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ERIC Number: ED546287
Record Type: Non-Journal
Publication Date: 2012
Pages: 228
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-2676-1836-8
ISSN: N/A
Special Education Teachers' Supervision of Paraeducators: A Quantitative Study of Team Sharedness
Panitz, Beth L.
ProQuest LLC, Ed.D. Dissertation, University of Phoenix
Paraeducators, also known as paraprofessionals or teaching assistants, provide special education services for students with disabilities under the supervision of special education teachers. Despite legal requirements that paraeducators work under the direct supervision of teachers, teacher education programs lack research-based evidence to design courses that prepare teachers to supervise paraeducators. The purpose of the comparative research study is to determine how sharedness of perceptions, values, and efficacy beliefs differs between high-performing and low performing dyads of teachers and paraeducators who provide special education instruction to students in nonpublic special education schools in Maryland. Educational directors identified groups of high and low performing dyads using a rubric. A four-part composite survey instrument measured perceptions of supervisory practices, organizational values of classroom culture, and collective teacher efficacy beliefs for both members of each dyad. Sharedness was determined by comparing responses of dyad members. The discriminator variable, performance category, was the independent variable. The dependent variables were the various sharedness measures. Quantitative data analysis involved examination of data retrieved from 26 dyads. The level of significance for evaluating whether to reject the null hypothesis was p > 0.05. Data analysis revealed no statistically significant relationship between dyad performance and sharedness of perceptions, values, or beliefs. Further analysis showed statistically significant differences between teachers and paraeducators in the areas of organizational cultural values and collective teacher efficacy beliefs in both high and low performing groups. Future studies of supervision of paraeducators should investigate differences between teachers and paraeducators revealed by this study. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Maryland