Work Effectively with Paraeducators in Inclusive Settings

Riggs, Cathryn G.

doi:10.1177/105345120103700208

Cited by 4 publications

(4 citation statements)

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“…This initial training may be conducted during the summer months or a few days before the paraprofessionals start. Riggs and Mueller (2001) found that school districts provided little, if any, preservice training, as reported by paraprofessionals.…”

Section: Trainingmentioning

confidence: 77%

“…Management of paraeducators covers various areas, including the duties/responsibilities of the paraeducator, schedules and absences, planning, team meetings, and evaluations. Riggs and Mueller (2001) found that almost one half (47%) of the paraprofessionals they observed had not received written job descriptions. Those who did receive job descriptions noted that they explained only a basic overview of the job, were out-ofdate, or were no longer the current duties of the paraeducator (Mueller, 2002).…”

Section: Managing Of Paraeducatorsmentioning

confidence: 99%

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Preparing and Managing Paraprofessionals

Trautman

2004

Intervention in School and Clinic

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More than 525,000 people serve as educational paraprofessionals in the United States (Likins, 2003). Due to the large number of paraprofessionals, their recruitment, hiring, training, and supervision has received increased emphasis. This article summarizes current legislation regarding the roles and responsibilities of paraeducators, and methods and ideas are suggested for preparing and managing paraeducators.at UNIVERSITE DE MONTREAL on June 9, 2015 isc.sagepub.com Downloaded from

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Section: Trainingmentioning

confidence: 77%

Section: Managing Of Paraeducatorsmentioning

confidence: 99%

Preparing and Managing Paraprofessionals

Trautman

2004

Intervention in School and Clinic

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“…The job satisfaction and retention of paraeducators are clearly linked to the presence or absence of mutual respect and recognition for their contributions to the educational community (Mueller, 1999). In addition to fostering an ongoing climate of respect, teachers and others can recognize the efforts of paraeducators during conferences, special staff appreciation days, and so forth (Palma, 1994;Riggs, 2001).…”

Section: Show Respect For Paraeducatorsmentioning

confidence: 99%

To Teachers What Paraeducators Want You to Know

Riggs¹

2004

TEACHING Exceptional Children

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“…In some literature equal accessibility to all areas of the classroom by both team members has been identified as important to teamworking (e.g., Riggs, 2001, Ruedel et al, 2002Schwartz, Shanley, Gerver, & O'Cummings, 2002). Also, creating or setting aside a space for teacher aides to store their personal items and equipment has been linked to facilitating teamwork and fostering respect (e.g., Ruedel et al, 2002;Schwartz et al, 2002;Wallace, 2002).…”

Section: Impact Of the Physical Environment On Teamworking And Collabmentioning

confidence: 99%

Teacher-teacher aide teaming: investigating collaboration using cogenerative dialoguing and CHAT

Tatum¹

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Globally, collaboration in teacher-teacher aide teams is under-researched. In Australia, there is a dearth of research into teacher-teacher aide team collaboration. This is despite school reform initiatives requiring staff to work together with the understanding that collaboration has the potential to improve teaching and student learning outcomes (Conley & Cooper, 2013). This emphasises the urgency and importance for research into the collaborative teams, as well as working relationships, of teachers and teacher aides in Australian schools. The aim of this research is to contribute to understandings around collaborative practices in school settings. This study explored teacher-teacher aide team collaborative practices using cogenerative dialoguing (cogen), seeking to bring to light factors that may influence the effectiveness of collaborative practices utilising an analytical framework of Cultural-Historical Activity Theory (CHAT). Guiding this investigative study was the research question: How is collaboration practised in teacher-teacher aide teams? Supporting this question are the subquestions: In what ways do the teachers and teacher aides collaborate in their teacher-teacher aide teams? What happened to the quality and the nature of communication between teachers and teacher aides when teacher-teacher aide teams used cogenerative dialoguing? and How can CHAT be used to conceptualise the affordances and challenges of cogenerative dialoguing for understanding and explaining collaborative teacher-teacher aide teaming? A collective case study approach was chosen for this qualitative study. Supporting this approach, the research took the form of observations, semi-structured interviews that included concept drawings and team cogen sessions. Data were obtained from ten teacher-teacher aide teams. However, due to changes in work commitments and the break-up of teams at the end of the year, only four teams completed the study. This is consistent with teacher-teacher aide teamworking where the purpose and need for these teams often depend on student needs and staff availability with teams sometimes reforming during the year and often splitting up at the end of the school year to reform as different teams in the new school year. This study found that collaboration between teachers and teacher aides is not a linear process, rather, it is fluid and dynamic, cyclic in nature, occurring on an as needed basis depending on the task or activity team members needed to perform. There were no steps to true collaboration. Instead, participants' experiences of collaboration involved face-to-face encounters that moved through different elements of collaboration, such as coordination , cooperation, reflective communication and carnivalisation. Collaboration was found to begin with team members Publications during candidature No publications Publications included in the thesis No publications included Contribution by others to the thesis No contribution by others Statement of parts of the thesis submitted to qualify for the award o...

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Work Effectively with Paraeducators in Inclusive Settings

Cited by 4 publications

References 0 publications

Preparing and Managing Paraprofessionals

Preparing and Managing Paraprofessionals

To Teachers What Paraeducators Want You to Know

Teacher-teacher aide teaming: investigating collaboration using cogenerative dialoguing and CHAT

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