate was at or above 60%. It was also stated that the surveys would be collected in approximately two weeks.o~ Fachteacher received a survey with a cover letter explaining the purpose of thesurvey and a stated request forhis or her participation. The cover letter also contained a

Rowland, 2008 p. 39 see the scan of Rowland page 39

return rate was at or above 60%. It was also stated that the surveys would be collected in approximately two weeks.Eachteacher received a survey with a cover letter explaining the purpose of theresearch and requestinghis or her participation. The cover letter also contained a
57 Word for word 26 consecutive identical words

Hindt, 2012 p. 62 see the scan of Hindt page 62

and that all research records would be keptsecuresAdditionally.the cover letter contained an explanationstressingthat their participation was voluntary and would in no way

Rowland, 2008 p. 39 see the scan of Rowland page 39

and that all research records would be keptsecure. Additionally,the cover letter contained an explanation that their participation was voluntary and would in no way
58 Word for word figure

Hindt, 2012 p. 62–63 see the scan of Hindt page 62

schools along with a box for the return of51the surveys. The surveys werethenplaced in the teachers” boxes in each school’s mailroom

Rowland, 2008 p. 39 see the scan of Rowland page 39

schools along with a box for the return of the surveys. The surveys were placed in the teachers’ boxes in each school’s mailroom
59 Reworded proper name

Hindt, 2012 p. 62 see the scan of Hindt page 62

o~ Fachteacher received a survey with a cover letter explaining the purpose of thesurvey and a stated request forhis or her participation.

Rowland, 2008 p. 39 see the scan of Rowland page 39

Eachteacher received a survey with a cover letter explaining the purpose of theresearch and requestinghis or her participation.
60 Word for word figure

Hindt, 2012 p. 63 see the scan of Hindt page 63

the teachers of the surveys and the incentive,stating againthe procedure for returning the surveys andto offer to send_anadditional survey to any individual who may have misplaced the original one. Approximately17additional surveys were sent to teachers Who requested one. The second additional email was sent

Rowland, 2008 p. 39 see the scan of Rowland page 39

the teachers of the surveys and the incentive,statedthe procedure for returning the surveys. andoffered to send anadditional survey to any individual who may have misplaced the original one. Approximately10additional surveys were sent to teachers who requested one. The second additional email was sent
61 Word for word figure

Hindt, 2012 p. 63–64 see the scan of Hindt page 63

created a one-page summary sheet totrack the campus surveys.Each survey was then given a unique identification code to52 pair it with the tracking sheet and home campusto allow easy matching in the event of a discrepancy. The

Rowland, 2008 p. 40 see the scan of Rowland page 40

created a one-page summary sheet toscore each respondent’s survey. Each surveywas then given a unique identification code to pair it witha scoringsheet to allow easy matching in the event of a discrepancy. The
62 Word for word citation year

Hindt, 2012 p. 63 see the scan of Hindt page 63

that the collection of all surveys Would occurwithin the last week of May. 2009>The email alsothanked teachers for their responses and informed them that they would be notified if their faculty had earned a

Rowland, 2008 p. 40 see the scan of Rowland page 40

that the collection of all surveys would occuron November 16, 2007. It thanked theteachers for their responses and informed them that they would be notified if their faculty had earned a
63 Word for word figure

Hindt, 2012 p. 64–65 see the scan of Hindt page 64

Summary of Methodology This chapter described and explained the methods used in this study. It stated the type of research and described the context for the research. A description of the53participants of the study was given along with a description ofthe survey.The procedures were fully discussed then the data analysis explained

Rowland, 2008 p. 41 see the scan of Rowland page 41

Summary of Methodology This chapter described and explained the methods used in this study. It stated the type of research and described the context for the research. A description of the participants of the study was given along with a description ofboth surveys.The procedures were fully discussed then the data analysis explained
64 Reworded proper name

Hindt, 2012 p. 64 see the scan of Hindt page 64

Summary of Methodology This chapter described and explained the methods used in this study.

Rowland, 2008 p. 41 see the scan of Rowland page 41

Summary of Methodology This chapter described and explained the methods used in this study.

Who else has examined this

The comparison above is machine work. Three people read the two documents themselves in 2018, and one of them wrote the source. A teacher in the district read them too, and was afraid to sign her name. Residents put it to the board in public. And the district and the university were asked about it at the time. What each of them said is set out here in their own words.

Keith Rowland

Principal, South Paulding High School, Douglasville, Georgia. Author of the 2008 dissertation.

Rowland told the Houston Chronicle he ran his own side-by-side comparison of his 2008 Liberty University dissertation against the paper Hindt completed four years later. He said he did not know Hindt and had learned of the allegations only from news accounts, and that Liberty had put his dissertation online after awarding him the degree.

“There were a lot of similarities. A lot of the sections were just flipped and copied.”

“He could have just Googled it and it would have come out. It is a black eye for the University of Houston.”

Mike Glenn, “Georgia school principal accuses Katy ISD’s Hindt of plagiarizing his work”, Houston Chronicle, 3 August 2018. Read it

Peter Wood

President, National Association of Scholars. Examined both documents at the request of Katy residents, and stated he had no connection to Katy ISD or to the University of Houston.

Wood wrote to the University of Houston’s president, Renu Khator, in a letter dated 27 July 2018. He made the letter public the following week, after receiving no response.

“His plagiarism is extensive but Hindt appears to have proceeded systematically by adding words and phrases and occasionally varying word order. But given the brevity of both dissertations, which are little more than long-term papers, there is no great obstacle to comparing the two.”

“‘First of all,’ ‘present’ and ‘in general,’ do not alter the structure or the meaning of Rowland’s sentence. They simply camouflage the theft.”

“If Dr. Hindt is indeed guilty of plagiarism at the order of magnitude I’ve pointed to, the University of Houston ought to revoke his degree. This is a matter of integrity of the university as much as it is an obligation to the public.”

Wood also identified two things the Chronicle did not report. The first is that Hindt cites Rowland exactly once, on page two, and that Rowland is absent from the bibliography while other sources cited just as briefly are listed in full.

“That is the only instance of Hindt mentioning Rowland. Oddly, Rowland’s work is even missing from the dissertation’s bibliography, although other sources cited as briefly in the text as Hindt’s reference to Rowland are fully represented in the bibliography.”

The second is a separate allegation, about whether the research was carried out at all, and it rests on dates inside the dissertation’s own appendices.

“Hindt claims to have conducted his research in 2009. The permission he received from the Fort Bend School District covered the period Nov. 1, 2011 to May 31, 2012. See Hindt’s appendices C and E. There is additional murkiness evident in appendix D, which covers various stipulations from the University of Houston Division of Research dated March 13, 2012, which would have been impossible to apply retroactively to research conducted in 2009.”

Checked against the document, August 2026

The full dissertation, 284 pages with its appendices, was retrieved in August 2026 and every date Wood gives is in it. Page 49 says the surveys were administered in the fall of 2009. Appendix C, the Fort Bend ISD approval, grants research from 1 November 2011 to 31 May 2012. Appendix D is on University of Houston Division of Research letterhead and is dated 13 March 2012. Both appendices were bound into the dissertation by its author. Read the full dissertation.

The letter in full, published by the National Association of Scholars on 1 August 2018 as “Turning a Blind Eye To Academic Dishonesty”. Read it. Also quoted in the Houston Chronicle, 3 August 2018. The Houston Business Journal reported the same letter on 3 August 2018 under the headline “National Association of Scholars leader calls for…”; that article sits behind a reader challenge and has not been retrieved, so nothing is quoted from it here.

Mark Jones

Political scientist, Rice University. Asked by Fox 26 to read both documents, 1 May 2018.

His assessment is the one that cuts both ways, and it is set out in full in the 2018 record. He did not dispute that text had been taken. He judged it not the most serious kind of plagiarism and said it might warrant a minor sanction rather than revocation of the doctorate.

Nick Fundytus

Addressed the board on 18 June 2018. He had identified Rowland in April and contacted him before any outlet had the story.

He put a question to the trustees, and then read the answer into the record himself.

“I would like to ask from the six board members here today, with a show of hands, who has read the complete dissertation in question? So I hope any transcript can reflect that zero out of the six present have read it.”

A point of order followed: that if the board chose not to answer, he could not imply an answer. Six weeks earlier the board had voted public money to pursue defamation claims over that document.

Katy ISD board meeting, 18 June 2018. Open the full meeting

Katy ISD board work study, 18 June 2018, from 1:24:52. From the machine transcript, not yet checked against the video by a person.

Judy BouKheir

Katy ISD teacher. Cinco Ranch Junior High Teacher of the Year, 2006, and a PTA Lifetime Achievement Award in 2009. She read both dissertations herself in June 2019, and would not put her name to what she found.

“I wish I had the guts to give this to you with my full name, but I’m afraid Hindt will see my name on it and cause me some trouble before I retire in December.”

That was written privately on 17 June 2019, with a chapter by chapter analysis attached. She sent the two dissertations with it. They are the same two files this archive used, seven years later, to check the appendix dates in Wood’s letter against the document itself.

She retired in February 2020. Weeks later she went to the podium and said it under her own name.

“Being the educator that I am, I didn’t want anyone telling me whether there was truth to the allegation, or that it was verifiably false. Instead, I downloaded two dissertations from the internet and I began reading.”

“I quickly became anxious, realizing that my district didn’t support my findings. In fact, there seemed to be an attack by the district against anyone who found the former superintendent’s work to be suspect.”

“How could this district not take an allegation of plagiarism seriously, no matter who made it and who it was directed towards?”

She closed by telling the board it was not too late, that she was not sure what the right thing was, but that silence was not it, and asked them to keep their minds open to criticism no matter what the source.

Katy ISD board meeting, 24 February 2020. Open the full meeting

Katy ISD board meeting, 24 February 2020, from 2:53. The June 2019 message is held by its recipient and published here with her agreement. From the machine transcript of the meeting, not yet checked against the video by a person.

Eliz Markowitz

Addressed the board during Open Forum on 21 May 2018, eleven days after the vote. She identified herself from the podium as the nominee for the Texas State Board of Education.

“In a day and age when facts appear subjective to some, we must remember that truth is objective, and verifiable truth is not defamation.”

She also told the board she was profoundly troubled by the plagiarism allegations, and that its failure to address academic integrity publicly went against the standards the district itself sets for students.

Katy ISD board meeting, 21 May 2018. Open the full meeting

Katy ISD board work study, 21 May 2018, from 2:58:35. Named by the chair before she spoke and self-identified at the podium.

Ashley Vann

President, Katy ISD Board of Trustees. Answering Fox 26 on 1 May 2018, the day the comparison was published. Her record.

“This is verifiably false and appears to be a personal attack on Katy ISD and its superintendent of schools. As we’ve said before, Dr. Hindt was fully vetted and the Board continues to stand firmly behind him as the District’s superintendent.”

It was her second flat denial in five weeks. On 27 March she had told the same reporter that a 1983 civil case against the superintendent ended with no damages or liability. The judgment in that case records that the claims had been settled and the consideration paid in full.

Quoted by Greg Groogan, Fox 26 Houston, 1 May 2018, and checked against the article. Read it

Maria DiPetta

Spokesperson, Katy ISD, answering the same enquiry on the same day.

“There is zero truth to this allegation. We are confident in the degree conferred by the University of Houston.”

The district did not withdraw either statement. Asked again on 3 August 2018, after Rowland accused the superintendent by name, it declined to comment and referred back to what it had said in May. Asked again in January 2020, after the university removed the dissertation, it would not comment.

Quoted by Greg Groogan, Fox 26 Houston, 1 May 2018, and checked against the article.

The University of Houston

Which conferred the degree, and which was asked to review it.

Asked on the same day in May 2018, it committed to nothing either way.

“The University has policies and procedures in place to ensure research integrity and address allegations of academic misconduct and investigates any allegations of this sort.”

It opened a review in October 2018 and removed the dissertation from its server on 23 December 2019, seventeen months after Wood’s letter. The URL that had led to it returns Resource Not Found. Asked why, a university spokesman said federal and university policy prohibited sharing information about students and former students with third parties.

Three weeks after the removal it wrote to the complainant. The letter is precise about process and silent about outcome.

“The University of Houston’s Investigation into your allegations of research misconduct (plagiarism) has concluded, and a final institutional decision was reached. The matter is closed.”

Closure of Investigation, Division of Research, 13 January 2020

A university misconduct procedure runs an inquiry first, and opens an investigation only if the inquiry warrants one. That letter says both phases happened and that a decision was reached. It does not say what it was.

Removal and spokesman quoted in “Former Katy ISD superintendent thesis removed from UH online archives”, The Cougar, 30 January 2020, reporting the Houston Chronicle. Read it

“A thesis or dissertation will only be removed under special circumstances, including copyright violations, plagiarism or falsification of data.”

University of Houston, its own published policy on removal, quoted in The Cougar, 30 January 2020

The University of Houston removed this dissertation from its server on 23 December 2019. Asked which of those circumstances applied, it said federal and university policy prohibited discussing students and former students with third parties. Its letter of 13 January 2020 confirms an investigation concluded and a decision was reached, and does not say what the decision was.

A Comparison of Two Doctoral Dissertations

Rowland, Keith A.

Hindt, Lawrence A.

Be told when new records go up.