This study was designed to investigate differences in administrative attitude adopted by line versus staff type administrators of community college based allied health career education programs when professionally and non-professionally related job responsibilities were considered.The population included 126 administrators each of whom represented a community college which hosted from five to fifteen allied health career programs, inclusively, and which maintained a full time equivalent enrollment of 2000 or more students. Seventy-three administrators identified themselves as line type and fifty-three as staff type.Data for the study constituted responses to a questionnaire survey instrument comprising twenty statements divided equally between professionally related and nonprofessionally related job responsibilities. Responsibility statements were adapted from conference reports citing specific competencies for allied health career administration.Participants responded to each of the twenty responsibility statements by selecting one of five equally marked referent positions on a leadership-management scale. Responses were quantified as line and staff group mean scores and analyzed statistically. Five null hypotheses were tested using non-directional t tests at the 0.001 level of significance. Where significance was determined, F tests were employed to verify homogeneity of variance. Three hypotheses were structured to test inter-group score differences when all and sub-sets of responsibilities were considered. Two hypotheses were employed to test intragroup score differences when professionally versus nonprofessionally related statements were considered.Analysis of data, organized relative to each of the hypotheses, led to the following conclusions:Line type administrators, as a group, adopted a moderate position of leadership when all twenty job responsibility statements were considered. Staff administrators tended toward an attitude of management. The difference was statistically significant.When professionally related statements were considered, both line and staff groups adopted attitudes of leadership. Line administrators, however, adopted a stronger referent than did staff. The difference was significant.Statistically significant difference was determined between line and staff responsibility referents to nonprofessionally related statements. Line administrators tended to a leadership referent and staff adopted a slight managerial referent.Observably large standard deviations for line and staff group mean scores necessitated tests of homogeneity of variance. These tests showed statistical significance when line versus staff group scores were compared in response to all twenty responsibility statements as well as in response to professionally related statements. Frequency polygon plots of individual scores depicted a bimodal distribution of staff respondent scores.The line administrator group adopted a position of leadership for both professionally and non-professionally related statements of job responsibility. This referent was expressed more so for the former set of responsibilities than the latter. The difference between referents was statistically significant.Staff administrators adopted a group attitude slightly on the leadership side of the leadership-management scale when professionally related statements were considered and slightly on the management side for non-professionally related statements. The difference, however, was not statistically significant.Tabulation of descriptive data revealed that approximately three-fifths of both line and staff respondents possessed a health career credential. Fifty-two per cent of line respondents compared to thirty-three per cent of staff reported that they occupied their position for five or more years.In summary, this study confirmed differences in attitudes of leadership and management adopted by line versus staff type administrators of allied health career programs when identical statements of job responsibility were considered. Ambivalence of staff group leadership and management attitude to responsibilities was also noted. The inherent nature of the line type administrative position as opposed to a staff type suggests a basis for these findings.

The purposes of the study were to examine: (1) the opinions of the lay faculty and the administrators regarding the role of the lay faculty in academic governance; (2) the importance of selected internal devices and impediments that facilitate or hinder lay faculty participation; and (3) the influence of the Vatican II decrees regarding lay faculty participation in governance. The population for the study consisted of 154 full time lay faculty and 31 administrators from 5 Catholic colleges in Indiana.The principal research instrument was a seventy item questionnaire directed at obtaining responses to a series of forced-choice decisional activities and encouraging written commentaries illustrating some basic issues in Catholic college governance practices. A visit to each college and a review of the college publications supplemented the responses received in the questionnaire.The principal analytical method employed was a t-test of independent groups at .05 level of probability applied to the means and standard deviations of the response on the decisional activities in Part One of the questionnaire. Percentages and the means were calculated for the responses in Part Two which was concerned with the importance of selected variables that facilitated or hindered lay faculty participation in governance. Percentages were also used in Part Three, demographic information, to construct a profile of the lay faculty and administrators at Catholic colleges. A review of the literature supplemented the statistical analysis of the data.The data were reported under the following divisions:1. Part One - The responses on the twenty-nine decisional activities concerning academic affairs, student affairs, personal and financial affairs, and public-alumni affairs were statistically analyzed to examine the difference in opinions between the lay faculty and the administration.2. Part Two - Means and percentages were employed in ranking the importance of selected variables that facilitate or hinder lay faculty participation in governance.3. Part Three - A profile was constructed using such factors as age, sex, highest degree held, years at the college, and rank to compare the lay faculty and the administrators at the Catholic colleges in the study.4. Narrative summaries supplemented the data reported in tables in each part of the study.The findings of the study support the following conclusions:1. The faculty and administrators indicated that the faculty role was more predominant in the academic affairs than in areas of student affairs, personal and financial affairs, public and alumni affairs.2. The administrators felt that the faculty role in academic governance was greater than the role indicated by the faculty.3. There were similarities in the findings of this study as compared to the findings in the Archie Dykes and American Association of University Professors studies Similarities were noted in the predominance of the faculty role in academic affairs and the predominance of the administrators role in the area of financial affairs.4. In rating the usefulness of the participatory devices, the most important finding was that, except for departmental meetings and faculty senate, none of the devices were rated very high in providing opportunities for meaningful faculty participation.5. Ranked last among the devices, the local chapter of the American Association of University Professors, was nonetheless, viewed as having some usefulness in affecting faculty participation.6. The feelings that too much time was spent in meetings and committees belaboring various points, and faculty apathy, were ranked as the two most important factors inhibiting faculty participation in academic governance.7. The Vatican II decrees were viewed as exerting a mild influence upon the implementation of faculty participation in academic governance.8. The governing boards of the Catholic colleges were viewed, by the majority of the respondents, as being unavailable to the faculties.9. A majority of the respondents indicated that they were not aware of the colleges adopting the American Association of University Professors Statement on Governance.

Thesis (Ph. D.)--University of Oregon, 2007. / Typescript. Includes vita and abstract. Includes bibliographical references (leaves 133-141). Also available for download via the World Wide Web; free to University of Oregon users.

Thesis (Ph. D.)--University of Nebraska, 1937.

Thesis (M.A.)--University of Central Florida, 2009. / Adviser: Dwight Kiel . Includes bibliographical references (p. 300-305).

The aim of this thesis is to understand the experiences of eight American high school students who have been diagnosed with cancer. By increasing understanding of the challenges that adolescents in cancer survivorship experience, better support can be identified. The experience of cancer survivorship influences the physical, psychological, and social experiences of patients. As the survival rate of childhood cancers continues to increase, death becomes less likely making the need to maintain educational engagement during survivorship increasingly important. The research questions for this study were designed to address two main gaps in the current field of research. The first research question aims to address how the physical and psychological effects of cancer and treatment impact the participants' engagement with school. The second research question aims to understand the role that school plays for adolescents in cancer survivorship, including how participants experienced supplemental education during and after cancer treatment. This study uses a qualitative research methodology to address the research questions utilizing primarily semi-structured interviews and an adjusted version of the Adolescent Coping Scale. When used in combination with the interviews, the scale provides a picture of what the participants experienced and how they have been able to cope with the challenges they have faced. Interpretive phenomenological analysis was used to provide structure to the interview analysis. The results of this study show that fatigue and a compromised immune system have an impact on school attendance more than other physical effects during cancer treatment. As a result, adolescents are most at-risk of experiencing challenges in educational engagement during treatment. The results of this study also show that the feeling of uncertainty throughout cancer survivorship promotes fear and the feeling of a loss of control. Once treatment ends, fear of relapse is common. Physical and psychological effects were felt to improve as time passed. Another key result of this study is that the cancer experience results in a shift in perspective that becomes incorporated into the formation of identity. Participants feel different from peers as a result of the physical and psychological effects of the cancer experience. The results from the Adolescent Coping Scale indicate that school achievement, relapse and the worsening of physical side effects, and being treated different by peers were common concerns for the participants regarding their school, illness, and social concerns, respectively. Lastly, the participants view supplemental education as successful if it meets their personal academic and physical needs, is implemented consistently, and helps them to feel emotionally supported and socially connected. However, more research is needed that focuses on the implementation of policy at the state and district levels to discern whether this is a common challenge unique to this population of students with a physical or medical disability. The sample available for this research topic is not only limited to an extremely small population, but they are also a highly guarded population, making access for recruitment challenging. However, while generalization is difficult with a study of this size, the evidence collected on the participants' experiences during and after treatment provides valuable data on aspects of supplemental education implementation.

The study addresses the fiscal, governance, and educational impact of the Education Consolidation and Improvement Act on elementary and secondary education in Oregon from its inception in 1983 through the 1985 fiscal year. A review of the national literature and research provided rationale for hypothesizing within state redistribution of federal aid to elementary and secondary school districts, increased federal aid to local education agencies, a continuation of decreased federal funding for state educational agency positions, and an expansion of federal aid to private schools. Interviews were conducted with Oregon Department of Education officials, members of the State Block Grant Advisory Committee, and local educators. State documents and plans were studied and analyzed. Oregon's 309 elementary and secondary school districts and seven state institution schools were classified into five recipient groups: (1) Population Center; (2) Suburban; (3) Metropolitan-Urban; (4) Rural; and (5) State Institutions. School districts gains and losses within groups and among groups were computed and reported. The study showed that the metropolitan school district of Portland and the state institution schools were the only two groups to lose federal aid in the transition from the antecedent categorical programs in 1982 to the first year block grant program in 1983 while the proportion of federal aid per-pupil allocated to suburban and population center school districts increased. The trend from 1982 to 1985 showed per-pupil distribution shaped federal aid into more of a mathematical equity distribution where the percent of federal aid has become more proportionate to the percent of pupils in school district groups. The study also found that the block grant set aside at the state level is a significant source of funds to support educational change and reform. The Oregon Department of Education has used block grant funds as a major revenue source to support the Oregon Action Plan for Excellence. The study concluded that the program had moved federal aid away from previously targeted needs and that federal aid, in the absence of strongly worded purposes and national interests, may evolve into an educational revenue sharing program. In times of economic difficulty and revenue shortfalls, the justification for continued educational block grants may be questioned.

For the past few years the homemaking courses has shifted its emphasis from cooking and sewing skills to the solving of managerial problems of the individual and the family of today. Each person who is taking an active part in living is constantly purchasing and consuming goods and services and must realize that his welfare depends upon the relation between the satisfactions that he receives from the things he buys and the price that he pays for them. Since every one must purchase goods, the high school student needs to learn how to buy wisely. The executive committees of the homemaking divisions in the different states which are revising the courses of study realize that management of money from the consumer-buying view point is important and needs a place in meeting the needs and interests of the high school student of today. The problem in this study is to determine the adequacy of the objectives on consumer-buying in the homemaking courses in high schools of the Southern Region. This study is made for the purpose of determining the adequacy and extent of consumer-buying teaching objectives in homemaking education in the high schools of the Southern region. in order that way may reach a conclusion as to the adequacy of the objectives we must adopt a standard. We will consider the objectives and desired outcomes set forth by the Department of the Interior as that standard. We will reach our conclusion through a compilation of consumer-buying courses offered by the schools of these states of the Southern region and by a comparison of the objectives and outcomes of the state courses with those of the United States Vocational Education consumer-buying courses.

Title from title page of PDF (University of Missouri--St. Louis, viewed February 9, 2010). Includes bibliographical references (p. 152-165).

Within the past three years, men's track and field teams were being eliminated in the Mid-American Conference (MAC). Gender equity legislation, namely Title IX, was being blamed for those cuts. By probing the beliefs and opinions of coaches and administrators, a more accurate representation of gender equity could be drawn. The focus of this study was to gain a greater understanding of how gender equity is perceived by Mid-American Conference (MAC) athletic administrators and coaches.Q-methodology was chosen as the most relevant method to achieve the desired outcome. This method would take the subjective opinions and beliefs of the subjects and transform them into numbers that could be analyzed. The resulting information would create factors, or groups,which would help draw some conclusions on the true impact of gender equity legislation in the MAC.The subjects of this study provided two distinct factors labeled: "Title IX Defenders" and "Title IX Amenders." Title IX Defenders felt adamant that Title IX should not be altered. They primarily wanted to protect the integrity of the legislation. Title IX Amenders felt that Title IX should be altered to prevent further damage to men's non-revenue athletes, while continuing to protect female athletes. / Department of Journalism