This thesis was designed to determine readers'.perceptions of the Marion Chronicle-Tribune's coverage of the 197E Marion teachers' strike.An attitude questionnaire was sent out to a random sample of the newspaper's subscription list. Of the 972 instruments mailed, 199, or 23.6 percent, were returned properly and used as data.Participants' responses were analyzed by program QUANAL. The analysis produced three subscriber types. Type I was conservative, pro-Chronicle-Tribune; Type II was labor oriented; and Type III was undecided. A multiple regression test of the demographic factors, age, sex, level of education, annual income, whether respondent was labor or management, and the amount of time a respondent read the Chronicle-Tribune daily, yielded no relationship with the reason why a respondent was identified with one of the three types.The researcher concluded that subscribers perceived coverage on the basis of the issues, and not according to what stereotypes they may have held.

There is no abstract available for this dissertation.

Surveys were used to explore the perceptions of teachers and school psychologists about school psychological services in the state of Indiana. Respondents were 114 school psychologists (30.48% return rate) and 375 teachers of various specialties (32.89% return rate). Data was analyzed using descriptive and comparative statistics with attention given to the influence of demographic variables (e.g., years of experience, specialty area). Results indicated that school psychologists' primarily engage in testing and related activities despite their aspirations to engage in a broader range of roles. In addition, the school psychologists expressed a desire to work less with students referred for testing and increase their time involvement with other student groups. Demographic variables had a minimal impact on their perceptions. In contrast, teachers' perceptions often varied as a function of demographic variables, such as their grade level and specialty area (e.g., regular or special education). Several significant differences existed between what teachers perceived to be happening and what they would prefer regarding school psychologists' roles and student groups served. For example, regular education and special education elementary teachers and special education secondary teachers preferred to see school psychologists engage in a broader range of functions including counseling and direct intervention with students. These results have implications for advocating for role changes in school psychology. First, this knowledge might be used to inform school psychology training programs about the nature of practice and the need to include a balanced number of courses in testing, consultation, and intervention. Second, findings might be used by individual practitioners to assist them in understanding the perceptions and needs of teacher groups with whom they work and tailoring their practice to address those teachers' expectations. / Department of Educational Psychology

The purpose of this study was to measure stages of teacher concern about the use of instructional technology in the elementary classroom. The study examined the role of instructional technology as a change innovation within the Concerns-Based Adoption Model (CBAM).Elementary schools selected for this study were identified through the Indiana Department of Education's School Technology Profile completed during the spring of 2000. Stages of Concern Questionnaires (SoCQ) were mailed and systematically distributed to teachers in each school during the fall of 2002. The SoCQ consisted of thirty-five Likert-scale items that asked respondents to rate statements concerning instructional technology on a five-point scale.Data obtained from the Stages of Concern Questionnaire were analyzed, summarized, and presented in narrative form. Tables were developed to report the data. The following conclusions were drawn based on the findings in the study:1. Change innovations exist as a developmental pattern consisting of personal feelings and perceptions that evolve as the change process unfolds.2. Instructional technology exists as a change innovation for Indiana elementary teachers.3. Concerns expressed by Indiana elementary teachers toward instructional technology exist with similar levels of intensity at seven developmental stages.4. Among Indiana elementary teachers, significant differences exist among teachers at the Information and Collaborative stage, Consequence and Collaboration stage, and Consequence and Refocusing stage.5. When examining years of teaching experience, significant differences exist among teachers at the Informational, Management, and Refocusing stages.6. Indiana elementary teachers who had previous teaching experiences as middle school and high school teachers expressed no significant differences in concern when levels of teaching experience were considered.7. Indiana elementary teachers expressed no significant differences in concern when stand-alone computers limited their access to instructional technology.8. Indiana elementary teachers expressed no significant differences in concern when computer access to the Internet was readily available.9. Indiana elementary teachers expressed significant differences in concern about instructional technology when specific models for teacher training were examined.10. Indiana elementary teachers expressed no significant differences in concern when school district mandates to use instructional technology in the classroom were examined. / Department of Educational Leadership

The purpose of the study was to develop guidelines for the formulation of strike contingency plans to assist school administrators and boards of school trustees during a teacher strike. The study was designed to secure and evaluate strike contingency plan items currently being utilized by school administrators as well as ideas suggested through published literature by authorities in the field.An initial survey was conducted to collect strike contingency plans and to determine teacher strike experience of 286 Indiana school superintendents and of superintendents throughout the nation identified as having experienced a teacher strike during August and September of 1975. Data collected were used to determine the number of strike contingency plans in existence in Indiana and in school districts outside Indiana included in the survey, and the experience level of Indiana superintendents in dealing with teacher strikes.The tactical ideas, suggestions, and guideline statements secured from the review of the literature and analysis of strike contingency plan material received in response to the initial survey were developed into a form for evaluating strike contingency plan items. The evaluation form was divided into six sections designed to elicit responses relative to strike contingency planning. One hundred eighty-seven statement items relative to the board of education, superintendent, communication center, transportation, security, and building procedures were included. Superintendents were asked to indicate if the strike plan items should be included in a strike contingency plan- as well as to indicate the degree of importance of each strike plan item in maintaining the operational capacities of a school district during a teacher strike. Ten Indiana superintendents identified as having had experienced one or more teacher strikes and having developed a strike contingency plan for use should a strike situation develop served as evaluators.The findings of the study were developed into a set of guidelines for the development of a strike contingency plan. Strike plan items were classified as items essential to every strike contingency plan and as items which should be considered for inclusion in a strike contingency plan while the strike plan is being developed. The strike plan items provide a nucleus around which a strike contingency plan could be developed to adequately meet the need for advance strike contingency planning.

The problem of the study was to determine if a relationship existed between selected characteristics of Indiana public school corporations and the occurrence of impasse with teacher units during the process of collective bargaining in 1975.The fifteen selected characteristics of Indiana public school corporations chosen for the study were: student enrollment; average student-teacher ratio; adjusted assessed valuation per resident average daily attendance; annual net current operating expenditures per year end average daily attendance; mean age of teachers; age of the superintendent of schools; mean educational training of teachers; educational training of the superintendent of schools; mean educational experience of teachers; educational experience of the superintendent of schools; the location within a specific school corporation of the Uni-Sere office of the Indiana State Teachers-Association; past impasse history; the identification of a school corporation as being urban, suburban or rural; and he differential occupation of the school board spokesperson on the collective bargaining team.Data for the fifteen selected characteristics were obtained from the Indiana Department of Public Instruction, the Indiana Education Employment Relations Board and the Indiana School Boards Association. A General Null Hypothesis and fifteen Null-Sub-Hypotheses were formulated to test the relationship between selected characteristics of Indiana public school corporations and the occurrence of impasse during 1975. Of the 305 Indiana public school corporations, 246, or 85 per cent were utilized in the study.The multiple point-biserial correlation was used to test the General Null Hypothesis to determine if a relationship existed between the fifteen selected characteristics and the occurrence of impasse during 19.7.5. The point-biserial correlation was utilized to determine the relationship of eleven of the selected characteristics. The chi-square test of independence was used to test the remaining four selected characteristics. The hypotheses were rejected if either of three statistical treatments reached the .05 level of confidence.A significant relationship was found between selected characteristics of Indiana public school corporations and the occurrence of impasse in 1975. The following four characteristics were significant:1. The mean student enrollment was significantly larger for Indiana public school hcorporations that experienced impasse in 1975. There was a relationship between student enrollment and the occurrence of impasse.2. The majority of the school corporations that experienced impasse in 1974 also experienced impasse in 1975. The number of school corporations experiencing impasse in 1575 was greater than the number experiencing impasse in 1974. The number of schoc_ corporations not experiencing impasse in 1974 decreased in 1975. There was a relationship between past impasse history and the occurrence of impasse.3. Indiana public school corporations having teacher units exclusively represented by the Indiana State Teachers Association or the Indiana Federation of Teachers in 1975 significantly experienced impasse more frequently than teacher units that were represented by another teacher organization. There was a relationship between the exclusive representative for teachers and the occurrence of impasse.4. Indiana public school corporations categorized as being urban in 1975 significantly had more impasse occurrences than suburban or rural school corporations. Suburban school corporations significantly had more impasse occurrences than rural school corporations. There was a relationship between an urban, suburban and rural Indiana public school corporation and the occurrence of impasse.In 1975, Indiana public school corporations with larger student enrollments located inurban areas had a greater tendency to experience impasse in the process of collective bargaining than corporations with smaller enrollments located in suburban or rural areas. The likelihood of Indiana public school corporations experiencing impasse in subsequent years was greater after the initial experience with the impasse process. Indiana public school corporations having teacher units exclusively represented by the Indiana State Teachers Association or the Indiana Federation of Teachers were more likely to experience impasse in 1975.

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 study was designed to ascertain the tax supported cost of implementing collective bargaining in Indiana School Corporations in 1975. Two research questions were developed: (1) What was the statistically estimated direct cost to taxpayers attributable to implementation of Indiana Public Law 217 in 1975, and (2) what was the relationship between school corporation size and costs factors pertaining to implementation of Indiana Public Law 217.A questionnaire was designed, to obtain actual and/or estimated costs of administrative and clerical man-hours utilized to implement collective bargaining, costs of consultants and/or legal services, training workshops and materials, equipment and expendable materials. The questionnaire was sent to approximately one-half of the school superintendents in randomly selected Indiana School Corporations with large, medium and small size pupil enrollments.Useable responses were obtained from 93 out of 153 potential participants (60.7 percent), which included 13 reports that no bargaining occurred in 1975. Information from each questionnaire received was sorted and tabulated by means of a computer program especially designed for the purposes of the study. The total cost of implementing bargaining within each school corporation, the total and average cost of implementing bargaining within the groups of large, medium and small size school corporations, and within the entire set of respondents were found and analyzed.Findings derived from the present study indicate that the average cost of implementing bargaining in large size Indiana school corporations, as reported by 28 superintendents, was $10,839. The average cost of implementing bargaining in medium size school corporations, as reporter: by 32 superintendents, was $6,128 and the average cost of implementing bargaining in small school corporations, as reported by 20 superintendents, was $3,761 per school corporation. The average cost of implementing collective bargaining within the set of respondents, as reported by 80 superintendents, was $7,185 per school corporation. The total direct cost of implementing collective bargaining, determined by extending the average cost to all school corporations believed to have engaged in collective bargaining, was $2,047,725.The major conclusions were that: If all 305 Indiana school corporations had bargained and experienced expenses comparable to the reported expenses, implementation of collective bargaining would have cost taxpayers $2,191,425 and would have consumed 158,905 man-hours by administrators, clerical personnel and members of boards of trustees.

The purpose of the study was to examine the relationship between age, teaching experience, and major degree preparation area of the last degree earned of senior high school women teachers in Indiana and their motivation to pursue administrative careers. A second purpose was to report the opinions of women teachers relative to perceived opportunity to actively seek a position in administration at the senior high. school and/or central office level.An opinionnaire was designed to solicit responses from female senior high school teachers in Indiana concerning age, years of teaching experience, major degree preparation area of the last degree earned and their motivation to pursue administrative careers. Women teachers were asked to respond to questions requiring personal opinions on mentoring, relocating to assume an administrative position, interview opportunities for administrative positions, and the perceived reasons administrative positions were denied the respondent. In addition, the teachers were asked to state perceived opinions regarding the opportunity for women to actively seek an administrative career at the senior high school and/or central office level.One thousand names of women teachers in Indiana senior high schools, grade 9 through grade 12, were drawn by the Bureau of Educational Research from computer lists at the Department of Public Instruction. Six hundred twenty-two teachers responded to the opinionnaire.The responses to all questions soliciting demographic information were reported by number and percentage in three categories:1. Total number of respondents,2. Women who indicated an interest in pursuing administrative careers, and3. Women who stated they were disinterested in administrative careers in education.Responses to open-ended questions were separated into the following two categories and reported by percentage and/or number:1. Women who indicated an interest in pursuing administrative careers, and2. Women who stated they were disinterested in administrative careers in education.The following major findings were derived from the analysis of data:1. Of the 622 respondents, 142 respondents or 22.8 percent indicated an interest in pursuing administrative careers in senior high schools or central administration offices.2. Sixty-eight and four-tenths of the women interested in administration as a career were younger than 40 years of age.3. The largest number of respondents in each group, women who indicated an interest in administrative careers and women who indicated a disinterest in administrative careers, had taught from 5 to 15 years.4. The largest number of respondents in each group, women who indicated an interest in administrative careers and women who indicated a disinterest in administrative careers, reported the English degree as the major preparation of the last degree earned.5. Sixty-six and three-tenths of the 622 respondents indicated a lack of encouragement from administrators in their home district in regard to pursuing administrative careers.6. Twenty-one percent of the respondents perceived the major reason women have not pursued administration careers was due to family responsibilities.7. Eleven and seven-tenths percent of the respondents perceived the socialization process imposed on the American female as reason women have not pursued careers in school administration.8. Of the respondents who indicated an interest in pursuing careers in school administration, none cited family responsibilities as a limiting factor in the pursuit of an administrative career.

Unintentional injuries are the leading cause of death for children aged 5-19 Twenty-two million children are injured each year and approximately one quarter of these injuries occur on school premises. Schools must provide nursing services to children who attend school, but ratios of registered nurses to students is higher than the 1:750 recommended ratio. Current school teachers believe pre-service teachers should be trained in emergency care in teacher training programs. Yet, no research has been conducted to evaluate pre-service teachers’ knowledge and attitudes toward emergency care. The purpose of the study was to investigate pre-service teachers’ knowledge of and attitude toward emergency care in the school setting. A cross sectional group-comparison survey design was used. A 40-item questionnaire was administered to pre-service elementary teachers at Ball State University located in Muncie, IN. The questionnaire consisted of questions from “Emergencies in the school setting: Are public school teachers adequately trained to respond?” and Urban public school teachers’ attitudes and perceptions of the effectiveness of CPR and automated external defibrillators. Sub-group comparisons were made using bivariate and multivariate analyses of similar demographic, attitude, and knowledge questions. Findings indicated that pre-service teachers have a positive attitude toward emergency care, low levels of knowledge about emergency care, and a low level of willingness to provide emergency care in schools. In addition, when comparing pre-service teachers who had received emergency care training to those who did not, a statistically significant difference was found in their knowledge about emergency care. Emergency care training has limited influence on pre-service teachers’ attitudes and willingness to provide care. / Department of Physiology and Health Science