This study examined the perceptions of elementary school principals in Tennessee regarding the desirability and feasibility of adapting regular elementary classrooms and programs for the inclusion of children with moderate and severe disabilities. The purpose of the study was to add an administrative dimension to current research on inclusive educational programming for children typically educated in special (CDC) class settings. Data collection for the descriptive design of the study was accomplished by use of a 40 item survey instrument with a 7-point Likert-type scale for each construct (i.e., desirability and feasibility). Four ten item subscales addressed the areas of Staff Organization, Curriculum, Materials, and Instructional Methodology and the demographic factors of gender, age, teaching and administrative experience, training, and system size were examined for effect. Responding elementary principals in this study identified 95% of the presented adaptations as significantly more desirable than feasible with demographic factors having little or no effect. Moderate to high scores on the feasibility scale, however, indicated that principals do not view implementation of the adaptations as impractical. Conclusions of the study emphasize that the differing views of desirability and feasibility may be attributed to either a perceived lack of available resources or administrative autonomy or both, that adaptations may become less desirable and feasible as the time required for implementation increases, that adaptations of the curriculum were viewed as less desirable than other types of adaptations, and that the active participation of parents in curriculum design was viewed among the least desirable and feasible of all adaptations.

This study examined the perceptions of elementary school principals in Tennessee regarding the desirability and feasibility of adapting regular elementary classrooms and programs for the inclusion of children with moderate and severe disabilities. The purpose of the study was to add an administrative dimension to current research on inclusive educational programming for children typically educated in special (CDC) class settings. Data collection for the descriptive design of the study was accomplished by use of a 40 item survey instrument with a 7-point Likert-type scale for each construct (i.e., desirability and feasibility). Four ten item subscales addressed the areas of Staff Organization, Curriculum, Materials, and Instructional Methodology and the demographic factors of gender, age, teaching and administrative experience, training, and system size were examined for effect. Responding elementary principals in this study identified 95% of the presented adaptations as significantly more desirable than feasible with demographic factors having little or no effect. Moderate to high scores on the feasibility scale, however, indicated that principals do not view implementation of the adaptations as impractical. Conclusions of the study emphasize that the differing views of desirability and feasibility may be attributed to either a perceived lack of available resources or administrative autonomy or both, that adaptations may become less desirable and feasible as the time required for implementation increases, that adaptations of the curriculum were viewed as less desirable than other types of adaptations, and that the active participation of parents in curriculum design was viewed among the least desirable and feasible of all adaptations.

In 1979, President James E. Carter signed into law the thirteenth Cabinet-level office, the Department of Education. Although the United States has had a department, bureau, or office of education since 1867, the newly established Department of Education gave education a seat at the Cabinet table. Since that time, four individuals have served as secretaries: Shirley M. Hufstedler, Terrel H. Bell, William J. Bennett, and Lauro F. Cavazos. Examined in this study were the importance of leadership styles and educational philosophies as exhibited by the four secretaries. A tertiary concern viewed the role of the federal government in education. Leadership styles were determined along the political taxonomy of leadership (transactional or transformational) developed by Burns in 1978. Educational philosophies were examined under the traditional guise given them in most textbooks (Realism, Idealism, Pragmatism, etc.). Two views of government and education were also studied, limited and unlimited. The study was qualitative rather than quantitative. A content analysis was performed on the secretaries speeches, monographs, articles, addresses, and annual reports. Interviews were also conducted with the secretaries or their proxies. Conclusions of the study called into question the appropriateness of the federal Department of Education and its role as a reform agent in the schools and the ability of a given leader to lead at a federal level of responsibility. Educational philosophies were found to be nearly exact predictors of polices formulated and pursued and may act as good barometers for predicting what direction future secretaries may follow. The historical understanding of limited government may be lost on future secretaries, given the proliferation of federal programs by the government.

The purpose of this study was to determine the extent of congruence between teachers' and undergraduate education majors' learning styles in selected colleges of the Tennessee Association of Colleges for Teacher Education, and to determine if the style congruence was related to student perceptions of the classroom learning environment. A related purpose was to identify needed changes in classroom environments based on the characteristics of the actual and ideal classroom environments as perceived by students, characteristics of the actual classroom environment as perceived by their teachers, and characteristics of actual and ideal classroom environments as perceived by men and women students. A relationship of classroom environments was also examined. Kolb's Learning Style Inventory and the Adult Classroom Environment Scale were administered to students and teachers in selected colleges for teacher education that were members of the Tennessee Association of Colleges for Teacher Education during the Fall, 1994. Data were analyzed using measures of central tendency and measures of dispersion, t-tests for dependent (correlated) means, t-tests for independent means, and Pearson Product Moment Correlations. Results indicated that the predominant learning style for both students and teachers was Accommodator. The students preferred Diverger as their second dominant learning style while the teachers preferred Assimilator. The teachers incorporated logical thinking, systematic thinking, and intellectual thinking in their learning behavior, while the students preferred to learn by viewing situations from different points of view and to observe without taking action. Matching students' learning styles with those of teachers was not found to be related to the ratings of the classroom environment. Significant relationships were found to exist between all classroom dimensions except Task Orientation and Student Influence. Both teachers and students viewed Teacher Support as the most prevalent element of the actual classroom environment and Student Influence as the least noticeable element of the classroom environment. However, the teachers' views for the actual classroom environment were higher than students' views in all subscales except for Organization and Clarity.

The purpose of this study was to explore the relationships among hardiness, health and burnout and to investigate the relationships of the subscales of hardiness to health and to the subscales of burnout among teachers in the Sullivan County School System. The Hardiness Test was used to measure hardiness and the Maslach Burnout Inventory Form Ed to measure burnout. Results of the Health Evaluation and Risk Test was reported on the Educators Demographic Data Survey. The study sample consisted of 501 teachers. A statistically significant relationship was revealed between hardiness and health; among the hardiness subscales, commitment accounted for the largest amount of variance in health. Multiple regression was used to analyze the relationships among the subscales of hardiness and the subscales of burnout. Of the hardiness subscales, commitment and control equally accounted for the greatest amount of variance in depersonalization and personal accomplishment. To determine the extent to which the subjects' demographic variables were related to any study variables, correlation coefficients were computed between demographic variables and each of the study variables. While age, years teaching experience, and level taught were significantly related to the study variables, the extremely low correlations indicate that only 1% of the variance in these three variables were explained by the study variables, preventing meaningful interpretation. Kobasa's health and hardiness theory is supported by the results of this study. These results also support previous research findings which suggest that hardiness buffers against burnout.

This study examined the level of acceptance of marketing by colleges and universities in the United States. It was based upon the "Four Stage Model Reflecting the Acceptance of Marketing in Higher Education Institutions" developed by Simmons and Laczniak (1992). The primary purposes of this study were to validate the model and to identify the operational level of marketing acceptance at colleges and universities. Secondary purposes were to determine if the level of acceptance differed according to source of control/affiliation (public v. private), highest level of degree awarded (associate, baccalaureate, master's, doctors), regional location, urban location, and institutional size. Variables were measured through a survey instrument developed by the researcher. A pilot test was conducted for reliability and validity testing of the instrument. It was then sent to a random sample of institutions which was chosen from the population of all nonproprietary colleges and universities in the United States. Responses from 243 institutions were used for data analysis. Major findings include: (1) stage completion was associated with the source of control (public v. private), a greater percentage of private institutions have completed each stage; (2) source of control/affiliation should be controlled for when comparing marketing of institutions; (3) most colleges have completed Stage One (marketing as promotion), with fewer than half completing Stage Two (marketing as market research), and about a quarter completing Stages Three (marketing as enrollment management), and Four (strategic marketing management); (4) there were no differences in stage scores based on the highest level of degree awarded, regional location, urban location, and institutional size when controlling for the source of control/affiliation; (5) the Four Stage Model has some validity, but more research is needed, particularly regarding the latter stages. Several recommendations were made. They primarily focus on the model, sampling and measurement, and future research needed on marketing acceptance.

The primary purpose of this study was to determine if a relationship existed between the financial health of academic institutions and the leadership style of college and university presidents. Financial health was defined as the ability of an institution to pay its current debts. Secondly, the study tested a number of hypotheses derived from the contingency model of leadership effectiveness. Lastly, the study attempted to determine if there was an association between two lists of institutions considered to be led by effective presidents. The study involved a stratified random sample of 263 private institutions accredited by the Southern Association of Colleges and Schools (SACS). Data analysis for seven of the eight null hypotheses posed was based upon the scored responses from 77 presidents and financial data from 53 of their associated institutions. Financial data from 199 institutions was used to test the remaining hypothesis. The data were analyzed by means of the Jaspen's M correlational technique, one-way analysis of variance, directional t tests for independent data, and a point-biserial correlation. From the data analysis, it was determined that a significant association did not exist between financial health and leadership style and financial health and institutional degree granting status. The scored data failed to support, as well, the major tenets of the contingency model. In addition, a significant association was not established between institutions led by presidents with reputations for effective leadership and institutions led by presidents who were considered effective by the terms of this study. The data analysis did establish that the majority of the responding presidents were task-oriented leaders operating in high control situations and that institutions which offered the bachelor's degree as their highest degree awarded were those most frequently found in the good financial health category while those which offered the master's degree as their highest degree awarded were those most frequently found in the poor financial health category.

The problem was that much effort was being put into an alliance for preparing school leaders with little evidence concerning how effective such groups were in promoting positive change. The purpose of this study was to provide a historical background for the National Alliance for Developing School Leaders that included the rationale for the endeavor, the identification of key actors and their roles, and perceived changes resulting from Alliance affiliation. The information gleaned from the study was intended to answer the formulated research questions. Data were collected using semi-structured interviews and through examination of relevant documents. Data were coded and clustered to assist with the organization of a plethora of information. The information was then used to tell the story of the National Alliance for Developing School Leaders as told by those directly involved in the conception and development of the Alliance. Evidence indicated that change had occurred as a result of the National Alliance for Developing School Leaders, however, the degree of change experienced varied across university sites. Conclusions drawn indicated that the Alliance provided faculty and students exposure to new materials and teaching techniques, opportunities for increased presentations and publications, higher visibility, professional development opportunities that included area school administrators, and increased professional dialogue regarding changes needed in administrator preparation programs. Evidence existed that more on-site visits and opportunities to dialogue about the successes of each program as well as the difficulties encountered by the universities attempting to change their preparation programs were desired by Alliance participants. Participants reflected on their experiences resulting from involvement with the National Alliance for Developing School Leaders and then shared insights regarding essentials necessary for successful multiorganizational collaborative efforts.

The purpose of this study was to examine the impact of retention on the academic performance of students retained in the third and fifth grade during the 1985-86 school year. A follow up study was used to analyze changes in academic test results. Another purpose was to interview teachers who had retained students and teachers who had taught the children the next school year to determine what changes occurred in instructional practices. Forty retained students of Northeast Tennessee were matched according to sex and similar scaled scores on the Stanford Achievement Test. Scores were compared by grade and by year from 1986 through 1989. An interview guide was used to collect responses from teachers. Answers were categorized according to physical, social, academic, behavioral, emotional, programmatic and, instructional factors that were common to retained students. Findings indicated there were no statistically significant differences in test scores for students who had been retained, verses students who had been promoted two years after the retention occurred. Findings also indicated minimal programmatic interventions were conducted for students during the second year in the same grade. The primary factors teachers listed for causing students to be retained were lack of academic performance in the regular classroom and lack of listening and attention skills. Most teachers relied upon physical, social, and behavioral maturity to aid students in their academic success, rather than different instructional interventions.

The purpose of this qualitative study was to give an indepth and insightful description of the personal and professional worlds of the women high school principals of grades 9-12 in Tennessee in 1993. Specific areas which were addressed in the study included: (1) personal background information, (2) career paths and goals, (3) personal influences upon the women (4) possible barriers, (5) the role(s) of the woman high school principal, and (6) job demands. The data were gathered through a demographic questionnaire and the process of the long interview with open-ended questions with all seventeen of the women high school principals in Tennessee in 1993. Instead of aggregate descriptions, the intent of the analysis was to utilize the direct quotes of the women whenever possible to present a clearer representation of the women's individual perceptions or "life-world". The findings of the study indicated some overall commonalities, specifically in career decisions, educational background, and career paths. The women were greatly influenced to enter teaching by their parents and their teachers. Most of the women had undergraduate majors and minors in English and social studies. Only one of the seventeen women began her career with any career plan other than teaching. The women did not perceive that they had experienced major career barriers, particularly relative to family responsibilities. However, the majority perceived that being "female" was in itself a barrier. The women characterized themselves as spending more time in management than in instructional leadership. Overwhelmingly, the women mentioned "time constraints." The women acknowledged the recent or current existence of a "good ole boy network" in their school systems. They recognized the importance of "mentors," "visibility," and "networking" to career advancement. They recommended to women high school principal aspirants to learn all they can about the job, be visible, work hard, and not be discouraged. The results of this study should prove pertinent in the field of education and particularly to women administrative aspirants and administrative preparation programs.