The purpose was to develop a study unit to acquaint Indiana educators with the use of basic legal resources of Indiana through explanations of the relevant primary research publications.Review of related literature indicated a void of such publications in Indiana explaining the primary legal resources of the state. Due to the complexity of the legal network forming the foundation, structure and control of school systems in Indiana, a study unit providing knowledge of the mechanics of legal resources for students of school law was necessary, beneficial and innovative.Nine legal resources were chosen with the aid of How to Find the Law, by Roalfe; Pollack's Fundamentals of Legal Research, by Jacobstein and Mersky; Effective Legal Research, by Price and.Bitner; Legal Research in a Nutshell, by Cohen; West's Law Finder, byWest; and A Schoolman in the Law Library, by Rezny. The nine basic legal resources of Indiana selected for study and explanation were:Constitution of the State of Indiana 2) Burns' Indiana Statutes AnnotatedAnnual Reports and Official Opinions of the Attorney General of IndianaIndiana ReportsShepard's Indiana CitationsWest's Indiana DigestWest's Indiana Law EncyclopediaIndiana ActsIndiana Code of 1971A basic pattern was maintained in presenting a background in the use of the legal resources explained. The purpose and. definition of each resource was provided with tables of contents, legal abbreviations, coded numbers and subject indexes presented subsequently. Reproduced pages of the resources were incorporated to aid in explaining the research publications. The repeated system of explanation was designed to aid the educator in following the procedure utilized in each of the nine basic legal resources and to facilitate understanding of each primary legal resource of Indiana.The scope and relevance of each resource was also emphasized. In many instances the resource explained provided helpful cross references, extending the value of the legal publication for further school law research by the educator in Indiana. Skill in the use of the nine Indiana legal resources allowed the educator to locate and understand the cases and statutes relating to educational law in Indiana.Summary questions were designed to involve the student in actual use of the basic legal resources. Each summary question presented involved a specific aspect of the previously explained legal resource. Insight and appreciation for the systematization of the resources was to be gained by the educator in utilizing the information provided to answer the questions posed. The questions were further designed to assist the student of school law in locating answers to specific questions that might arise in the daily operation of Indiana schools. Questions posed for purpose of the study unit were followed by the appropriate answer allowing students to determine if correct responses were being made.A glossary of commonly utilized legal terms was provided to facilitate the understanding of thestudent, since the basic legal resources frequently used legal language.The legal explanations and summary exercises provided in the study unit were not designed to answer specific questions or solve specific problems for the school administrator involving school law. Nor was the information presented designed to eliminate legal counsel when serious problems concerning school law arose.The intention of the study unit explaining the basic legal resources of Indiana was to facilitate the researching of cases and statutes concerning school laws relevant to. the operation of Indiana schools.

The purpose of the study was to analyze the impact of the financial assistance for textbooks and related instructional materials portion of Public Law No. 390 (1987) on textbook rental programs in public school corporations across Indiana. The results of the analysis were compared with data from the financial assistance program prescribed in Public Law No. 209 (1979). The Indiana Department of Education's Textbook Cost Survey was designed to collect financial information about textbook rental programs for the school years 1984-85 through 1986-87 when P.L. 209 was in effect. A questionnaire, modeled after the Textbook Cost Survey, was developed to collect similar information for the school year 1987-88 when P.L. 390 came into effect. This survey was sent to the 209 school corporation that had responded to the Department of Education survey. Percentage distributions and mean per pupil financial data were ascertained for the data obtained from the two instruments. Based on information gained from the study, a comparative analysis of the impact of Public Laws 209 and 390 on Indiana textbook rental programs was made.Data collected supported the following conclusions:1. Because Indiana law requires the adoption of some new textbooks each year, mean per pupil textbook rental billings will continue to increase annually, as mean per pupil textbook rental billings did from 1984-85 through 1987-88, the four years included in this study.2. The overall percentage of mean per pupil textbook rental billings collected each year from parent/guardians or emancipated minors will continue to decrease as did the overall percentage of mean per pupil textbook rental billings collected during the four years (1984-1988) included in the study.3.Because of the inclusion of standardized financial eligibility criteria and allocation of sufficient funding for total reimbursement of eligible financial assistance billings from individual school corporations, the financial assistance portion of P.L. 390 is an improvement over P.L. 209.4. Because of the specific delineation of textbook rental fee components eligible for financial assistance reimbursement under P.L. 390, implementation of the law brought about changes in the components some school corporations included in textbook rental billings.5. In an attempt to make up some of the difference between actual textbook rental billings and eligible financial assistance billings sent to the Department of Education for reimbursement, an increasing percentage of school corporations switched from annual recovery of 20 percent of textbook costs to annual recovery of 25 percent of costs after implementation of P.L. 390.6. School corporations who ask parent/guardians or emancipated minors approved for financial assistance to pay the difference between the actual amount of textbook rental billings and the amount of financial assistance reimbursement received from the state face a difficult public relations situation.7. The data from 1987-88 appear to indicate P.L. 390 has had a positive impact on the mean per pupil amounts of unpaid textbook rental billings pursued for collection.8. The mean per pupil costs for pursuing collection of unpaid textbook rental billings through small claims court or other collection methods are not truly representative of actual costs because personnel costs were frequently omitted.9. Textbook rental funds which are, theoretically, designed to be self-supporting cannot continuously absorb the loss of income resulting from exclusion of some components normally included in textbook rental billings from financial assistance reimbursement, exclusion of students qualifying after November 1 each year from financial assistance reimbursement, and reimbursement at a different percentage of costs than the percentage normally charged in textbook rental billings.10. After implementation of the financial assistance portion of P.L. 390, those school corporations who indicated expenditures for components normally included in textbook rental billings but excluded from financial assistance reimbursement would be paid from the general fund, or who indicated the general fund would be used to reimburse textbook rental funds for the losses of income incurred through implementation of P.L. 390 have provided only a temporary solution.

The purpose of the study was to analyze Indiana statutes affecting contract rights of public school teachers and to determine documenting procedures a public school administrator performs to challenge a right to a continuing contract.The analysis of current Indiana statutes in effect as of July 1, 1982 provided a comprehensive review of the following: basic components of contract forms, grounds for contract termination, contract termination procedures, evaluation timelines and a description of documentation components.A survey instrument collected data regarding documentation procedures administrators perform. Twenty-one administrators from seven Indiana school corporations, responded.Changing state statutes governing teacher contracts are most complex and greatly affect the function of the administrative documentation. The statutes provide protection to the teacher and administrators must turn to effective collection and use of multiple types of evidence to support decision making.Recommendations for future research include a regular updating of information relevant to obligations for teacher and development of effective strategies of evidence collection and use for public school administrators.

There is no abstract available for this dissertation.

This thesis has examined the effectiveness of the administration of the Indiana Uniform Consumer Credit Code by the Indiana Department of Financial Institutions. The overall effectiveness was analyzed in terms of three broad criteria: (1) the ability of the regulatory provisions of the law to be correctly interpreted and applied; (2) the prospective ability of the enforcement mechanisms of the law to halt, restrain, redress the effect of, and deter violations; and (3) the willingness of the administrative agency to efficiently and effectively utilize the administrative powers and perform the administrative duties delegated to it. Each was scrutinized independently in preparing the findings for and deriving the conclusions from this study.The writer found that the Code was extremely complex and difficult to interpret; that the enforcement mechanisms were far from ideal; and that the Department generally failed to compensate for these weaknesses as shown by the unaggressive utilization of its administrative powers and the complete failure to carry out certain of its administrative duties.

This thesis is an evaluation of the campaign to pass a Judicial Amendment to the Indiana Constitution. The study first explores constitutional revision throughout the United States and then focuses on Indiana. The study traces the origins of the Amendment as well as its content. Next the organization of the Judicial Amendment campaign is traced, as well as the role of various participating groups in advocacy and education. In addition the thesis statistically explores the success or failure of many campaign activities, including the effect of interest groups and urbanization on voting patterns.

This thesis has demonstrated that Indiana played a major role in the American reform movement usually associated with the Populist and Progressive eras. Through an analysis of the issues brought before the Indiana General Assembly and a discussion of successful and unsuccessful progressive legislation, this study has shown that Indiana was a progressive state and therefore in the mainstream of the American reform movement of the late nineteenth and early twentieth centuries. In addition, the thesis explored the voting records of the various legislators between the decades from 1890 to 1910 and arrived at some general conclusions concerning the origins and development of progressivism in Indiana. Finally, brief biographies of some of the outstanding progressive legislators were included in the study.

The purpose of the study was to determine if there is a relationship between types of entry-level preparatory nursing programs in which a nurse receives basic nursing education and conceptual and theoretical approaches to patient care. A secondary purpose of the study was to determine if there is a relationship between entry-level basic preparatory nursing education and nursing leadership, the ability to make nursing diagnosis, and implementation, as well as evaluation of the nursing process. Three nursing practice categories were identified and included: professional, all-nurse, and technical.Useable data collected by short-essay questionnaire from 343 out of 344 sample subjects were computed to determine the relationship, if any, between basic preparatory nursing education and conceptual and theoretical approaches to patient care. Decisions about three Null Hypotheses were made at the 0.05 level of significance utilizing analysis of covariance and the 0.01 level of significance utilizing Chi-Square analysis.FINDINGS1. For Hypothesis I, the main effect for degree work when covaried with Verbal Scholastic Aptitude Test Scores, Quantitative Scholastic Aptitude Test Scores, time, and age indicated a significance of 0.000 for all item associations in the professional, all-nurse, and technical categories utilizing analysis of covariance, and 0.0000 utilizing Chi-Square analysis.2. For Hypotheses II and III, the main effect for degree work when covaried with the aforementioned variables indicated a significance of 0.000 utilizing analysis of covariance, and 0.0000 utilizing Chi-Square analysis.Conclusions1. Graduates of Baccalaureate degree programs do vary in conceptual and theoretical approach to nursing care in specific nursing care situations.2. There is a significant relationship between the level of basic educational preparation and the degree and proficiency of leadership demonstrated by a nurse in specific nursing care situations, particularly, when uncontrolled variables have been controlled.3. There is a significant relationship between educational preparation and degree of proficiency to which the nurse makes nursing diagnosis, executes, and implements the nursing process, and evaluates the effects of nursing interventions.

The purpose of the study was to ascertain what the four state universities were doing to prepare prospective teachers in the area of legal rights and responsibilities of teachers and students.The population of the study was defined as personnel of the Indiana State Department of Public Instruction, university undergraduate deans, and professors responsible for the teaching of legal aspects of education to prospective teachers, and a random sample of student teachers.The review of literature and research revealed empirical data regarding school law, the courts, and preparation of prospective teachers in the area of legal rights and responsibilities outdated or non-existent, and subjective in nature. Authors agreed that prospective teachers need to be knowledgeable in school law for effective performance of duties. Authors found little actually being done to prepare teachers in the legal aspects of education and that reforms were needed at the collegiate level.The following findings were based on analysis of data obtained from interviews and questionnaires: Not all universities have met the requirement of including the legal aspects of education for undergraduate prospective teachers; the amount of time spent teaching school law to undergraduates is left to the discretion of the individual professors; most classes which were designed to include school law were described with no mention of school law or legal topics in the course syllabi or college catalogs; only one university class had a specific text for the instruction of legal rights and responsibilities; professors agreed that more uniformity should exist; the majority of professors recommended that a course specifically in school law should be required at the undergraduate level for prospective teachers; the preparation and background of faculty responsible for teaching school law to undergraduate prospective teachers were lacking in school law training and experience; the majority of student teachers recognized and reported a lack of training in the area of school law; and all but three student teachers reported that an undergraduate school law course should be required at the undergraduate level for prospective teachers.The following conclusions, based upon the review of related literature and research, and upon data from the study, were developed: University requirements submitted to the Indiana State Department of Public Instruction may or may not take place on the campuses; few consistencies exist in the teaching of school law to undergraduate prospective teachers; most prospective teachers do not receive sufficient training in the area of legal rights and responsibilities of teachers and students; what is taught, how the material is taught, when it is taught, if it is taught, and how much time (if any) is devoted to the topic of school law are left entirely to the discretion of the professors; most professors recognize a need to do something to improve the teaching of school law to prospective teachers; professors assigned the responsibility of instructing prospective teachers in school law do not have background or training in the area; student teachers desire an undergraduate required course in school law; most school law was disseminated in a haphazard manner; a need exists to better prepare teachers in the area of school law; school law for undergraduate prospective teachers has not been a priority issue even in the face of growing litigation; most professors believe that teachers should learn school law by experience and on-the-job training; student teachers are fearful of growing court actions and expressed a need to know current laws to manage classrooms effectively; and professors responsible for teaching school law to undergraduate prospective teachers have not conducted any workshops, conferences, or seminars related to school law.

The study involved an examination of the function of the Attorney General of Indiana as legal adviser to public school authorities in Indiana.The purposes of the study were (1) to present information concerning the legal basis upon which the Office of Attorney General was founded; to describe: (2) the organization of the Office of the Attorney General of Indiana; (3) the procedure for requesting and rendering opinions from the Office of the Attorney General of Indiana; to ascertain: (4) the effect of such an opinion once said opinion has been rendered; (5) the relationship between the Office of the Attorney General of Indiana and local school corporation authorities with respect to the function as legal adviser; and (6) the relationship between the Office of the Attorney General of Indiana and local school corporation authorities with respect to the function as legal adviser.