The purpose of the study was to determine the current attitudes of Indiana public school superintendents regarding futurology and its effect on selected school functions. Specifically, the purposes were to determine the attitudes of superintendents relative to the following research questions.1. What is the attitude of superintendents relative to the inclusion of current futurological knowledge at all grade levels in the public schools?2. What is the attitude of the superintendents relative to a systematic application of futurological knowledge in the design of staff development programs for teachers and administrators in the public schools?3. What is the attitude of superintendents relative to futurological knowledge as a potential effect on instructional methods in the public schools?4. What is the attitude of superintendents relative to futurological knowledge which can influence decisions of the superintendent?Methods and procedures used to determine the attitudes of the superintendents were a pilot study and a resulting questionnaire. The pilot study was constructed for purposes of arriving at relevant items of future-knowledge which were to be representative of educational futures as they were ;appearing in the literature. The resulting questionnaire was sent to all Indiana public school superintendents to obtain an assessment of their current attitudes regarding forty items of futurology as such items affected selected public school functions.The participating superintendents were asked to indicate on a scale, the point which most accurately described their current attitude toward a given item as depicted in the literature of educational futurism. Means of the percentages were calculated to determine the percent of superintendents having formed attitudes regarding each of the research questions. In addition, means of all responses were calculated to arrive at attitudes of superintendents regarding futurology and its effect on selected school functions.Conclusions of the study were:1. Almost all responding Indiana public school superintendents were aware of educational futurism as a phenomena which they were at least willing to perceive.2. Approximately one-fourth of the superintendents in Indiana did not have sufficiently strong beliefs and/or opinions about educational futurism to have formed attitudes regarding the phenomena.3. Three-fourths of the schools in Indiana are being administered by superintendents who have formed attitudes regarding the effects of futurology on school functions.4. A small number (3 percent) of the superintendents rejected all items of future-knowledge as they presented in the study.5. A large percentage of the student population in Indiana are attending schools under the leadership of superintendents who have attitudes formed about the effects of futurology on school functions.6. Two-thirds of the superintendents had formed attitudes to a high enough level that they could intelligently design preferable futures for school organization patterns.7. Three-fourths of the superintendents indicated they had formed attitudes regarding futurology and instructional methods at a high enough level permitting them to intelligently aid in the design of alternative teaching methodologies for the future.8. Three-fourths of the superintendents indicated they had formed attitudes about futurology and in-service training to a high enough level permitting them to intelligently aid in the design of alternative futures for structuring new staff development programs.9. A little less than three-fourths of the superintendents indicated they had formed attitudes regarding futurology and the decision-making process. The superintendents indicated by their responses that they could design preferable means for arriving at decisions.

Thesis (M.U.R.P.) -- University of Adelaide, Dept. of Architecture & Town Planning, 1979.

Thesis (Ed.D.)--Murdoch University, 2002. / Thesis submitted to the Division of Social Sciences, Humanities and Education. Bibliography: leaves i-xiv.

Thesis (Ph.D.)--University of Wollongong, 1995. / Typescript. Bibliography: leaf 191-216.

Thesis (Ed.D.)--Teachers College, Columbia University, 1973. / Typescript; issued also on microfilm. Sponsor: Charles H. Lyons. Dissertation Committee: William P. Anderson. Includes bibliographical references (leaves 275-295).

Thesis (Ed. D.)--Boise State University, 2009. / Title from t.p. of PDF file (viewed Apr. 14, 2010). Includes abstract and autobiographical sketch. Includes bibliographical references (leaves 209-224).

Thesis (Ed. D.)--Illinois State University, 1978. / Title from title page screen, viewed Jan. 10, 2005. Dissertation Committee: Ronald Laymon (chair), J.H. McGrath, Ronald Halinski, Dale Jackson, Larry Kennedy. Includes bibliographical references (leaves 113-119) and abstract. Also available in print.

Thesis (Ph. D.)--Illinois State University, 1980. / Title from title page screen, viewed Mar. 2, 2005. Dissertation Committee: John McCarthy (chair), James A. Hallam, J.H. McGrath, Carroll A. Taylor, Gary W. Tubb. Includes bibliographical references (leaves 91-95) and abstract. Also available in print.

Thesis (Ed. D.)--Illinois State University, 1974. / Title from title page screen, viewed Nov. 1, 2004. Dissertation Committee: Clayton Thomas (chair), J.H. McGrath, D. Gene Watson, Eugene Fitzpatrick, George W. Forgey. Includes bibliographical references (leaves 85-92) and abstract.

Thesis (Ph. D.)--Illinois State University, 1983. / Title from title page screen, viewed May 13, 2005. Dissertation Committee: J.H. Grath (chair), Patricia Dearborn, John Brickell, Mary Ann Lynn, Creta Sabine, Michael Winchell. Includes bibliographical references (leaves 149-158) and abstract. Also available in print.