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ERIC Number: ED023630
Record Type: Non-Journal
Publication Date: 1967-Nov
Pages: 33
Abstractor: N/A
Reference Count: N/A
Teacher Aides in the Classroom; A New England Study.
New England Educational Assessment Project.
A status study was conducted to "assess the qualifications and duties of teacher aides in New England, develop guidelines for both pre-service and in-service training, suggest requirements for employment, and list appropriate duties." Data from three separate questionnaire forms was collected for 1,724 aides, 2,139 teachers who had experience working with aides, and 230 superintendents of schools. Visitations to several school systems and one experimental workshop for aides provided additional information. It was found that (1) tasks performed by aides are ancillary to instruction; (2) 95 percent of aides are high school graduates; (3) although aides are not certified, state departments of education specify what tasks they may be assigned; and (4) 78 percent of aides are paid less than substitute teachers. It was concluded that teacher aides "are a significant factor in education in New England and their number will increase," encouraged by educational associations and federal funding. (Included are copies of the questionnaires, statements regarding the role of aides as issued by state departments of education, and a summary of replies concerning the role of aides from a survey of professional organizations.) (SG)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: New England Educational Assessment Project.
Authoring Institution: New England Educational Assessment Project.