The purpose of this study was to identify and describe the possible components of structural autonomy that influence Nurse Practitioners' (NPs) perceptions of independence in practice. The components identified were NP state regulatory practices, educational background, and managed care environment. The study explored the relationship between NP structural autonomy as it relates to the above components and attitudinal autonomy as it relates to perceptions of independence in practice. A conceptual framework derived from a review of the literature demonstrated the possible relationships. The investigator employed a mail survey to collect data from certified NPs in six eastern and mid-eastern states. Current state regulations regarding advanced nursing practice were used to establish current state practice scores. The Nursing Autonomy Scale (Pankratz & Pankratz, 1974), the Index of Work Satisfaction (Stamps & Piedmonte, 1986), and the Professional Inventory (Hall, 1974) measured perceptions of autonomy. Additional information was collected to determine the NP demographic background, educational background, practice setting and managed care circumstances. Of 300 surveys mailed, 227 participants responded. Data analysis included correlation analysis, t-tests, analysis of variance, and multiple regression procedures. Demographic information was summarized with descriptive statistics. The major findings of the study were: (1) State regulatory guidelines do not affect perceptions of autonomy as measured on the scales used. (2) Preceptor experience during NP education does not affect perceptions of autonomy as measured on the scales used. (3) Pharmacology preparedness does not affect perceptions of autonomy as measured on the scales used. (4) Managed care circumstances do not affect autonomy as measured on the scales used. It was concluded that structural autonomy is a more complex and multi-dimensional experience than originally hypothesized. Many additional factors must be taken into consideration when exploring NPs' perceptions of autonomy. It may be that most NPs are practicing in an independent, yet collaborative role, which provides opportunity for autonomy. The investigator also concluded that NP educational programs do not adequately prepare NPs for independent prescriptive authority. Variables related to NP autonomy were not determined in the study, yet it is evident that NPs' perceptions of autonomy are affected by many variables. Further study is needed to ascertain these variables.

A model of managerial control and an instrument-The School Managerial Control Questionnaire was developed by Bogotch (1989). These were tested using a sample of elementary, middle, and high school teachers in the nation's fourth largest school district. A study by Williams (1990) used the same model and instrument with a sample of elementary school teachers from the same school district. This study used the same model and instrument to measure control processes exercised by principals in small, rural school districts in North Florida. The model reflects two managerial behavior styles: Discretionary and ministerial; four managerial control processes: Standards, information, assessment, and incentives; and four selected tasks of curriculum and instruction: Teacher evaluation, staff development, curriculum development, and selection of texts and instructional materials. In addition to the dependent variables studied, five independent variables related to the demographical responses from the high school teachers were measured along the managerial behaviors, control processes and the selected curriculum and instructional tasks. This study validated Bogotch's model and his instrument as they relate to rural high school principals.

This case study was a qualitative investigation to describe the nature of teachers' involvement in school based management (SBM), and to describe how this involvement affected teachers' worklives. The review of related literature provided the historical background that led to SBM restructuring, examined what the literature has revealed on SBM, and investigated organizational commitment in the context of SBM. A semi-structured interview was the instrument used to gather the data. The participants of this case study were a random sample of teachers, a sample of teachers selected by their principals, and the principals currently employed at each of the three elementary schools in a single county school district in Florida. A total of 33 educators were interviewed and their responses were tape recorded to assist in the authentication of the transcribed data. The data were then compiled and analyzed. Themes and patterns were identified and placed into a matrix for purposes of assessing the interrelationships of responses offered in the context of the three elementary schools. The analysis and interpretation of data revealed that restructuring with SBM was implemented to a minimal degree at the elementary schools of Florida County. The results showed that the effects of restructuring were varied and included both positive and negative findings. For some teachers, involvement enhanced commitment to the organization and spurred them on to further efforts, while for most respondents restructuring activities were perceived as impositions that made it difficult to balance classroom and SBM responsibilities. Respondents also revealed that they doubted the potential of SBM as a means to improve the quality of education at Florida County Schools or as a process for producing significant academic achievements. Recommendations were made for practical application and for future research.

This study was designed to compare midlife male graduate students with midlife female, early adulthood male, and early adulthood female graduate students in terms of their motivations for returning to higher education and their academic self-concept as returning students. Data were gathered, using Boshiers's Education Participation Scale (1995) and Drummond's Academic Self-Concept Scale (1984), from graduate students at a comprehensive, urban, southeastern, public university of approximately 10,000 students. The 426 graduate student participants were enrolled in three colleges (Business, Education, and Health) at the university. Multivariate analysis of variance (MAN"OVA), univariate analysis of variance, and multiple comparison tests results indicate significant motivational and academic selfconcept differences. Midlife males' mean scores were significantly lower in the motivation category of Professional Advancement than the other three age/gender groups. Midlife males' and females' academic self-concept mean scores were significantly higher than early adulthood females in the category of Extraversion, and higher than early adulthood males in the category of Academic Skills. These findings may be useful in educational recruitment and curriculum programming. Implications for practice and recommendations for research are provided.

The purpose of this study was to examine the effects of the use of a school-wide token economy program on middle school students' achievement, behavior, and attitudes toward school. This involved the comparison of two similar suburban middle schools, one of which used a school-wide token economy program. A nonequivalent control-group design was used to examine: (1) the effects on achievement as measured by grades and honor roll status; (2) the effects on behavior as measured by numbers of students attaining perfect attendance, numbers of punches earned, and numbers of detentions and suspensions; and (3) the effects on attitude as measured by the School Attitude Measure (SAM). Data were gathered from school guidance and disciplinary records. The results indicated that there was a statistically significant relationship between the token economy program and student achievement as measured by grades and honor roll status in the A/B honor roll (p Implications and limitations of the study are discussed. Suggestions for further research are presented.

This study examined the relationship between first grade teachers' theoretical orientations toward reading and their classroom instructional practices. The study, which was conducted in Duval County Florida, used the Theoretical Orientation to Reading Profile (DeFord, 1985) and the Luciano Reading Instruction Practices Survey to gather self-reported data from the 102 study participants. The sample teachers reported the frequency with which they used 25 specific instructional practices to assist students in learning to read. Ten percent of the sample teachers were observed by the researcher for thirty minutes and their instructional practices were documented on a checklist which corresponded to the Luciano survey. These observations found that 48% of the reported practices were present. Raw scores on the TORP instrument indicated that 22.5% of the sample teachers held a phonics orientation towards reading, while 77.5% scored in the mid-range indicating an orientation which supported a mixed theoretical orientation of decoding skills and whole language approaches. No significant mean difference was found when teachers' survey scores were used to categorize them as supporters of either phonics, whole language, or a combination approach to reading instruction. However, a correlation of r = .46 (p < .0005) was found between raw scores on the two instruments indicating a moderate relationship among teachers' theoretical beliefs and instructional practices. Descriptive statistics of instructional practices obtained from the Luciano Reading Instruction Practices Survey (RIPS) indicated that 72% of all the sample teachers allowed students time for freereading on a daily basis, 66% reported emphasizing letter sounds, 59% reported using consumable skills workbooks every day, and 56% of the study teachers activated student interest prior to each reading experience. RIPS scores also indicated that sample teachers who used a combination of phonics and whole language practices comprised the largest group (46%) in the study. Nearly 1 0% of the sample used a majority of phonics-based practices and 44% reported utilizing mostly whole language-type activities. The results of this study provided insights as to the current methods being used to teach reading at the first grade level in a large urban school district and indicated moderate support as to a relationship between teachers' theoretical orientations and classroom practices.

The purpose of this study was to collect and interpret base-line data concerning the organizational culture and climate of selected elementary and secondary schools. The sample consisted of 20 parochial schools, 10 elementary and 10 secondary, in the mideast section of the United states. The study focused on three specific questions: 1) What are the cultural values of parochial schools, 2) What is the organizational climate of parochial schools, and 3) Do the cultural values and climate characteristics of parochial elementary schools differ from those of parochial secondary schools? Nelson's (1990) Cultural Value Analysis Tool (CVAT) was used to gather organizational culture data. Hoy, Tarter and Kottkamp's revised Organization Climate Description Questionnaire (OCDQ) was used to gather organizational climate data. Analysis of data on the 419 responses included the following: 1) One-way analysis of variance (ANOVA) on real and ideal means of the sixteen cultural dimensions across the elementary and secondary schools individually, 2) One-way analysis of variance (ANOVA) on the real means of the sixteen dimensions comparing the elementary and secondary schools, and 3) confidence intervals on the principal and teacher behaviors of the OCDQ as compared to the norm group of Hoy, Tarter, and Kottkamp. Significant differences between ideal and real means were found on dimensions of effort, status, and flexibility for the elementary schools (p < .05). Significant differences between the ideal and real means were found on dimensions of effort, time, quality, empathy, dominance, status, political, abstract, planning/organization, and flexibility (p < .05) for the secondary schools. The one-way analysis of variance conducted on the descriptive mean scores of the 16 dimensions of the CVAT showed no statistical difference between elementary and secondary level schools. Confidence intervals indicated that parochial elementary principals are more supportive, less restrictive, and as directive as the principals in the norm group. Parochial elementary teachers were more collegial, less disengaged, and as intimate in their behaviors as the teachers in the norm group. Confidence intervals formed from the mean scores on the OCDQ-RS indicated that parochial secondary principals were more supportive and as directive as the principals in the norm group. Parochial secondary teachers were more engaged, less frustrated, and more intimate in their behaviors as compared to the teachers in the norm group. All parochial schools had an open climate to varying degrees ranging from below average openness to very high openness. The 20 parochial schools valued the cultural dimensions of quality, empathy, leader, and planning/organization. Parochial schools valued the cultural theme of relations as the top priority, followed by the themes of work, thought, and control.

The purpose of this study was to explore the valuation process of community college library end-users as they decide which information resources to use when conducting research. This study was designed as an exploratory study using Q methodology and focused on five specific information resources that community college library end-users routinely use in their research process: the Internet, the reference librarian, books, newspapers, and subscription databases. Little is known about the valuation hierarchy that end-users overlay on these resources when deciding which ones to use to address a specific research need. Sixty-four community college library end-users from four main campuses of a large community college sorted 40 statements describing specific value statements pertaining to the information resources under study. The statements were sorted along a continuum ranging from least like me (-4) to most like me (+4) with 0 representing an opinion of neutrality. Following these procedures, five factors emerged that represented different perspectives on value relating to the five information resources under study. Interpretation of these factors yielded distinct patterns of opinion relating to the perceived value of each information resource. These factors were named: (a) Browsers, (b) Proficient, (c) Vacillators, (d) Bibliophiles, and (e) Traditionalists. The results of the study suggest that community college library end-users value, to varying degrees, all five of the information resources selected for this study. The results also suggest that while the Internet has become a dominant information resource in the community college library end-user's research process, other more traditional information resources such as the reference librarian, books, and, to a lesser extent, newspapers still hold value in the research process. The perspectives described and the interpretation provided in this study can greatly assist community college library end-users in the valuation of available community college library information resources.

This qualitative study was conducted to illuminate the different perceptions of students, parents, and teachers in one urban classroom pertaining to learning to read and write. The study explored the similarities, differences, and relationships among these perceptions. One kindergarten classroom was selected in an urban school that was currently implementing literacy initiatives. Eighteen students, six parents and three teachers were interviewed to provide insight into their views of emergent literacy. Five themes were identified as reoccurring topics and are discussed in the findings: activities that count as reading and writing, motivation for learning to read, how children acquire literacy skills, the use of technology to promote literacy, and working with students at home. The findings suggested that there are few literacy related issues upon which students, parents and teachers agree. Five conclusions were drawn based upon the findings. The conclusions examined the use of metacognitive discussions, appropriateness of motivational techniques, teachers' knowledge of research, effectiveness of computers in the classroom, and benefits to parents of volunteering in the classroom. The need to improve communication and interaction between students, parents, teachers and administrators was illuminated in this study.

The purpose of this study was to assess benefits of completing a doctoral degree in education for females versus males relative to expected benefits upon entry to Virginia Tech. Relationships between expected benefits, accrued benefits, and selected demographic data by gender were studied. The basic design of the study involved a survey completed by 265 (90%) of the doctorate recipients between 1980-1984. Specific computational procedures utilized in data analyses included frequency distributions, percentages, and chi-square procedures. Results of the study indicated more similarities than differences for the female (87%) and male (93%) respondents. Median age at doctorate was 38.5 years. Most respondents (75.4%) were married. Approximately 62% respondents reported their career decision assumed equal or greater importance than spouses’ career decisions. Most spouses (79.6%) were employed full-time. Most respondents (94.4%) were employed full-time. Respondents (74.9%) earned $12,000-$35,988 annually prior to entry into the doctoral program. Following the completion of the degree respondents (45.5%) earned $24,000-$35,988 in 1984. Research indicated some significant differences in expected versus accrued benefits by gender. Females expected significantly more opportunity to use training or schooling and more autonomy and independence on the job following completion of the degree. Males perceived that they had accrued significantly more benefits relative to improved autonomy and independence at work, congeniality of work relationships, visibility for jobs at other institutions or organizations, and mechanical ability. The females and males expected the same 18 out of 20 most important benefits and perceived that they had accrued the same 18 out of 20 most important benefits relative to improved aspects of employment and intellectual qualities and skills. Relationships between the age at obtaining the doctorate and accrued benefits were found for the youngest age group (27-34) for four of 36 benefits: working conditions, congenial work relationships, public speaking ability, and academic ability. Among respondents, 91.4% reported the doctoral degrees had a positive effect on career development. Respondents perceived personal benefits were primary. Professional and financial benefits were second and third, respectively. Ninety-one percent of the respondents reported it was worth the time, effort, and expense‘ involved to complete the doctoral degree. / Ed. D.