This research study, based on 15 research questions, described demographic information, career patterns and career goals of 156 of Indiana's public school curriculum leaders. The two most common titles for curriculum leaders were curriculum director and assistant superintendent for curriculum and instruction. Significant associations were found in three areas: respondents with the highest degrees and those who had moved to the curriculum director's position from specific educational professions identified certain career goals; curriculum directors who planned to retire from their current positions chose curriculum as their ultimate career goal. Comparisons to Malone's (1999) study of Indiana's superintendents were included. Curriculum directors were evenly divided men and women, were 96% Caucasian, had a mean age of 51 years, and represented all sizes of school districts. / Department of Educational Leadership

The purpose of the study was to compare the perceptions of directors of special education cooperatives and superintendents in determining the actual and ideal role of the special education director in-the State of Indiana. The population consisted of fifty-seven directors and forty-two superintendents.A twenty-five item questionnaire containing statements pertaining to the role of the director of special education was utilized. Two null hypotheses were tested by using Chi-square. The .05 level of significance was established as the critical probability level for the nonacceptance of hypotheses.Findings1. Directors of special education and superintendents indicated agreement in perception on fifteen of the twenty-five items of the questionnaire regarding the director having actual responsibility and authority and ideal--having responsibility and authority.2. Of the sixteen significant findings, ten were in the authority dimension of the questionnaire.3. Directors of special education perceived the role of special education director as ideally having more authority to prepare the special education budget, approve expenditures, assign and supervise special education personnel, determine types of programing alternatives to be offered in the instructional program, keep staff informed of current trends, methods, procedures, rules and regulations, and allocate existing physical space for special education programs.4. Superintendents perceived the role of special education director as having more actual responsibility to determine transportation needs for the program, receive, initiate and process psychological diagnostic services, conduct procedures for reviewing handicapped student's program, and develop, implement and supervise curriculum for special education programs.Conclusions1. A conflict in role perception between directors of special education and superintendents generally does not exist.2. Differences in role perception will more often result from conflict over authority.3. Determining transportation needs for the special education program will probably result in role conflict between directors of special education and superintendents.

The purposes of the study were to: (1) compare the cost-loss ratio of selected Indiana school corporations in physical property insurance coverage; (2) review the established self-insurance funds that provide protection for public school property; (3) form a hypothetical self-insurance fund for the protection of the physical property of Indiana school corporations; and (4) to determine if a program of self-insurance by means of a funded reserve was feasible as an alternative for the protection of physical property.The method of investigation included the gathering of data by means of a developed questionnaire from selected Indiana school corporations having 10,000 students or more during the years 1969-70 through 1973-74. Evaluation was done by computing cost-loss ratios from the data. A review of operating self-insurance programs was made and a model plan of self-insurance for the public schools of Indiana was presented based on criteria of the operating funds and the experiences of the Indiana school corporations.The data were reported under the following divisions:1. The money expended for insurance premiums for the protection of physical property.2. The appraised value of the property insured.3. The method used to arrive at the valuation.4. The amount of money received from insurance companies as indemnity for loss of physical property.5. The difficulty encountered in obtaining insurance coverage for the school property.6. The method used for purchasing school physical property insurance.The data were treated normatively using percentages and tables. The findings of the study are as follows:1. The ratio of claims paid to the premium costs of insurance was 15.22 per cent for the five-year period.2. Twenty-nine per cent of the school corporations used the insurance company engineer to appraise the value of public school property; 29 per cent used the professional appraisal company; 17 per cent made use of architects; and 13 per cent used a committee to determine the insurable value of the physical property.3. Seventy-five per cent of the administrators reported that competitive bids were used for purchasing insurance. However, 25 per cent used other methods of placing the school property insurance.4. Most of the administrators, 87.50 per cent, reported having no difficulty in placing the coverage for the protection of their physical property; however, 12.50 per cent experienced difficulty in finding a company willing to insure the property.The findings of the study support the following conclusions:1. A considerable cash reserve would be available for educational purposes, other than the payment for insurance premiums, if the school corporations in the study had formed a selfinsurance fund during the 1969-70 school year and maintained the fund for the five-year period.2. All of the state self-insurance funds are operating with sufficient reserves to meet operating expenses and pay loss claims as they occur.3. Insurance costs for the public schools in states with operating self-insurance funds varied from no costs to 68 per cent of insurance bureau rates.4. Economically, a self-insurance fund would be feasible for the public schools of Indiana.The findings and conclusions of the study support the following recommendations:1. A self-insurance fund modeled after the one presented in this study should be developed and presented for consideration by the Indiana General Assembly.2. The General Assembly should provide a reserve for the fund during the first years of operation to insure solvency.3. The fund should operate on sound insurance principles and should be free from political pressures.

The problem was to determine the number and level of professional assignments of black administrators in Indiana public school corporations as compared with April 1969; and to discover the present perception of the position status of the black administrators serving Indiana public corporations in April 1969.

The purposes of this study were to investigate the type and extent of control exercised by local boards of education in Indiana school districts, determine whether selected discriminatory criteria used to identify the extent of local control in Colorado school districts were applicable to Indiana school districts, and compare the extent of local control exercised by school boards in large, medium, and small Indiana school districts.

The purpose of the study was to determine the current attitudes of Indiana public school superintendents regarding futurology and its effect on selected school functions. Specifically, the purposes were to determine the attitudes of superintendents relative to the following research questions.1. What is the attitude of superintendents relative to the inclusion of current futurological knowledge at all grade levels in the public schools?2. What is the attitude of the superintendents relative to a systematic application of futurological knowledge in the design of staff development programs for teachers and administrators in the public schools?3. What is the attitude of superintendents relative to futurological knowledge as a potential effect on instructional methods in the public schools?4. What is the attitude of superintendents relative to futurological knowledge which can influence decisions of the superintendent?Methods and procedures used to determine the attitudes of the superintendents were a pilot study and a resulting questionnaire. The pilot study was constructed for purposes of arriving at relevant items of future-knowledge which were to be representative of educational futures as they were ;appearing in the literature. The resulting questionnaire was sent to all Indiana public school superintendents to obtain an assessment of their current attitudes regarding forty items of futurology as such items affected selected public school functions.The participating superintendents were asked to indicate on a scale, the point which most accurately described their current attitude toward a given item as depicted in the literature of educational futurism. Means of the percentages were calculated to determine the percent of superintendents having formed attitudes regarding each of the research questions. In addition, means of all responses were calculated to arrive at attitudes of superintendents regarding futurology and its effect on selected school functions.Conclusions of the study were:1. Almost all responding Indiana public school superintendents were aware of educational futurism as a phenomena which they were at least willing to perceive.2. Approximately one-fourth of the superintendents in Indiana did not have sufficiently strong beliefs and/or opinions about educational futurism to have formed attitudes regarding the phenomena.3. Three-fourths of the schools in Indiana are being administered by superintendents who have formed attitudes regarding the effects of futurology on school functions.4. A small number (3 percent) of the superintendents rejected all items of future-knowledge as they presented in the study.5. A large percentage of the student population in Indiana are attending schools under the leadership of superintendents who have attitudes formed about the effects of futurology on school functions.6. Two-thirds of the superintendents had formed attitudes to a high enough level that they could intelligently design preferable futures for school organization patterns.7. Three-fourths of the superintendents indicated they had formed attitudes regarding futurology and instructional methods at a high enough level permitting them to intelligently aid in the design of alternative teaching methodologies for the future.8. Three-fourths of the superintendents indicated they had formed attitudes about futurology and in-service training to a high enough level permitting them to intelligently aid in the design of alternative futures for structuring new staff development programs.9. A little less than three-fourths of the superintendents indicated they had formed attitudes regarding futurology and the decision-making process. The superintendents indicated by their responses that they could design preferable means for arriving at decisions.

The purpose of this study was to evaluate the Indiana Cooperative Extension Service Community Development Youth Project and the steps used to implement this new project. The Community Development Youth Project was adopted as a state project in the Indiana Cooperative Extension Service in January, 1973, when the guidelines for implementation of the project were published. This study evaluated the results of implementation one year later. Questions raised in the study included (1) What implementation steps had been taken by the agent? (2) What was the relationship of each agent's total Cooperative Extension Service tenure and the community position tenure to the successful implementation of the project? (3) What relationship was there between the number of hours reported expended on the Community Development Youth Project and the successful implementation of the project into a county program? (4) What was the relationship between an agent's following the guidelines and his achievement of the project goals? (5) Did the theory developed by the North Central Regional Agricultural Extension Service concerning "innovator, early adopter, adopter, and non-adopter" hold true for implementing new programs within the Cooperative Extension Service? (6) Were the goals of the project achieved?Procedures for the study involved the use of three sources of data. The first source was a questionnaire sent to each of the Cooperative Extension Service agents in charge of the Community Development Youth Project. The second source was the Indiana Automated Extension Reporting System Activity Report. The third source was comprised of ten in-depth group interviews with participants in the Community Development Youth Project. The chi square test for significant difference was also utilized in the research to determine whether or not there was a significant difference at the .05 level. The population of the questionnaire included all of the ninety-three youth agents in charge of the Community Development Youth Project in their counties. The population of the Indiana Automatic Extension Reporting System Activity Report included all 302 extension agents in Indiana. The ten group interview population included seventy-two youths who participated in the Community Development Youth Project and who were selected from a total population of 2186 youth who had participated.Research indicated that the implementation steps of the Community Development Youth Project guidelines were followed by the Cooperative Extension Service Youth Agent. The research also demonstrated that there was a positive relationship between an agent's following the guidelines and the successful achievement of the project goals. The hypothesis that both the total extension service tenure and the county tenure of a youth agent were positively correlated with successful implementation of the new Community Development Youth Project was also supported. The study, however, did not support the hypothesis that there is a correlation between time reported expended in community development and successful implementation of the project in a given county. The research revealed that two or three per cent of the population were "innovators" and that five to seven per cent of the population were "early adopters." The research also indicated that the Community Development Youth Project had achieved the stated goals of the project.

The study is a history and development of the role of the Indiana township trustee in managing the educational affairs of the public schools in rural Indiana from 1859 through 1959. The century time span started in 1859 when the state legislature enacted a law that reduced the number of trustees per township from three to one. The concluding year, 1959, the School Reorganization Act set in motion the machinery by which school consolidation was encouraged and hastened. The Act phased out trustees as administrators of school corporations.The origin of the word township came from the Germanic clans where it was called a mark and dates to about 100-44 B.C. The mark was a hedge that surrounded the clan and was used for protection as well as identification. The Anglo-Saxons carried the mark concept to England and called it tunscipe. In England, tunscipe developed into a geographic and political unit. Tunscipe literally means "the people living within the hedge."Implanted in New England by the first English settlers, the tunscipe idea evolved into the town meeting that became the unit of local government for the new colonies. The town meeting concept of local government appeared in modified form in the 1785 Northwest Ordinance. The pattern of local government for the states carved from the Northwest Territory was the township unit. Management of all township political affairs, including common schools, became the sole responsibility of an elected township trustee.

The purpose of the study was to investigate the differences that exist between school board members and superintendents in perceiving the role of the superintendent.The following null hypothesis was tested:No statistically significant difference exists in the perceptions held by superintendents and school board members of the functional tasks of Indiana superintendents in school systems of similar size.ProcedureOf the 306 school districts in existence in the State of Indiana in 1973-74, 150 were randomly selected to be included in the study. The 150 school districts were divided into two groups, with the division based upon average daily membership of all students attending school in the district during 1973-74. A questionnaire was developed to secure responses from school board members and superintendents pertaining to perceptions of functional tasks performed by school superintendents in Indiana. Superintendents participating in the study were also asked to provide demographic data. A chi-square test was used for each of the 107 responses on the questionnaire to determine differences in perceptions of superintendents and school board members.FindingsSelected findings were summarized from the questionnaire sent to school board members and superintendents:1. Superintendents from large school districts delegate more responsibility than superintendents from small school districts.2. Superintendents and school board members from small school districts and large school districts differ greatest in perception of functional tasks pertaining to finance and business management.3. The highest level of agreement existed between superintendents and school board members from small and large school districts in the perception of functional tasks in the areas of pupil personnel and school plant operation.4. The majority of salaries of superintendents from both large and small school districts fell in the range from $20-25,000 in 1973-74.5. Over twenty-five per cent of responding large school districts paid the superintendent more than $30,000 in 1973-74, while no small school district superintendent received as much as $30,000 during the same period.Conclusions1. No significant differences exist in the perceptions held by superintendents and school board members of the functional tasks ofthe superintendent within the school district.2. Superintendents and school board members from school districts of similar size generally agree on the types of functions to be performed by the superintendents in the district.3. Superintendents from large districts have assistants to whom responsibility is delegated, while superintendents from small school districts function in practically all administrative categories.4. Large school districts tend to seek the employment of a superintendent with more educational background than those sought in small school districts.5. Both large and small school districts seek to employ a superintendent whose major area of training at the graduate level is in administration and supervision.Recommendations1. The superintendent and school board members should agree upon a set of functional tasks to be performed by the superintendent in the district.2. Forums and workshops should be conducted to assist both school board members and superintendents in knowing respective responsibilities.3. The superintendent and school board members should analyze the need for assistants at the central office level.4. A study of the salaries of superintendents should be conducted every five years.5. A study pertaining to the functional tasks of superintendents of Indiana should be conducted every five years.3. Superintendents from large districts have assistants to whom responsibility is delegated, while superintendents from small school districts function in practically all administrative categories.4. Large school districts tend to seek the employment of a superintendent with more educational background than those sought in small school districts.5. Both large and small school districts seek to employ a superintendent whose major area of training at the graduate level is in administration and supervision.Recommendations1. The superintendent and school board members should agree upon a set of functional tasks to be performed by the superintendent in the district.2. Forums and workshops should be conducted to assist both school board members and superintendents in knowing respective responsibilities.3. The superintendent and school board members should analyze the need for assistants at the central office level.4. A study of the salaries of superintendents should be conducted every five years.5. A study pertaining to the functional tasks of superintendents of Indiana should be conducted every five years.

The specific purposes of this study were (1) to develop a profile of the Indiana secondary school assistant principal and, (2) to test two hypotheses relative to the duties of the assistant principal.As a result of a review of the research and literature related to the assistant principalship and consultation with professional educators, a questionnaire was developed which included twenty-five items to gather demographic data and seventy-nine duties in the areas of school administration and management, curriculum and instruction, pupil personnel, and staff personnel. The research instrument also included a section for rank order of importance of duties and a percentage of time spent in each of the four areas incorporating the seventy-nine duties.The data derived from the questionnaire were analyzed to determine (1) demographic data pertaining to the position (2) duties for which the assistant principals have full responsibility (3) duties for which assistant principals have shared responsibility (4) duties for which assistant principals have no responsibility (5) duties which assistant principals believe that they should be involved in (6) duties assistant principals feel they should not be involved in (7) the rank-order ofimportance of the duties as perceived by the assistant principals, and (8) the percentage of working time spent by the assistant principals in the areas of school administration, and management, curriculum and instruction, pupil personnel, and staff personnel.The analyzed data indicated the following:l. There are few duties for which assistant principals have full responsibility. 2. Assistant principals have shared responsibility in practically all duties involved in the operation of the school.3. In general, the assistant principals are in agreement with the assignment of duties and feel that they should be involved in the performance of the majority of the duties.4. The five duties that the assistant principals are involved in performing and consider the most important are pupil attendance, running the school in absence of the principal, preparation of the master schedule, direction of the athletic program, and pupil discipline.5. The majority of assistant principal's working time is spent in the areas of pupil personnel, and administration and management.6. There is practically no correlation between the duties in which the assistant principal is involved and the size of the population of the school.7. There is practically no correlation between the duties in which the assistant principal is involved and the type of school (Rural, Small City, Suburban, Urban).8. In general, the assistant principalship is being filled by a young, married, family man with at least a Master's degree. His first entry into the field of administration came early in his career. He has been an assistant principal a short time and was a classroom teacher immediately before moving to the present position. The persons interested in a new position are interested in becoming a high school principal.