Thesis (Ed. D.)--Illinois State University, 1972. / Title from title page screen, viewed Sept. 29, 2004. Dissertation Committee: G. Alan Hickrod (chair), Lee Garber, D. Gene Watson. Includes bibliographical references (leaves 86-90) and abstract. Also available in print.

Thesis (Ed.D.)--University of Tulsa, 1969. / Bibliography: leaves 49-53.

Thesis (M.S.)--Brigham Young University. Dept. of Counseling Psychology and Special Education, 2006. / Includes bibliographical references (p. 42-44).

Thesis (Ed.D.) -- University of Glasgow, 2009. / Ed.D. thesis submitted to the Faculty of Education, Department of Educational Studies, University of Glasgow, 2009. Includes bibliographical references. Print version also available.

The purpose of this study was to investigate the eligibility, selection, assignment, and evaluation of high school students as cadet teachers in selected secondary schools in Indiana.More specific Interrelated purposes of the research were: (1) to provide knowledge about current practices and programs of cadet teachers; (2) to gain insights into the mechanics of the processes of eligibility, selection, assignment, and evaluation of cadet teachers; (3) to discover new methods for improvement of the existing cadet teacher program at the writer's school of employment; and, (4) to contribute significant data as to assist other secondary administrative personnel in implementing a cadet teacher program in their respective school.This study was delimited only to twelve secondary schools in Indiana which were selected as being representative of all public schools within the state.Instruments employed to collect the data included : (1) self-administered questionnaires which were completed by the principal or his delegated representative; and, (2) focus interviews which were held by the writer with the school principal or his delegatedrepresentative..The findings of this comparative study were based on data collected from questionnaires completed by secondary school principals and from focus interviews with selected school principals. Selected administrative and instructional factors included: scholastic requirements, scholastic grade level, experience or membership, application procedure, selection guidelines, selection responsibility, assignment procedure, evaluation procedure, and elimination process.The writer discovered essential differences in the organization and administration of the twelve secondary schools' cadet teacher programs. The organizational structure of the program of cadet teaching was recognized as beneficial and justifiable yet designed, for the most part, by the number of participants involved instead of overall philosophy.Respondents in all cases were in basic agreement that the cadet teacher program is only a relatively young idea and definitely undeveloped. The interviewed secondary school principals also agreed that they welcomed any recent investigations into the organization and administration of cadet teachers; most literature available relates not to the student as a cadet teacher but to the application of "teacher aides" and "paraprofessionals."The cadet teacher programs studied revealed the support of the use of senior level students as cadet teachers. Most agreed to the application of some form of scholastic eligibility. The principals encouraged the related background experiences or membership in a related organization as necessary for appropriate consideration as a cadet teacher. The utilization of official application procedure was also advocated in various formats.The findings of this study supported the selection of all eligible cadet teacher candidates for classroom assignment. The selection and assignment process was strongly evidenced in most cases to be the responsibility of an assigned cadet teacher sponsor. Acceptance was recognized but not encouraged for the classroom teacher to take an active role in selecting a specific cadet teacher. Also, similiar acknowledgement was provided the cadet teacher role in selecting a specific classroom teacher for assignment.The respondants provided support for a permanent assignment in cadet teaching. Also, they favored the program of assigning a cadet teacher to a classroom teacher for only a specific single period per school day. However, it was possible for the classroom teacher to be assigned more than one cadet teacher during the same period of instruction. Evidence was discovered that some type of course background or prerequisite for assignment was strongly encouraged.Evaluation of the cadet teacher was found to be of an individual procedure; lacking administrative guidelines or policies. It was strongly evidenced that the cadet teacher receive both a letter grade and credit for his experience. A procedure for elimination of an inadequate or incompetent cadet teacher was strongly spelled out and supported.

Thesis (Ed.D.)--Duquesne University, 2008. / Title from document title page. Abstract included in electronic submission form. Includes bibliographical references (p. 139-147) and index.

Research paper (M.A.) -- Cardinal Stritch College -- Milwaukee, 1969. / A research paper submitted in partial fulfillment of the requirements for the degree of Master of Arts in Education (Reading Specialist). Includes bibliographical references (48-49 p.).

Thesis (M.S.)--Florida State University, 2004. / Advisor: Dr. Jon Bailey, Florida State University, College of Arts and Sciences, Dept. of Psychology. Title and description from dissertation home page (viewed Jan. 12, 2005). Includes bibliographical references.

Thesis (Ph. D.)--University of Wisconsin--Madison, 1971. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

Thesis (M.S.)--Brigham Young University. Dept. of Counseling Psychology and Special Education, 2005. / Includes bibliographical references.