This study was designed to compare the methods of selection, preparation, and utilization of instructional teacher aides in the elementary schools in the State of Utah with the guidelines prescribed by the Utah State Board of Education for the selection, preparation, and utilization of instructional teacher aides. A descriptive questionnaire was mailed to each elementary school teacher in the State of Utah to whom an instructional teacher aide had been assigned during the 1969-70 school year. The questionnaire was also mailed to each elementary school principal in the state where an instructional teacher aide or aides were used during the same school year. An analysis of the data was conducted on the following: Criteria used in assigning instructional teacher aides to teachers. Preparations required of instructional teacher aides. Methods presently being used in the selection of instructional teacher aides. Present practices being followed in the State of Utah indicating who assigns responsibilities to instructional teacher aides. Responsibilities assigned to instructional teacher aides. Opinions of elementary teachers using instructional teacher aides as to the procedure they prefer in the assignment of duties to instructional teacher aides. Opinions of Elementary principals as to who should assign instructional teacher aides their responsibilities. The results of the study were as follows: All evidence indicates that the guidelines prescribed by the State Board of Education for selecting instructional teacher aides are being followed by the majority of school districts using instructional teacher aides in the State of Utah. It is evident that approximately half of the instructional teacher aides in the elementary schools in the State of Utah possess the academic preparation prescribed by the Utah State Board of Education. The duties being performed by the instructional teacher aides in the Utah elementary schools appear to be in accordance with those duties they could perform as recommended by the Utah State Board of Education.

Project (M.S.)--Virginia Polytechnic Institute and State University. M.S. 1992. / Includes bibliographical references (leaf 25). Also available via the Internet.

Thesis (Ph.D.)--University of Nebraska-Lincoln, 2008. / Title from title screen (site viewed Oct. 31, 2008). PDF text: vi, 82 p. : ill. ; 575 K. UMI publication number: AAT 3309213. Includes bibliographical references. Also available in microfilm and microfiche formats.

Thesis--University of Tulsa. / eContent provider-neutral record in process. Description based on print version record. Bibliography: leaves 54-58.

Thesis (Ph. D.)--University of Rhode Island, 2003. / Typescript. Includes bibliographical references (leaves 161-174).

Thesis--University of Tulsa. / eContent provider-neutral record in process. Description based on print version record. Bibliography: leaves 54-58.

Title from PDF of title page (University of Missouri--Columbia, viewed on Feb 11, 2010). The entire thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file; a non-technical public abstract appears in the public.pdf file. Dissertation advisor: Dr. Debbie Parker Oliver Vita. Includes bibliographical references.

Thesis (M.S.)--West Virginia University, 2000. / Title from document title page. Document formatted into pages; contains x, 92 p. : ill. (some col.). Vita. Includes abstract. Includes bibliographical references (p. 81-82).

Thesis--University of Michigan. / Includes bibliographical references (leaves 74-84).

Thesis--University of Michigan. / Includes bibliographical references (leaves 74-84).