ERIC Number: ED397032
Record Type: RIE
Publication Date: 1996-Apr
Reference Count: N/A
Volunteer Teachers' Associates as School Reformers.
Wagener, James W.
This paper explores the role of volunteer teacher associates in school reform. Three theses are examined: (1) qualified and well trained volunteers as teachers' associates can be important in remedying the difficulties students experience in public school classrooms; (2) many public school reform efforts produce mixed results because of difficult assignments, commitments, and constraints on school "insiders" and "outsiders"; and (3) professors of education can play significant roles in developing and using teacher-volunteer teams. Qualified volunteers trained as teacher associates can provide ongoing classroom assistance in crucial areas at minimal cost, with no additional personnel, curriculum changes, consultants, or additional space. These areas include: student affirmation, tutoring/mentoring, small group facilitation, negotiation/conflict resolution, and enrichment. Teacher associates become aware of both the realities of students lives and of the circumstances facing teachers and administrators, and can play an important role in encouraging appropriate changes in schools as outsiders with an insider's point of view. Volunteer teacher associates could be trained by institutions of higher education in conjunction with their preservice teacher education programs. Training would include observation, classroom sessions, a public school practicum, and two full days each week at a local school. (ND)
Descriptors: College School Cooperation, Educational Change, Educational Innovation, Elementary Secondary Education, High Risk Students, Higher Education, Mentors, Preservice Teacher Education, Public Schools, School Aides, School Community Relationship, Special Needs Students, Teacher Aides, Volunteer Training, Volunteers
Publication Type: Reports - Evaluative; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Identifiers: Adult Student Relationship
Note: Paper presented at the Annual Meeting of the American Educational Research Association (New York, NY, April 8-12, 1996).