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- Keyword:
- Teachers’ Preparedness, Special Education Students, Pedagogy , Special Education, professional development, K-5 charter school, qualitative study, New Jersey, and urban school district
- Subject:
- Education and Special Education
- Creator:
- Thomas, Natasha Denise
- Owner:
- skushner@saintpeters.edu
- Publisher:
- Saint Peter’s University
- Date Uploaded:
- 11/13/2024
- Date Modified:
- 11/19/2024
- Date Created:
- 2019
- Rights Statement:
- In Copyright - Educational Use Permitted
- Resource Type:
- Dissertation
-
- Keyword:
- Quantitative Analysis , Lack of Professional Development, Teacher's Perceptions , Black Males, Special Education, Affect, disproportionality, kindergarten-high school teachers, small suburban school district, and Gresham survey
- Subject:
- Education
- Creator:
- Pinto-Gomez, Diana C.
- Owner:
- skushner@saintpeters.edu
- Publisher:
- Saint Peter's University
- Date Uploaded:
- 11/01/2022
- Date Modified:
- 10/29/2024
- Date Created:
- 2022
- Rights Statement:
- In Copyright - Educational Use Permitted
- Resource Type:
- Dissertation
-
- Description:
- This non-experimental study explored the role of paraprofessionals in education, investigating the evolution of changing inclusion practices, student’s increased expectations, and ways of fostering improvement and competence for paraprofessionals to meet increasing education demands. The target population of this study was paraprofessionals who work as teacher’s assistants or aides in northern New Jersey. Specifically, the researcher aimed to acquire participants from three school districts in Northern New Jersey with access to special education programs supported by paraprofessionals. The study adopted three distinct Google survey forms as the primary tool for data collection, namely the paraprofessionals and teachers’ survey forms. One-sample t-tests were used to assess teachers’ assistants’ level of training, competency, performance, skills, knowledge, and frequency of assistants with a bachelor’s degree. The study findings established that the level of perceived training was average while the performance and competency were above average; however, the mean level of knowledge was significantly lower than average. The results indicated an urgent need for continuous training for both teachers and paraprofessionals to deliver the best services in taking care of the needs of the students. The study's findings are significant in that they fill the gap in the contemporary literature regarding the roles and competencies of paraprofessionals in support of learning and training. Apart from providing information that may assist educators and policymakers in making critical decisions during the development and structuring of programs for the paraprofessionals, the study findings foster the development of effective support models seeking to endorse the performance of paraprofessionals within special education settings.
- Keyword:
- Paraprofessional Role , Competence, Improvement, Northern New Jersey, and Special Education
- Subject:
- Teacher Education
- Creator:
- Mauriello, Frank
- Owner:
- skushner@saintpeters.edu
- Publisher:
- Saint Peter's University
- Date Uploaded:
- 01/04/2022
- Date Modified:
- 02/21/2024
- Date Created:
- 2021
- Rights Statement:
- In Copyright - Educational Use Permitted
- Resource Type:
- Dissertation
-
- Keyword:
- Special Education, Referral Service Teams, Change , Public Law , Handicapped Children Act, Free Appropriate Public Education (FAPE), Disabilities Act (IDEA), and New Jersey
- Subject:
- Education
- Creator:
- Cleveland, Denise
- Owner:
- skushner@saintpeters.edu
- Publisher:
- Saint Peter's University
- Date Uploaded:
- 01/07/2020
- Date Modified:
- 04/23/2024
- Date Created:
- Apr-2017
- Rights Statement:
- In Copyright
- Resource Type:
- Dissertation
-
- Description:
- Using paraprofessionals to meet the social, self-care, and instructional needs of special education students began in the 1960s. The roles, duties, and expectations for these paraprofessionals evolved over the subsequent fifty years. Special education paraprofessionals play an important role in the education of students with disabilities. Since the inclusion of students with disabilities in nationally mandated assessments, their utilization has increased (Brenton, 2010). The research literature has shown that these paraprofessionals have not received adequate training for, or supervision while, performing their responsibilities and duties. Findings from the literature also highlight that these individuals provide a disproportionate amount of instruction to students with disabilities when compared to certified educators. This study focused on the responsibilities, duties, and professional needs of special education paraprofessionals in kindergarten through sixth grades. Using a concurrent mixed methods design, it utilized a three-part survey and one-time interviews to inform recommendations for expanding data collection and creating a sustainable learning community for the specific sample analyzed during this study. The current study found that many of the responsibilities and duties of this sample of special education paraprofessionals are different from those revealed in previous research. According to their responses, they do not operate independently, and they spend a significant amount of time following the teachers’ lessons plans and working under the teachers’ direct supervision. This sample of professional development needs focused on duties and responsibilities that they would like to learn more about or perform better, including training in behavior management and one-on-one tutoring.
- Keyword:
- Self-Care , Paraprofessionals, Special Education, and Urban School District
- Subject:
- Education
- Creator:
- Bertolero, Kristin
- Owner:
- skushner@saintpeters.edu
- Publisher:
- Saint Peter's University
- Date Uploaded:
- 10/25/2018
- Date Modified:
- 02/02/2024
- Date Created:
- 11-May-2017
- Rights Statement:
- In Copyright
- Resource Type:
- Dissertation