Thesis (Ed.D.)--University of Tulsa, 1974. / Bibliography: leaves 87-91.

Thesis (Ed.D.)--Teachers College, Columbia University, 1988. / Typescript; issued also on microfilm. Sponsor: Frances Partridge Connor. Dissertation Committee: Leonard S. Blackman. Bibliography: leaves 68-75.

Thesis (Ph. D.)--University of Wisconsin--Madison, 1974. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

Thesis (Ph.D.)--Kent State University, 2006. / Title from PDF t.p. (viewed Sept. 12, 2006). Advisor: Nancy D. Padak, Wendy C. Kasten. Keywords: fluency; poetry; volunteers; word recognition; words correct per minute; comprehension. Includes bibliographical references (p.153-165).

Research paper (M.A.) -- Cardinal Stritch College -- Milwaukee, 1971. / A research paper submitted in partial fulfillment of the requirements for the degree of Master of Arts in Education (Reading Specialist). Includes bibliographical references (p. 32-34).

Thesis (M.A.)--University of North Texas, May, 2009. / Title from title page display. Includes bibliographical references.

Thesis (M.Ed.)--Kutztown University of Pennsylvania, 1982. / Source: Masters Abstracts International, Volume: 45-06, page: 2796.

The subject of this thesis focuses on the early development of Volunteers in Portland Schools. Commonly referred to as VIPS, this program was designed to coordinate and optimize the use of volunteers throughout the school district. VIPS is jointly sponsored by the Portland Public Schools and the Portland Council, P.T.A . and is funded by the Portland Public Schools. The VIPS concept was conceived by the author of this thesis in August 1968. A proposal for a cooperative school volunteer progrcnn was written in the fall of that year with the endorsement of the School Board and the assistance of school district personnel. This proposal was approved and adopted by the Board February 1969 and the author was directed to coordinate a VIPS pilot project in the Cleveland High School area from February until June 1969. In June the School Board expanded the program citywide and hired a part-time director. The author continued in the role of section coordinator for the Cleveland High School area during the school year 1969-1970. T'he discussion of the VIPS program in this thesis is essentially historical and is based on the direct experiences of the author.

No description available.

The purpose of this study was to (1) ascertain the perceptions of teachers using volunteer aids and (2) to investigate the effect use of volunteer aids have on student achievement when comparing anticipated achievement with actual academic achievement. The population for this study included the teachers at Sahuarita Elementary School and students from both Sahuarita Elementary School and Sopori Elementary School in the Sahuarita Unified School District No. 30 system at Sahuarita, Arizona. From these groups, all teachers at Sahuarita Elementary School were used in the sample study and one class from each grade level, two to five, from each school was selected to be representative of the total grade level. Faculty members from Sahuarita Elementary School were given an opinion questionnaire constructed to indicate teacher effectiveness as a result of using volunteer aides. The teachers from Sopori elementary School were not given the opinion questionnaire because they did not utilize the services of volunteer aides. The Volunteer Aide Teacher Opinion Questionnaire was validated by using Aiken's Index of Content Validity and the information gathered on it was analyzed by a simple tally method. The mean scores of teacher responses were graphically illustrated on a profile chart. Classrooms of students were selected, one from each grade level, two to five, and were administered the Short Form Test of Academic Aptitude and the California Achievement Test at both Sahuarita Elementary School and at Sopori Elementary School. From the data collected, linear regressions utilizing residuals were graphically constructed for each class of students in the control and experimental groups. Significant levels of student achievement were noted based on analysis of variance of potential vs. performance. Intelligence Quotient (I.Q.), sex and ethnic background were investigated to determine cause and effect relationships and for future investigative research.