Perceptions of paraeducator responsibilities to inform future professional development, 2023

Item — Call Number: MU Thesis Joh

Identifier: b7931737

Staff Only

Scope and Contents

From the Collection:

The collection consists of dissertations written by students enrolled in the Monmouth University graduate Educational Leadership program. The holdings are primarily bound print documents that were submitted in partial fulfillment of requirements for the Doctor of Education degree.

From the Collection:

During the fall 2022 semester (in instances where the requisite waivers were received from consenting student authors), the Monmouth University Library, together with the University's Graduate School and School of Education, began providing open access to select full-text digital versions of current theses and dissertations through links to the ProQuest Dissertations & Theses Global website in the Library's Online Public Access Catalog. Links to these open access digital publications can also be found in the "External Documents" section under any conforming titles that are listed among the holdings itemized in the collection inventory for this finding aid.

Dates

Creation: 2023

Creator

Johnson, Matthew E. (Matthew Eric) (1975- ) (Author, Person)
Becker, Gail I. (Gail Irene) (1956- ) (Thesis advisor, Person)
Carley-Rizzuto, Kerry (Thesis advisor, Person)
Whelan, Renee (Thesis advisor, Person)

Language of Materials

From the Collection:

Unless noted otherwise at the resource component level, the language of the collection materials is English.

Conditions Governing Access

The collection is open for research use. Access is by appointment only.

Research appointments are scheduled by the Monmouth University Library Archives Collections Manager (732-923-4526). A minimum of three days advance notice is required to arrange a research appointment for access to the collection.

Access to the collection is confined to the Monmouth University Library and is subject to patron policies approved by the Monmouth University Library.

Patrons must sign a completed Researcher Registration Form and provide appropriate identification to obtain access to the collection. Copies of these documents will be kept on file at the Monmouth University Library.

Extent

1 Items (print book) : 113 pages ; 8.5 x 11.0 inches (28 cm).

Additional Description

Abstract

The purpose of this study was to determine if paraeducators are adequately trained to perform the tasks for which they were hired. In the United States, some classrooms have two adults with students, with the intention of improving instruction. The pairing of a teacher with a paraeducator is meant to alleviate the workload for the teacher. The theory is that two adults should be better than one. This study examined paraeducator qualifications, along with paraeducator and teacher perceptions of the role of the paraeducators. The study compared paraeducator qualifications and professional development paraeducators received to reach conclusions about what can be done differently to ensure that paraeducators are prepared to perform their duties. This was accomplished by researching historical accounts, conducting interviews of teachers who work with paraeducators, and conducting interviews with paraeducators who share a classroom with teachers. Further examination of the education and licensing requirements for paraeducators, compared to the responsibility of paraeducators, as well as the perception of the paraeducators and teachers of job responsibilities and usefulness was conducted to determine the effectiveness of the current system. This study used the data collected to draw conclusions about changes that can be used to improve the ability of paraeducators in the classroom. Additionally, the study examined if teachers feel prepared to work with paraeducators. This study’s participants included six kindergarten paraeducators and six kindergarten teachers from an urban early childhood center. Data in this study were collected through qualitative measures and analyzed using a grounded theory approach. The data revealed that the job requirements and the perceptions of the participants were not the same, and that teachers were not trained in how to work with their paraeducators.

Keywords: paraeducators, paraeducator responsibilities, paraeducator qualifications, paraeducator/teacher relationship, paraeducator training, paraeducator professional development

Partial Contents

List of tables -- List of figures -- 1. Introduction -- 2. Literature review -- 3. Methodology -- 4. Findings -- 5. Discussion -- References -- Appendices.