The purpose of this thesis is to study the development of professional archaeology in Indiana. To begin, an attempt has been made to place Indiana archaeology in the framework of national archaeology. Hopefully this will provide a needed prospectus in understanding the significance of the pattern of development in Indiana. The actual study of Indiana development begins in 1816 with the earliest known performance of archaeology within the state and the reasons why it was undertaken. Following that the development is traced through the 1800's and explanations are offered as to why archaeological interest matured so slowly during the period. In the early twentieth century when the archaeologically related activities transpired more rapidly, the important developmental trends are elaborated and the individuals instrumental in their maturation are brought into focus. The period from 1938-60 is then devoted almost entirely to the activities of Glenn A. Black, the "grand old man" of Indiana archaeology, which included excavation at Angel Mounds and the establishment of a field school and archaeology program at Indiana University. The 1960's are covered by a discussion of the diversifications of Indiana archaeology through the appointment of James H. Kellar to succeed Black at Indiana University, the engagement of B. K. Swartz, Jr., by the Social Science Department at Ball State Teachers College to establish an archaeology program at the school, and the hiring of Robert E. Pace by the Social Science Department at Indiana State Teachers College.The development of archaeological programs in two additional institutions possibly kindled a rebirth of Indiana archaeology. The state still remains outside the mainstream of United States archaeology, but Indiana is probably more typical than atypical in this regard. Since archaeological intellectual theory is developed largely on an individual basis and reflects the individuals involved instead of statewide programs, many states, even those where considerable excavation is ongoing within their boundaries, lag in making current theory operational. All that is really needed in Indiana is a dynamic archaeologist who is willing to express and test fresh ideas and place' the results in print. If this were accomplished, the provincial quality of Indiana archaeology would be lost.Ultimately, though, archaeology within the state must undergo some basic changes if a total view of Indiana prehistory is to be seen. The archaeology program at each of the universities must become dynamic and support a variety of research studies. Temporal-spatial studies need to be made in all sections of the state with all classes of artifacts, and documented cultural sequences must be established as soon as possible so that it will be possible to reconstruct the way people lived in Indiana during prehistoric times. Once this is accomplished, inter-area comparative studies of cultures, trade patterns, and migration routes will begin unveiling the true Indiana prehistory.If archaeologists interested in Indiana archaeology begin doing more extensive research and keeping their colleagues current on their activities through professional meetings, university-supported research reports, and national archaeology journals, there is no reason why Indiana cannot be on the frontiers of United States archaeology. There will be a long path to follow, but the nucleus of interest, financial support, students, and professional leadership is already available. All that is needed is the development of available resources.

A total of 1,019 Amblyomma, americanum, 479 Dermacentor variabilis, 6 Ixodes texanus, and 1 I. dentatus ticks was collected from mammals and vegetation on three sites in Indiana, from March to October, 1986. Midgut diverticula were examined for the etiological agent, Borrelia burgdorferi, of Lyme disease (LD), using dark-field and immunofluorescence microscopy, and tissue samples cultured in BSK II medium for 7 to 21 days. Spirochetes were isolated in the BSK II medium from pools of midgut diverticula from 6 D. variabilis from Martin County and pools of midgut diverticula from 7 D. variabilis from Lawrence County. Spirochetes from Martin County differed morphologically from B. burgdorferi, and did not react positively to the rabbit anti-B. burgdorferi conjugate from the Montana NIH Laboratories. Spirochetes from Lawrence County were morphologically similar to B. burgdorferi, and reacted positively to direct immunofluorescence tests with rabbit anti-B. burgdorferi conjugate.Kidneys, spleens, and samples of blood were examined from 42 live-trapped white-footed mice (Peromyscus leucopus) for B. burgdorferi. No spirochetes were isolated from these organ cultures. Occasional human cases of Lyme disease in Indiana and the observation of spirochetes similar to B. burgdorferi in size and morphology from D. Variabilis ticks, suggest that B. burgdorferi may be present in Indiana. / Department of Biology

The goal of this study was to survey the woman suffrage movement in Indiana. It focused principally upon the leaders, the organizations, and the activities which compromised the movement.Efforts to achieve other rights for women and additional reform movements were also examined when their existence, their leadership or their activities affected the status of the woman suffrage movement in Indiana. In addition, attempts to achieve woman suffrage in other states and at the national level were noted when they had impact upon the Indiana movement.One rather curious fact which this study emphasized was that Indiana women were among the last to achieve suffrage, although they had organized the first state woman suffrage association. They did not achieve the vote until the nineteenth amendment provided it to all American women in 1920.

The purpose of the study was to describe perceptions of Indiana public school teachers regarding:1. existing in-service program practices and2. effective practices for in-service programs.A questionnaire was mailed to randomly selected Indiana public school teachers employed during the 19751976 school year. Usable questionnaires were returned by 243 teachers, eighty-one percent.Data reported represented a description of the perceptions of teachers in the study as tabulated by number and percent.The following conclusions were formulated from the summary of the findings based upon teacher perceptions of effective elements for in-service programs:1. School corporations should provide teachers with in-service programs.2. In-service programs should be based upon the needs of teachers.3.Teacher needs should be determined through surveys or questionnaires.4. Teachers and administrators should have equal input in planning in-service programs.5. In-service programs should be planned for each semester as determined by the needs of the teachers.6. The duration of each session should be determined by the needs of the program.7. The most desirable time for an in-service program should be during the normal school day with released time for those attending.8. Only a qualified expert should conduct the in-service program.9. Teachers should be grouped by grade or subject interest or a combination of both.10. The in-service program should include a workshop-type session providing for teacher involvement and participation.11. Following the in-service program an evaluation of the session should be made.12. A "follow-up" program should be established to determine if in-service objectives were implemented in the classroom.

This is a study of the geographical distribution in Indiana and the social distribution in a few Indiana counties of several hundred lexical items taken from the Linguistic Atlas work-sheets. The material was gathered in 1957 and 1958 by means of a questionnaire distributed using a variation of the correspondence method described and shown to be valid by Alva L. Davis in his Ph. D. dissertation "A Word Atlas of the Great Lakes Region" (University of Michigan, 1948). The purpose of this study was to discover what the primary material shows about the northern and southern boundaries of the Midland dialect area in Indiana, and to show what it reveals about the effect of age and education on vocabulary.The study is based on 263 questionnaires consisting of 147 checklists like those used by Davis in his dissertation. The informant was asked to circle the word or expression in each checklist which he would use to express the idea defined in that semantic unit.The study makes frequency counts of the recurring lexical items by a methodology developed by Charles L. Houck and recorded in his "A Computerized Statistical Methodology for Linguistic Geography: A Pilot Study" [Folia Linguistica, I (1967), 80-95] and in his "A Statistical and Computerized Methodology for Analyzing Dialect Materials" (Ph.D dissertation, University of Iowa, 1969). Houck's programs, designed for the IBM 7044, 32K core computer, are adapted in this study to the IBM 360-40, 331K core computer.The first three chapters of this dissertation describe the problem and the method, review related studies, and survey Indiana settlement history. Chapter IV shows the geographical distribution of items in 133 of the checklists, only those which contain items the regional classification of which could be discovered in former studies. Chapter V is a record of the distribution by age and education among the informants from eastern central Indiana of the items in 23 of the checklists. The Appendix contains a sample questionnaire, maps showing the geographical distribution of the items in 50 checklists, and sample computer programs and read-outs.The conclusions in this study conflict with Davis' "A Word Atlas of the Great Lakes Region" in 50 instances out of 96 checklists which appear on both his questionnaire and the one used in the present study. These conclusions suggest that considerable change in vocabulary occurred in the decade between Davis' study and the time the material was gathered for this study.The limited analysis of the distribution of lexical items based on age and education shows little that is surprising. The older informants tend to have more alternate terms for a specific meaning than do the younger ones. The less well educated informants are generally made up of the older ones; therefore, the discovery that the less education, the more variety of vocabulary is likely insignificant.Generally, this study indicates that dialect boundaries among Northern, Midland, and Southern Regions on the East Coast which other studies have shown to extend westward-are blurring considerably in Indiana.

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.

There is no abstract available for this dissertation.

This study of district instructional leadership for school improvement sought to identify leadership practices among Indiana curriculum directors and to investigate relationships between their self-rated practices, student achievement, and certain demographic variables. For the purposes of this study, the curriculum director was designated as the administrator with primary responsibility for oversight of district curriculum and instruction, irrespective of specific position or title. Using Kouzes and Posner's Leadership Practices Inventory: Self (3rd ed.), participants provided self-ratings of their leadership behaviors on five sub-scales: challenging the process, inspiring a shared vision, enabling others to act, modeling the way, and encouraging the heart. Three of these practices, challenging the process, inspiring a shared vision, and enabling others to act, were of particular interest since these skills are repeatedly cited in the literature as critical to effective district leadership for school improvement. Data provided by 262 (89.4%) of Indiana's 293 public school districts suggested that curriculum directors' relative strengths were enabling others to act and modeling the way. A key issue emerging from the study was the need for curriculum directors to further develop their skills in challenging the process and inspiring a shared vision since these are essential to effective instructional leadership but were among the least likely to be endorsed. Several demographic variables were noted as predictors of self-rated leadership skills; advanced levels of education were positively correlated to challenging the process and inspiring a shared vision, and the position held by the curriculum director was associated with four of the sub-scales: challenging the process, inspiring a shared vision, enabling others to act, and modeling the way. Notably, in 56.5% of the districts the superintendent acted as the curriculum director and provided instructional leadership in addition to other typical responsibilities. This finding suggests that expertise in instructional leadership as well as school finance and human resource development is important for aspiring and practicing superintendents. Finally, after controlling for demographic variables, the researcher concluded that no correlation existed between self-rated leadership practices of Indiana curriculum directors and student achievement. / Department of Educational Leadership

The purpose of the study was to collect and compile data relating to the eight types of vocational programs that are offered by public secondary schools throughout the State ofIndiana.The eight available programs were:1.(ACE)Agri-Business Education.2.(COE)Business and Office Education.3.(DE)Distributive Education.4.(HOE)Health Occupations Education.5.(HERO)Home Economics Related Occupations.6.(ICT)Industrial Education.7.(ICE)Inter-Disciplinary Cooperative Education.8.(RVC)Regional Vocational Centers.The major areas of emphasis for the study were the scope of the programs offered, program implementation, selection and control of students and staff assignments and responsibilities.The questionnaire was mailed to a randomly selected sample population of one hundred Indiana public secondary school principals. Seventy-four per cent of the secondary principals polled returned the questionnaire, with six principals indicating that no vocational programs were in operation at the time of the study.Based upon the findings of the study the following conclusions were reached:1. Business and Office Education (COE) and Regional Vocational Centers (RVC) and Agri-Business Education (ACE) were the most common types of vocational education offered by the public secondary schools in Indiana.2. Boys enrolled in vocational programs were most interested in Regional Vocational Centers (RVC) and AgriBusiness Education (ACE). The area of least interest to boys was Home Economics Related Occupations (HERO). Girls enrolled in vocational programs were most interested in Home Economics Related Occupations (HERO) and Business and Office Education (COE). The area of least interest to girls was Agri-Business Education (ACE).3. A large majority of the schools with vocational programs require some type of age or grade level requirement for admittance into the vocational program.4. A large majority of the schools with vocational programs do not require minimum grade or academic standards for admittance into the vocational program.5. All schools with vocational programs permit any interested student to participate in extra-curricular activities providing the student meets the minimum membership standards established by the organization or the state.6. A large majority of the schools with vocational programs consider vocational students for employment within the school corporation.7. Approximately three-fifths of the participating schools have related instruction classes which operate in conjunction with on-the-job work opportunities. Most of the related instruction classes were held at the mid-point of the school day, either late morning or early afternoon.8. Approximately one-half of the school corporations employ a full-time vocational coordinator. The remaining fifty per cent were considered as part-time coordinators and on the average taught two additional classes. Part-time coordinators were in most cases given time during the afternoon hours to work with the vocational program.9. A large majority of the schools with vocational programs used standard grades as a basis for evaluating student performance. Approximately 50 per cent of the schools used schools standards only in assessing grades while the remaining 50 per cent used a combination of school-employer standards in assigning grades.10. Approximately 75 per cent of the schools with vocational programs operated under the direction of an advisory committee consisting of local and area people associated with businesses, schools and government. The average number of members on advisory committees was six and the most common type of member was school personnel. Of those vocational programs operating under the direction of an advisory committee 98 per cent indicated that the use of advisory group was effective while the remaining 2 per cent believed that it did not improve the quality of the vocational program.11. Seventy-one per cent of the schools with a vocational program conducted a follow-up study of the vocational students. Approximately 53 per cent of the vocational students remained in the occupation for which they were trained, while 22 per cent pursued some type of additional post-secondary training.12. The most frequent comment by administrators and coordinators associated with the vocational program was that most vocational education students do not have enough time to become involved in the extra-curricular activities that are sponsored by schools.As a result of the conclusions presented in the preceding section, the following recommendations are proposed:1. Guidance counselors, curriculum specialists and school administrators should become more aware of the scope and quality of vocational education programs. Curriculum offerings should be such that students can prepare themselves for entering an occupation or some type of post-secondary training.2. Public school administrators should investigate the feasibility of coordinating the curricular offerings with the program of the nearest Regional Vocational Center. Those schools sending students to a Regional Vocational Center should evaluate the needs of the students and consider the possibility of sending additional students for some type of meaningful vocational training.3. Students in public secondary schools should be more aware of the major areas of vocational education and the many related occupations that provide maximum benefits in today's modern and complex society.4. Students enrolled in public secondary schools should become involved in assessing curriculum and occupational alternatives at an earlier age.5. The use of minimum grade standards as a requirement for admittance into vocational programs should be given careful scrutiny by school administrators and vocational coordinators. The student with poor academic credentials may be the one who could be best served by the vocational program.6. Coordinators should conduct a pre-school poll of vocational students to obtain an indication of extra-curricular interests and manipulate class and work schedules to increase the amount of extra-curricular participation time.7. School administrators could do much to display their confidence and support in vocational programs by hiring vocational students for work experience within the school corporation itself. Many area employers would feel more confident hiring vocational students if they knew that the schools had enough confidence in the vocational program to utilize qualified students themselves.8. School corporations could improve the quality of vocational programs by offering daily courses in related instruction. Such courses would aid students in obtaining instructional knowledge which could improve the students performance in relation to job skills and work experience. By offering related instruction classes at the mid-point of the school day, students involved in both morning and afternoon work experiences could receive the benefits of the program.9. Many schools could improve the quality and organization of the vocational programs offered by utilizing the services of a full-time vocational coordinator. Most part-time coordinators are handicapped due to the responsibilities that are associated with the teaching of additional classes.10. The mandatory use of advisory committees to regulate vocational programs would serve to improve the scope and quality of vocational education. State guidelines as to committee membership, committee make-up and committee responsibility would create a standardized base upon which vocational programs could adequately function.11. State guidelines to mandate the utilization of a follow-up study would do much to show the effectiveness of current vocational programs. The use of such a study would enable coordinators to assess the accomplishments of their program in relation to other schools in the state. It would also do much to aid coordinators in the establishment of practical and worthwhile work stations.

There is no abstract available for this dissertation.