Principals believe that Intech applications are suitable for most administration tasks. They appear to be content with the amount of user documentation provided by the vendor and supplemented by the school board. The principals hold the opinion that while Intech does not threaten school administration jobs, it does not create many new jobs. Support from the governing bodies (in this case, the Quebec Ministry of Education) is limited and budgeting for Intech almost always presents a problem. / There appear to be at least two types of principals insofar as Intech use and application are concerned. The "enabling" principal provides a supportive environment to school staff for the proper use of Intech for administration purposes. The "nonenabling" principal is indifferent to Intech use in schools and actively attempts to avoid any and all contact. The study revealed the former are in a significant majority.

The major purpose of the study was to develop simulation materials uniquely designed for use in preparation programs for secondary school administrators in Indiana. The procedures used in the study included the following: (1) development of a conceptual framework for guiding the construction of simulation materials, (2) development of background materials describing the simulated school system, (3) development of selected administrative problems for use with the simulated school system, (4) development of a format and a procedural guide for use of the simulation materials in a class in secondary school administration, (5) use of the simulated materials and selected administrative problems in a pre-service secondary school administration class, (6) preparation of an evaluation instrument to secure student evaluations of simulation materials and techniques, (7) administration of the evaluation instrument, (8) analysis, tabulation, and presentation of the data obtained through administration of the evaluation instrument, (9) presentation of the findings, conclusions, and recommendations for further study, and (10) presentation of the simulation materials, decision analysis form, and questionnaire used in the study. Student evaluations pertained to the following aspects of student perceptions of the simulation materials and utilization procedures developed as a part of the study: (1) the "reality" of the simulation experiences, (2) the orientation value of the in-basket problems, (3) the value of the simulation materials for creating an understanding of the need for additional professional preparation, (4) the orientation value of the background materials, (5) the value of the simulation activities, (6) the relative value of simulation as a teaching technique, (7) the most-valued and the least-valued in-basket problems, (8) the adequacy of time allocations, (9) suggestions for improvement of the simulation materials and activities, (10) suggestions for additional uses of simulation materials, and (11) the most-liked and the most-disliked aspects of the simulation experiences. Conclusions were based upon the findings of the study, on the literature and research reviewed as a part of the study, and on the experiences of the writer in designing and testing the simulation materials developed as a part of the study. 1. The simulated in-basket problems have potential value for orienting pre-service secondary school administrators to current problems of practicing secondary school administrators in the State of Indiana. 2. The simulation materials have limited potential value for creating an understanding of the need for additional professional preparation prior to assuming the secondary school principalship. 3. Utilization of the background materials as reference sources for the in-basket problems has potential value for orienting students to the contents of legal, procedural, and regulatory reference materials commonly used by practicing secondary school administrators in Indiana. 4. Both pre-service and in-service educational administrators enthusiastically support the use of stimulation materials as an instructional device. Students using simulation materials readily become involved in simulation activities and do perceive such activities as being of considerable instructional value. 5. Educational administration students do perceive simulated administrative problems as representing authentic problems of practicing school administrators. 6. Individual and group problem-solving simulation activities do induce educational administration students to develop alternative strategies for problem solutions. 7. Simulation materials and utilization procedures representing authentic educational administration problems, which will be perceived as moderately realistic administrative experiences by students using such materials, can be inexpensively developed and tested. Recommendations for further study were based upon the findings of the study, upon the literature and research reviewed as a part of the study, and upon the experiences of the writer in designing and testing the simulation materials. 1. The simulation materials developed as a part of the study should be used with other pre-service secondary school administration students in other institutions of higher learning in Indiana for the purpose of validating or rejecting the findings of the study. 2. Studies should be initiated for the purpose of comparing performance of simulated administrative tasks with on-the-job administrative performance. 3. The feasibility of presenting the simulated administrative problems developed as a part of the study through media other than the in-basket medium should be investigated.

The purpose of the study was to determine the types of organizational structures, activities, and adviser compensation plans utilized within student councils in Indiana. public senior high schools. The population of the study was defined as all advisers of student councils in the 241 Indiana public senior high schools during the 1978-1979 academic year. The review of related literature and research revealed empirical data regarding the types of organizational structures, activities, and adviser compensation plans were either incomplete or outdated. Most of the literature was found to be subjective. The survey instrument was a 94 item questionnaire developed after reviewing related literature and consulting with a committee of experts. Two hundred-one student council advisers returned completed questionnaires. The following findings were based on analysis of data obtained from 201 questionnaires: 1. Fifty-five percent of the respondents had more than 12 years of teaching experience. 2. Forty-eight percent of the respondents had fewer than 4 years of teaching experience in the senior high schools in which the respondents were employed prior to appointment as student council advisers. 3. Sixty-seven percent of the respondents were considered members of teaching staffs. 4. Student members of 94 percent of the student councils were elected by popular vote of the students. 5. Seventy-nine percent of the student councils met during the regular school day. 6. Seventy-four percent of the student councils met at least once every two weeks. 7. Forty-four percent of the student councils were involved in the development of codes of dress and student conduct. 8. Forty-two percent of the student councils were involved in the formulation of school policy. 9. Twenty-one percent of the student councils were involved in in curriculum development and evaluation. 10. Advisers of 61 percent of the student councils reported receiving compensation for serving as student council advisers. 11. Advisers of 32 percent of the student councils reported receiving between $101 and $300 for serving as student council advisers. Advisers of 15 percent of the student councils reported receiving $100 or less for serving as student council advisers. 12. Advisers of 72 percent of the student councils reported devoting an average of less than 4 hours per week beyond normal school hours to student council responsibilities. The following conclusions, based upon the review of related literature and research and upon data from the study, were developed: 1. The organizational structures of a majority of student councils conformed to criteria established by experts for effective student councils regarding student representation, membership selection, frequency and time of council meetings, and the existence of written documents detailing responsibilities, authority, purposes, and aims of student councils. 2. Student council members were more likely involved in student social activities and student awareness activities than curriculum development or formulation of school policy. 3. Student council members in senior high schools with student populations greater than 2,000 were more likely to be involved in the formulation of school policy and codes of dress and student conduct than were student council members in senior high schools with student populations of 2,000 or less. 4. While a majority of student council advisers have 12 or more years of teaching experience, the assignment to serve as student council adviser has been given to teachers with few years of teaching experience in the senior high schools in which the advisers have been employed. 5. A majority of student council advisers received an amount of money specified in negotiated agreements as compensation for serving as student council advisers.6. Student council advisers believed the most appropriate compensation for serving as student council advisers was money.

Thesis (Ph. D.)--Brigham Young University. Dept. of Counseling Psychology and Special Education, 2004. / Includes bibliographical references (p. 94-107).

Thesis (Ph. D.)--University of Texas at Austin, 2006. / Vita. Includes bibliographical references.

Thesis (Ed.D.)--University of Tulsa, 1977. / Bibliography: leaves 78-82.

Thesis (Ph. D.)--Michigan State University. Dept. of K-12 Educational Administration, 2008. / Title from PDF t.p. (viewed on March 31, 2009) Includes bibliographical references (p. 273-285). Also issued in print.

Thesis (Ph. D.)--George Peabody college for teachers, 1919. / Thesis note on label mounted on p.2 of cover. Bibliography: p. [152]-153.

Thesis PlanB (M.S.)--University of Wisconsin--Stout, 2008. / Includes bibliographical references.

Thesis--PlanB (M.S.)--University of Wisconsin--Stout, 1998. / Includes bibliographical references.