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Paraeducators: building agency, capacity, and skill through participatory action research
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Composer
Publisher
[Fort Worth, Tex.] : Texas Christian University,
Date
2014
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Abstract
Paraeducators provide important supports and services to students, particularly those who struggle academically and/or behaviorally. This study sought to determine the professional development needs of paraeducators in the participating school, how job-embedded and personalized supports could aid in the development of instructional skills, and the ways in which collaborative processes could enhance paraeducator agency and voice. Results indicated that professional development alone may not be sufficient when considering other issues observed during pullout forms of support. These factors included the absence of a remedial curriculum, minimal degrees of guidance and collaboration, and erratic scheduling. The study did allow for a comparison of paraeducator supports between in-class and pullout forms of assistance. Also revealed was the pivotal role of instructional leadership and supervision, particularly involving appropriate job assignments for paraeducators, a commitment to adhere to scheduling, and issues related to consistency when providing pullout support services to students.
Contents
Subject
Subject(s)
Teachers' assistants Training of.
Teachers In-service training.
Action research in education.
Teaching teams.
Teachers In-service training.
Action research in education.
Teaching teams.
Research Projects
Organizational Units
Journal Issue
Genre
Dissertation
Description
Format
Department
Education