The purpose of this study was to investigate existing work-oriented programs for the educationally deficient in the state of Indiana, to review related literature concerning such vocationally-oriented programs, and to explore the implications for future directions in program planning and implementation.The reserach was planned to answer questions pertaining to four major levels of investigation: 1) program and coordinatore identification, 2) analysis of program structure, 3) descriptive analysis of students and 4) curriculum content. An eighteen item questionnaire was devised to gather descriptive data pertaining to these four areas.The questionnaire was sent to seventy-nine Special Education Cooperatives and/or Unified Public School Systems in Indiana as identified by the Division of Special Education, Indiana Department of Public Instruction, 1974-75 school year. From the seventy-nine questionnaires mailed, sixty-six percent of the Co-ops or Single Unified Systems responded.The first level of information analyzed concerned existing or planned programs, specific program locations in the state, identifying terminology, and information concerning personnel and their certification. All Systems responding, except one, stated that they did have some type of program for educationally deficient students at the secondary level. In fifty-eight percent of the systems, Pre-Vocational Education (P.V.E.) was the term which titled the program. Anotherthirty-five percent used the more standard label of Special Education while twenty-five percent chose Work-Study. Other labels were closely associated with Vocational Education.All professional Personnel were certified teachers with twenty-seven systems reporting that their personnel held certification in the field of special education and twenty-five systems had a wide diversity of educational certification held by their personnel. One might assume that persons with certification in special education were not abundant at the time when a large majority of these programs were initiated. The title held by these professionals closely corresponded with the program title; P.V.E., Special Education, and Work-Study. Only small differences were discernible between the total number of males and females working as professionals in the programs.Level two contained information concerning program operation and length of service with the system. Finances and program management were also questioned with regard to local, state, and federal regulations. Nearly thirty-one percent of the systems reporting had some structured program for more than seven years. Most of these long term programs are operating in large metropolitian areas and are single system units. Another twenty-eight percent of the systems responding had been operating some secondary work-oriented programs between two and three years. It would appear that these more recent programs have been developed in preparation for the special education mandate or since the promulgation of the mandate in Indiana.Nearly eighty percent of the programs were financed from twelve to one hundred percent by the school corporation. Most school systems accepted between forty-three to fifty-five percent of the financial obligation. Only three systems obtained federal grants and this money was ear-marked for specific additions to an already existing program. Seventy-five percent of the systems were applying and receiving between twenty to sixty percent of their program finances from the Department of Public Instruction.Nearly one half of those responding systems were receiving aid in widely varying amounts from either Indiana Vocational Education or Indiana Department of Vocational Rehabilitation. Both Departments have criteria upon which program funding assistance can be obtained. However, these criteria seem to lack consistency among those programs which are receiving financial benefits.Level three refers to specific information concerning students who are enrolled in work-oriented programs. Seventy-five percent of the students are enrolled in these public school programs at the secondary level between three and four years. Most of the programs appear to be structured as four-year programs. The length of enrollment varied from one to six years which may mean that pupils in soem systems may continue as long as they can show progress toward meeting program goals, or that the pupils enter the program at the junior high level.The students who are enrolled in work-oriented programs tend to cluster between the chronological ages of fifteen to nineteen inclusively. Most programs adhere to State Rules and Regulations concerning intelligence quotients for students which are between 50-79. Criteria beside that of I.Q. scores were used to determine placement in some systems, suggesting that there are more complexities in dealing with handicapped children than a single test score might indicate.Much of the literature suggests that most educationally deficient persons fall into more than one classification and this data seems to support these same findings inasmuch as a number of systems checked several categories of handicaps for their students. Forty-six of the systems reported that eighty-eight percent of their students were classified as being mentally retarded. The second largest group were classified as slow learning. One assumption can be made from this evidence; these students received higher than state standards indicating retardation on intelligence tests but still required individualized programs in order to achieve academic success and enter into the employment field.Approximately eighty-two percent of the programs are operating in a regular high school facility. Less than one-third of the programs provide work-shop facilities. More than three-fourths of those systems responding place their students on jobs either within the school or in the community.Level four concerned curriculum development. More than ninety-eight percent were utilizing some type of mainstreaming technique. The courses of Home Economics, Industrial Arts, Health & Safety, Art, Music, and Physical Education proved to be the most frequently used for the integration of educationally deficient students.According to the literature available, pre-vocational education programs seem to be providing a rewarding experience for educationally deficient students at the secondary level. It is generally agreed that goals of social and vocational competencies can be enhanced by use of a work-study contact for the adolescent because such an arrangement gives real meaning to public school attendance. Work-oriented programs are structured to provide those types of educational courses and actual job training which will later prepare the student for the world of work The pre-vocational phase of the program cultivates those work habits and specific occupational skills which make it possible for the student to be gainfully employed.Research indicates that the educationally deficient student has the potential of limited academic education, vocational training, and employability. However, he lacks sufficient skills, appropriate attitudes, and self-confidence in order to maintain an economically independent and/or socially acceptable life style without supervision and guidance from other sources. Upon graduation from the work-study program, each student should be able to take his place in society on a meaningful, rewarding level, capable and willing to assume the responsibility that will be demanded of him as an adult.From the sixty-six percent of responses received, it seems evident that there has been activity in Indiana to develop work-oriented programs for educationally deficient students at the secondary level. Adequate job placement which is suited to the individual's physical and mental capacities is the final goal.On the basis of the study it is recommended that a more uniform and reliable funding system be established to support work-oriented programs, that follow-up studies on program graduates be initiated, and that both pre-service and in-service programs be developed to upgrade the competencies of professional personnel associated with work-oriented programs.Ball State UniversityMuncie, IN 47306

The purposes of the study were to (1) demonstrate that due to the increased demand for vocational education on the secondary level, the high school principal must take a more active role in vocational education, and (2) determine what knowledge or information the vocational directors of Indiana believed the principals should have in order to provide a stronger vocational delivery system.Vocational education students represent thirty percent of the total high school population in Indiana. Enrollment of secondary school students in Indiana vocational education programs have increased steadily since 1967, with an increase of ninety-eight percent. With thirty percent of high school students involved in vocational education, the secondary school administrator must take a more active role in the administration of vocational education. The secondary school administrator needs to provide for a smooth transition from the high school environment to the vocational centers.FindingsThe following selected findings were based upon the data of the study:1. The major emphasis of vocational education in Indiana is concentrated on an area center level.2. The findings indicated 90.4 percent of the vocational directors and 87.6 percent of the high school principals surveyed did graduate work leading to a vocational director's license and secondary administrator's license in Indiana.3. The average number of graduate classes in educational administration and supervision completed by the vocational directors was 2.9.4. The average number of graduate classes completed by high school principals concerning vocational education was .06, less than one class.5. The vocational directors believed that the high school principals should be more knowledgeable about vocational education than the high school principals perceptions indicated by the principals.ConclusionsThe following conclusions were based upon the findings and data of the study:1. High school principals did not have the knowledge, concerning vocational education, that was believed necessary for the principals to have in order to strengthen the vocational delivery system.2. Cooperation and communication between the high school principals and vocational directors was viewed as weak and ineffective.3. High school principals are not being prepared to meet the vocational needs of high school students.4. There is evidence of limited or no communication between the State Board of Vocational and Technical Education, the Division of Vocational Education and the high school principals.5. High school principals have limited opportunities to contribute in planning and implementation of vocational education at the area vocational centers and state administration level.6. State teacher certification patterns do not include vocational education in the requirements for the secondary school administration and supervision license.

The purpose of the present study was to determine the effects of various incentives on the reading motivation of fourth-grade students. The students involved in the study attended an elementary school in a mid-size town in the South. Results were based on the participation of 28 students in the control group, 27 students in the treatment group who received books as incentives, and 36 students in the treatment group who received non-reading related rewards as incentives.Each student's level of reading motivation was measured at the beginning and the end of the study using the Reading Survey portion of the Motivation to Read Profile (Gambrell, Palmer, Codling, & Mazzoni, 1996) which was completed by each student and the Parent Survey which was completed by the guardian of each student participating in the study. Sixteen students were selected to participate in the Conversational Interview portion of the Motivation to Read Profile based on reading and motivation levels (Gambrell, et al., 1996). The Conversational Interview occurred at the beginning and end of the study. Six students from the treatment group who received non-reading related rewards as incentives were interviewed, while five students from the control group and the treatment group who received books as incentives were interviewed. The teachers of these two groups did not identify any students for the Unmotivated, Above- Grade Level category. Book logs were also used in the study to measure the students' motivation to read based on the number of books read. For the duration of the nineteen-week study, the students in each treatment group read books and received incentives, while the students in the control group read books and did not receive incentives.The findings of the study were:1. There was no significant difference in reading motivation between students who participated in Accelerated Reader with non-reading related rewards as incentives and students who participated in Accelerated Reader with no incentives.2. There was no significant difference in reading motivation between students who participated in Accelerated Reader with books as incentives and students who participated in Accelerated Reader with no incentives.3. There was no significant difference in reading motivation between students who participated in Accelerated Reader with books as incentives and students who participated in Accelerated Reader with non-reading related rewards as incentives.4. There was no significant difference in reading motivation within the treatment group that participated in Accelerated Reader with non-reading related rewards as incentives.5. There was no significant difference in reading motivation within the treatment group that participated in Accelerated Reader with books as incentives.6. There was no significant difference in reading motivation within the control group.7. Factors that influence children's interest in books include choice,characteristics of books, personal interests, and knowledge gained from the books.8. Sources that expose children to books consist of family, teachers, and the school library.9. Sources of motivation include family, teachers, the children themselves, and peers.10. Actions that motivate children to read include giving children books, reading to children, and sharing books with children. / Department of Elementary Education

The purpose of this study was to examine the graduation rates of secondary schools in Indiana in 1989-90 and to compare those graduation rates to those of 199798, to see if those schools that adopted block scheduling had experienced a difference in graduation rates either positively or negatively. A comparison was also made of graduation rates between schools adopting block scheduling for at least three years and traditional schools during this same time period. Further examination was made to determine if any specific type of block schedule had improved graduation rates. The size school was also a consideration as to the affect of block scheduling on graduation rates. The study also sought to determine if block scheduling had an impact on attendance rates, discipline incidents, pupil teacher ratio, or full time teacher equivalency, all factors aligned to reasons why students drop out of school.The population for this study consisted of 251 Indiana public secondary schools, 203 schools which maintained a traditional schedule and 48 schools identified by the Indiana Department of Education to have adopted block scheduling prior to or including 1995-96, 1996-97, 1997-98. Nine research questions accompanied by Null Hypotheses for each were determined and tested. All data collection were from the Indiana Department of Education through reports compiled and generated from information submitted annually by all public schools in Indiana. / Department of Educational Leadership

The purpose of this study was to examine the effects of education on inmates while they remained incarcerated. A total of 90 student-inmates participated in the survey research project. A self-report survey was generated for this research to measure confidence, self-esteem, communication competence, lifelong learning, and critical thinking. Descriptive statistics and open-ended comments revealed high levels of confidence, self-esteem, and communication competence among student-inmates. Respondents were also found to be developing the beginning traits of lifelong learners and critical thinkers. The results were interpreted with respect to adult education theory. Methodological implications of the findings were discussed for future research. / Department of Communication Studies

The study examined whether Indiana school sites having Community Education programs exhibited Community Education elements as defined by the State Plan for Indiana Community Education 1989 - 1993. Ten core elements of Community Education (collaboration, partnerships, use of volunteers, citizen involvement, lifelong learning, community resources, parental involvement, facilities usage, systematic planning, and leadership) were studied.Five research questions were developed to describe the use of Community Education elements in Indiana schools. Names and addresses of sites were obtained from school superintendents, and questionnaires designed to report the presence of the ten core elements of Community Education were sent to the sites. A weighted index was developed to measure the elements and was used to provide a score for amounts of core element activity at each site. This allowed the sites to be ranked with higher scores representing more extensive use of Community Education elements.At least 113 school sites are making efforts to implement the Community Education elements. Sites exhibiting the greatest number of the Community Education elements were located in high schools or career/vocational centers in small towns or medium-sized cities, for the most part. The majority had part-time or full-time coordinators. Sites exhibiting the fewest elements tended to be located in elementary schools in small towns or rural areas; none were in urban or suburban areas, and the majority had no coordinator.In terms of the ten core elements, most sites did not collaborate or have formal partnerships with community organizations. Most sites also did not have community councils. Less than half had any formal citizen involvement in planning and decision-making. Most sites did not consistently use systematic planning processes to make program decisions.School facilities were used for Community Education purposes during non-school hours by over 80% of the respondents. Activities most frequently provided by the sites were personal enrichment courses, high school completion/GED preparation, adult basic skills classes, and recreation. Senior citizens were the most frequently served group by the sites. About one-third of the sites provided programs for illiterate adults. The study suggests that Community Education at Indiana school sites has a much stronger program orientation than a process orientation. / Department of Educational Leadership

The purpose of this study was to obtain in-depth opinions of the Negro administrators in the public schools of Indiana concerning school integration, school decentralization, curriculum as it relates to the civil rights movement, and Black Power. The data obtained provided a basis for the development of recommendations for implementation in the public schools of Indiana as well as for future research.Lee l identified only eleven school corporations in Indiana which employed Negro administrators. The 156 Negro administrators employed by the eleven school corporations in 1969-1970 were asked to participate in the study.The research was planned to investigate seven questions. The major source of data was the "Administrator's Survey Instrument" developed by the writer in questionnaire form. The survey instrument was subjected to examination for content validity and mailed to 156 Negro administrators. One hundred fourteen returned the instrument, a return of seventy-three per cent. A second source of data was personal interviews with twenty Negro administrators randomly selected.Responses to the survey instrument were presented in number and percentages and placed in tables. Data gathered from interviews were reported in summary form as they related to items in the survey instrument. Selected verbatim remarks were also presented. A chi square test of significance was used to determine if there was a significant difference of opinion among the administrative categories of (1) Central Office Administrator; (2) Secondary School Administrator; and (3) Elementary School Administrator.The following were the major conclusions:1. Negro administrators in Indiana were employed predominantly in school corporations with student enrollments of at least 30,000.2. Negro administrators in Indiana were predominantly elementary school principals or assistant principals, or were assigned to central office positions.3. Negro building principals and assistant principals in Indiana were assigned to schools which had predominantly Negro enrollments.4. Most Negro administrators in Indiana had been appointed to present positions since the beginning of the Civil Rights movement.5. The opportunity for Negro administrators in Indiana to affect changes in school policy had increased greatly in the last five years.6. Negro administrators in Indiana supported the adoption and enforcement of open housing laws.7. Negro administrators in Indiana expressed confidence in the possibility of integrating the public schools in the near future even though a majority of the administrators perceived white teachers and population as not favoring integration in the public schools.8. Negro administrators in Indiana supported the development of schools with quality facilities, equipment, and teachers along with efforts to integrate the schools and community.9. Negro administrators in Indiana were of the opinion the contribution made by Negroes to this nation was not adequately presented in the classroom and they supported the study of Negro history and culture by all students in the public schools.10. Some Negro administrators in Indiana were of the opinion mandates for integration of teaching staffs had resulted in many outstanding Negro teachers being transferred to predominantly white schools but not many outstanding white teachers being transferred to predominantly Negro schools.11. Negro administrators in Indiana were of the opinion human relations programs should be developed for students and teachers. Some felt there is a need for communitywide human relations programs to alleviate some of the barriers to integrating the schools and community.12. Opinions of Negro administrators in Indiana concerning school integration, school decentralization, curriculum as it relates to the civil rights movement, and Black Power as it relates to education, generally did not differ significantly among central office, secondary school, and elementary school administrators.'Guy M. Lee, Jr., "A Profile of Negro Administrators in Public School Corporations in Indiana" (unpublished Ed.D. dissertation, Ball State University, 1969).

There is no abstract available for this dissertation.

The purpose of the study was to compare the perceptions of directors of special education cooperatives and superintendents in determining the actual and ideal role of the special education director in-the State of Indiana. The population consisted of fifty-seven directors and forty-two superintendents.A twenty-five item questionnaire containing statements pertaining to the role of the director of special education was utilized. Two null hypotheses were tested by using Chi-square. The .05 level of significance was established as the critical probability level for the nonacceptance of hypotheses.Findings1. Directors of special education and superintendents indicated agreement in perception on fifteen of the twenty-five items of the questionnaire regarding the director having actual responsibility and authority and ideal--having responsibility and authority.2. Of the sixteen significant findings, ten were in the authority dimension of the questionnaire.3. Directors of special education perceived the role of special education director as ideally having more authority to prepare the special education budget, approve expenditures, assign and supervise special education personnel, determine types of programing alternatives to be offered in the instructional program, keep staff informed of current trends, methods, procedures, rules and regulations, and allocate existing physical space for special education programs.4. Superintendents perceived the role of special education director as having more actual responsibility to determine transportation needs for the program, receive, initiate and process psychological diagnostic services, conduct procedures for reviewing handicapped student's program, and develop, implement and supervise curriculum for special education programs.Conclusions1. A conflict in role perception between directors of special education and superintendents generally does not exist.2. Differences in role perception will more often result from conflict over authority.3. Determining transportation needs for the special education program will probably result in role conflict between directors of special education and superintendents.

The problem was to determine the number and level of professional assignments of black administrators in Indiana public school corporations as compared with April 1969; and to discover the present perception of the position status of the black administrators serving Indiana public corporations in April 1969.