A Case Study of Compounding Views of Paraprofessional Roles and Relationships in Preschool Classrooms: Implications for Practice and Policy

Autor/inn/en	Brown, Tiara Saufley; Stanton-Chapman, Tina
Titel	A Case Study of Compounding Views of Paraprofessional Roles and Relationships in Preschool Classrooms: Implications for Practice and Policy
Quelle	In: Journal of the American Academy of Special Education Professionals, (2022), S.6-33 (28 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Paraprofessional School Personnel; Responsibility; Job Satisfaction; Preschool Teachers; Preschool Education; Motivation; Teacher Characteristics; Attitudes; Interpersonal Relationship; School Policy; Virginia + Suchen Sie Ihr Suchwort? Verantwortungsübernahme; Zuständigkeit; Labor; Labour; Satisfaction; Arbeit; Zufriedenheit; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; psychologische; Motivation (psychologisch); Attitude; Einstellung; Verhalten; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Schulpolitik
Abstract	The purpose of this qualitative case study is to extend a previous study by Brown & Stanton-Chapman (2014) by exploring the dynamics between teachers and paraprofessionals in preschool classrooms. Specifically, researchers examined the relationship between eight paraprofessionals' perspectives of job responsibilities and satisfaction in comparison to their assigned eight teachers' perspectives of these same ideas. Data collection included semi-structured interviews of the 16 participants as well as classroom observations and document collection. Four key themes emerged from data collection: responsibilities are often influenced by the level of teacher and paraprofessional motivation; paraprofessionals often assimilate to match the lead teacher's demeanor and perspectives; teachers and paraprofessionals view recognition and appreciation very differently; and the majority of classroom outcomes are primarily influenced by structured school policies. Considering these findings, implications for practice and directions for future research are discussed. (As Provided).
Anmerkungen	American Academy of Special Education Professionals. 3642 East Sunnydale Drive, Chandler Heights, AZ 85142. Tel: 800-754-4421; Fax: 800-424-0371; e-mail: editor@aasep.org; Web site: http://www.aasep.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01