The purpose of the study was to determine the attitudes of parents of students enrolled in non-IGE elementary schools of the Metropolitan School District of Washington Township, relative to existing educational programs provided in district non-IGE elementary schools, educational alternative preferences for elementary school students, and reporting of pupil progress to parents. The study population consisted of 1,244 parents from the 3,522 households having children enrolled in district non-IGE elementary schools. A survey instrument was developed consisting of fifty-five statement items, each utilizing a Likert scale with forced response. One instrument was sent to parents in each of the 8,522 households having children enrolled in district non-IGE elementary schools.The following summary of the findings is based on an analysis of parent responses received from the study population.1. Most responding parents expressed pride in the Washington Township non-IGE elementary schools and perceived the overall educational program quality of the schools as high, with children learning what parents preferred children to learn in school.2. Parents responding were generally satisfied with child-teacher relationships, student instruction, the degree of respect for individuals in school, and the degree of difficulty of educational materials.3. The majority of parent respondents perceived children as comfortable with the classroom atmosphere, experiencing successful school progress, and eager to go to school.4. Parent respondents generally indicated school rules, regulations, and policies were reasonable and that order and control in school should not be more strict.5. Most parents responding expressed positive attitudes toward existing parent-school relations.6. A majority of parent-respondents expressed satisfaction with the appropriateness of the report card parents received regarding student progress and did not perceive an over emphasis on grades by the school.7. Most parents preferred being kept informed of student progress through the use of parent-teacher conferences and written evaluations. The types of written evaluations most preferred by responding parents were check lists of specific skills in particular subjects and report cards utilizing A, B, C, D, and F grades.8. A majority of parents responding to survey items relative to alternative programs expressed interest in alternative educational programs for children.9. Parent respondents interested in alternative educational programs for children were almost evenly divided in opinion relative to a willingness to have children transported at least thirty minutes each way in order to attend preferred alternative educational programs.10. Parents expressing interest in alternative educational programs indicated a willingness to send children to schools with the following alternative educational programs, in descending order: Continuous Progress, Basic Fundamental, and Creative Arts.11. A majority of the parents expressing an opinion relative to the need for at least one junior high alternative educational program available to all junior high students in the township expressed a willingness to consider sending children to a junior high school with an alternative educational program.Study research and findings support the contention that school officials can advantageously survey parents as a means of securing parental attitudes, views, and expectations to plan more effectively for future educational programs.

Environmental issues were at their peak in the 1960s'. The concern and willingness of the public to work for a better environment brought new federal laws and regulations to the United States. After more than twenty years, it seems that the public is losing interest in attaining a better environment.This case study deals with perception and recognition of environmental issues such as solid waste disposal in Delaware county, Indiana. Statements regarding knowledge and willingness to get involved in issues like solid waste disposal and environmental education were addressed. / Department of Landscape Architecture

The purpose of this study was to contribute research literature for readers interested in the exemplary curricular content and processes found in the beginning string classes of selected Indiana middle/junior high schools. Roots for this descriptive study were: (1) principles of Discipline-Based Music Education (DBME), (2) related literature written by expert music education theorists, (3) research data contributed by general education theorists, (4) data gathered from the business world supporting quality endeavors and (5) views of randomly- selected Indiana string education practitioners regarding their frequencies-of-use of the DBME components (in the Indiana 1994 Music Curriculum Guide) to guide students in attaining the eighteen proficiencies ( in the Indiana 1987 Music Curriculum Guide).The sample for the study consisted of sixty Indiana teachers of beginning middle/junior high school string classes (grades five through eight). Thirty-nine educators responded to the survey. The writer developed an original questionnaire to find which curriculum guide(s) the teachers had and how frequently they used the DBME components-criticism, history, aesthetics and production-to guide their students to attain the eighteen proficiencies listed in the 1987 Indiana curriculum guide.Circumstances proved favorable for the writer to formally visit and observe eight teachers working with classes at their schools. Qualitative observations controlled by three objective documents provided criteria to describe the processes apparent during the visits.This study indicated the following favored perspectives for teaching the eighteen proficiencies-in order: production, criticism, aesthetics and history. An in-service to describe the purpose and extensions of the plan might ease any apprehension of this new framework for teaching music as a core subject. The data suggested that fifty-four percent of the sample may be using the components of the DBME paradigm.Proficiency guidance was noted as lacking in attention regarding horizontal and vertical form, instrumental family sounds, basic interpretive skills, improvisation, composing and arranging, conducting, evaluation and developing an understanding of the role of music as an avocation and career. Perhaps, an approach stimulated by the framework of DBME will allow a stretch into these proficiencies and ignite new understandings. / School of Music

The purposes of the study were to 1) determine if responses from teachers to items on the pre- and post- administration of the questionnaires would change after viewing the Tap Tapes series and 2) provide members of the Tap - A - Talent committee with recommendations on how to proceed with the inservice process if, in fact, the process should continue.The pre- and post- questionnaires were mailed to randomly selected teachers of grades one through five employed by the school corporation during the 1980-81 school year. Usable questionnaires were returned by 101 teachers and constituted the sample for the study.Data reported represented changes in responses to items on the pre- and post- questionnaires as tabulated by number and percent.The following conclusions were formulated from the summary of the findings based on teacher responses on the pre- and post- questionnaires:1. Teachers who viewed all or some of the seven-part Tap Tapes resulted in a small but positive increase in desired responses in the questionnaires.2. The responses of teachers who viewed none of the Tap Tapes reflected a decrease in the number of desired responses in the questionnaire.3. While many teachers participating in the study reported, by the responses, an overall agreement with the statements in the questionnaire prior to viewing the Tap Tapes, the data reflect a general strenthening of views and attitudes by teachers following the viewing of the tapes.4. The video-tapes, mini-workshop series, known as Tap Tapes, appeared to be an effective inservice component.

The purpose of the study was to identify significant predictors for two selected dependent variables, (1) net interest cost and (2) number of bids, for Indiana public school building corporation first mortgage revenue bond issues.All Indiana public school building corporations marketing first mortgage revenue bonds during any calendar year that existing or comparable legal and bond market conditions applied constituted the population of the study.The sample consisted of 131 Indiana public school building corporations which issued bonds during the calendar years, 1970 through 1974. Data were obtained through responses by officials of 113 school corporations to the Bond Issue Data Instrument.Eighteen independent variables, identified from the literature as important for receiving favorable net interest costs and a higher number of bids, were selected. A backward stepwise multiple regression analysis was used to determine the independent variables that served as best predictors for net interest cost. The analysis was repeated substituting number of bids as the dependent variable.The following conclusions were generated from the data analyses:1. National weekly bond average interest cost is the strongest predictor of net interest cost. National bond market declines generally predict lower net interest costs.2. Lower net interest costs can be obtained by minimizing length of bond issue.3. Indebtedness ratio is a strong predictor of net interest cost. Generally, a lower net interest cost can be expected as indebtedness ratio decreases.4. Date of issue is a significant predictor of net interest cost. Generally, the higher number of Julian days, the higher the interest rate. Conclusive evidence identifying any quarter of the year as the best time to market bonds was absent.5. Type of issue, new or refunded, is a strong predictor of number of bids for a given bond issue. Generally, more bids can be expected for new issues.6. National weekly bond average interest cost is a strong predictor of number of bids. Generally, a declining national average indicates a larger number of bids.7. Ratings by more than one rating company cannot be expected to attract more bidders.8. Net interest cost and number of bids are not affected significantly by administrative practices such as employing bond counsel, outside consultants to prepare prospectus, and financial counsel and the amount or kind of advertising of the bond issue.Recommendations for school officials involved in the process of marketing a school bond issue and for further study were as follows:1. School administrators should analyze economic trends likely to affect national weekly bond averages. Such factors include: (1) bond and stock market fluctuations, (2) actions by the United States Treasury and Federal Reserve Board with respect to governmental fiscal and monetary policy, and (3) international balance of payments.2. Because the length of term has been identified as an important predictor of net interest cost consideration should be given to developing an extensive public relations program which emphasizes the advantages of the shorter term bond issue. Where feasible the term should be 20 years or less.3. Because the ratio of gross bonded indebtedness to local assessed valuation has been identified as an important predictor of net interest cost consideration should be given to reducing the existing indebtedness of the school corporation. Where feasible, the debt ratio should not exceed the 20-25 per cent range for favorable interest costs.4. School administrators should assume more responsibility in preparing the prospectus, in the financial planning, and in obtaining the bond rating.5. The study should be replicated every two years to determine if the predictors identified in this study remain consistent with respect to predictability. The data base could be enlarged to include all public school building corporations marketing bonds for the calendar years 1970 through the most recent year data were available.6. A national study should be conducted which could randomly sample school districts throughout the nation, using variables selected from the study, with appropriate adjustments, to determine the strongest national predictor variables of lower net interest cost.7. A study should be conducted which would provide a handbook to assist Indiana school districts in marketing bond issues.

The major intent of the study was to analyze the professional preparation levels of Indiana public school certificated personnel from 1965-1966 through 1974-1975 for discernible trends and attendant economic effects, if, in fact, such trends and effects existed.Multivariate analysis of variance was utilized to analyze trends in the professional preparation levels of certificated personnel in 303 Indiana public school corporations for three variables: (1) the state as a whole; (2) three geographic regions; and (3) three wealth categories. The F-ratio for multivariate test of equality was utilized to test the significance of trends, and a Pearson Product Moment Correlation was utilized to verify that relationships did exist among the variables.The overall fiscal impact of the changing mix of preparation levels for the ten-year period was identified by multiplying the 19741975 mean, salary for each of six levels of professional preparation by the number of personnel at each level for each year of the ten-year Period. The resulting products were summed and differences computed. The fiscal impact associated with increased preparation levels was isolated by holding mean salaries and years of experience constant at 1974-1975 levels and the total number of personnel at 1974-1975 levels, with the mix of preparation levels permitted to vary by relative annual percentages for each year of the ten-year period.The findings of -the study indicated that the percentage of personnel with a bachelors degree as the highest degree held decreased from 55.88 percent in 1965-1966 to 35.91 percent in 1974-1975 while the percentage of personnel with a masters degree increased from 38.53 percent to 61.13 percent. The mean years of preparation per FTE certificated personnel increased from 4.l166 to 4.555. A very highly significant difference (.0001) was found in the mix of preparation levels of personnel across the ten-year period. Constant, linear and quadratic relationships were significant at the .05 level or above. Significant differences were not found among trends in the preparation levels for three selected geographic regions and for three selected wealth categories across the ten-year period.The following conclusions were drawn from the study:1. A very strong linear trend exists in increased preparation of Indiana public school certified personnel.2. Although the slope of the trend in increased professional preparation does not differ among northern, central and southern regions, the southern region has a slightly lower mean level of preparation than either the northern or central region.3. The slope of the trend in increased professional preparation does not differ for the three wealth categories; however certificated personnel in high wealth corporations have a slightly higher level of preparation than personnel in medium wealth corporations, and personnel in medium wealth corporations have slightly higher levels of preparation than personnel in low wealth school corporations.4. A total of approximately $156.6 million in total salary cost increases would have occurred during the ten-year period if mean salaries were the same for all ten years as in 1974-1975. 5. An estimated increase of $42.92 million or approximately 27.4-percent of the total increase, measured in current dollars, is the direct result of increased preparation levels of certificated personnel if the total number of personnel were the same for all ten years as in 1974-1975.6. At current trends of increases in preparation levels of certificated personnel, approximately four dollars per pupil in 1974-1975 dollars can be expected as an increased annual operating cost as a result of increased preparation levels of certificated personnel. Such a value will compound with inflationary increases.The strong increase in the percentage of personnel with masters or higher degrees with an accompanying decrease in the percentage of personnel with a bachelors degree provides an indication that state-mandated professional improvement has resulted in increased preparation levels of certificated personnel. A major portion. of the fiscal impact of increased preparation levels of certificated personnel can be attributed to a state mandate of increased professional certification standards.

Indiana University-Purdue University Indianapolis (IUPUI)

The purpose of this study was to examine the GED-ON-TV project operated by Muncie Community Schools in 1986-87, and to look at the effect of the program on under-educated adults in east central Indiana. The study also offered recommendations for improving the operation of the GED-ON-TV project for use by other adult education providers throughout Indiana and the country.GED-ON-TV began to broadcast a series of 43 television in Muncie, Indiana, in November, 1986. The programs were designed by Kentucky Educational Television specifically for adult high school drop-outs who wished to prepare to take the General Educational Development (GED) Tests, and earn a high school equivalency credential. The series featured programs on reading, social studies, science, writing and math.The target population for the series was the 41,150 drop-outs in the six east central Indiana counties, who received the WIPB-TV signal, and who left high school somewhere between theprocedures used ninth and eleventh grade. The counties participating in the project were Blackford, Delaware, Henry, Jay, Madison and Randolph.A massive advertising campaign was launched to recruit students from throughout the area. The promotional campaign resulted in 994 inquiries to an "800" telephone number. Of these, 498 students enrolled in the program. At the end of the series, 157 adults took the GED Tests and 134 passed and received a high school equivalency certificate.The project surveyed all students who enrolled in the program and learned that over 58 per cent claimed that the learn-at-home series was the first contact they had had with any adult education program.This study explains in detail the operating by the project and offers 11 specific recommendations for improvement of the project that may be used by other adult education providers wanting to begin a GED-ON-TV program. / Department of Telecommunications

During the summer of 1968, the Vice President for Student Affairs at Ball State University, established the Office of Special Programs. Personnel of the Office were charged with the responsibility for developing and providing special services for students with low academic records so that collegiate success and persistence might be enhanced. The Director of Special Programs was directly charged with the responsibility for providing academic counseling, advice relative to course selections, and for marshalling existing university academic and ancillary support systems as necessary to improve college persistence behaviors among students classified for "Admission with Warning."Personnel of the Office of Special Programs developed and implemented a program designed to provide special academic and supportive services to "Admission with Warning" students. The Directed Admission Student Experimental Program was implemented in the fall of 1968. The program included a remedial reading course, a remedial writing course designed specifically for students identified for the DASEP experience. Personal counseling and special Curricular Advising services were provided to all DASEP students. Over the period from 1968-1972 a total of 274 students were selected to be participants in the DASEP group, and a total of 273 students were identified for inclusion in a control group.The purpose of this study was to determine whether students admitted to the Ball State University Directed Admission Student Experimental Program (DASEP) during the period from 1968 to 1972, persisted to program completion more frequently than did similar students in an identical non-DASEP control group. If the null hypothesis relating to the major purpose was not accepted, differences among DASEP persisters and non-persisters would be investigated.A second purpose of the study was to collect and analyze evaluative perceptions from participants of the Directed Admission Student. Experimental Program relative to the special services provided.The research was planned to test the null hypothesis relating to persistence in the DASEP program and to secure evaluative perceptions about the services from 274 DASEP students.The investigator collected data on persistence in the DASEP program from 265 DASEP and 255 control group students. Data were statistically treated by means of the chi square statistic. The .05 level was used for hypothesis acceptance or non-acceptance. In order to secure evaluative perceptions about services provided participants in the DASEP program, a Likert type instrument was developed and sent to 250 participants in the DASEP program. Review of the data led to the following conclusions:There was no statistically significant difference found between the DASEP group and control group students in persistence to the completion of their individual educational program.Less than one-half of the DASEP students perceived the services provided by the Reading Clinic to be helpful.Slightly more than one-half perceived the services of the Writing Clinic to be helpful.Depending upon the service, about one-half of the students perceived the special Curricular Advising services to be helpful.About one-third perceived the subjects taught in the seminar class to be helpful.Slightly less than one-half of the DASEP students perceived counseling, provided by the staff of Special Programs to be helpful.In a summary question, 94 percent of the DASEP students perceived the DASEP program had been beneficial to them.

More and more developmentally disabled adults who in the past were institutionalized are now being returned or kept in their communities. Often there are few appropriate alternatives in education to handle their needs. This thesis examines an alternative that has great promise asan appropriate approach to the learning needs of the developmentally disabled adult.Using 4-H concepts as a lifelong education alternative, Elkhart County has demonstrated the success of an informal and flexible educational program that can be offered for as long as the developmentally disabled adult wishes.As a pilot program for the past four years, 4-H has continued to grow in areas of enrollment, projects selected, community awareness, personal growth, state and national interest.This paper takes into account the problems, successes, leadership requirements, materials adaptations, and career development of both youth and adults.Much work remains to be done in the area of lifelong educational alternatives for the developmentally disabled adult so that each person continues to grow through his/her life. The recommendations given in the final chapter suggest avenues leading to this end.