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ERIC Number: ED551433
Record Type: Non-Journal
Publication Date: 2012
Pages: 100
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-2677-8503-9
Pre-Service, Professional Development, and Collaborative Practices Regarding Paraprofessionals, Special Education Teachers, and Administrators
Beddow-Beste, Jolaine
ProQuest LLC, Ed.D. Dissertation, University of South Dakota
Administrators, teachers, and paraprofessionals play an important role in successful outcomes for students with special needs. Post-secondary training does not guarantee that emphasis is put on how each professional entity maintains the ability to collaborate with one another, and how to determine what continued training is pertinent for each of these team members. A researcher-developed instrument was used to assess how paraprofessionals, teachers, and administrators perceived the quality of their preservice, staff development, and collaborative practices. Descriptive and inferential questions addressed each of these three categories. One-way analyses of variance were used to detect significant discrepancies between groups. All results were taken from a five-point scale where 1.00-2.49 was of low quality, 2.50-3.49 was of moderate quality, and 3.50-5.00 was recorded as high quality. Of the approximately 154 respondents in the category of preservice, only 40.3% reported being exposed to a training module on how to collaborate among paraprofessionals, special education teachers, and paraprofessionals. The composite mean for all preservice items was 2.73, indicating that the preservice opportunities were of moderate quality. There were no significant differences in how the various groups perceived the quality of preservice opportunities, F(2, 156) = 1.01, p = 0.36. Paraprofessional respondents rated their professional development regarding training and modeling strategies to be of moderate quality (M = 2.90). Administrators and teachers perceived the modeling to train paraprofessionals (M = 2.49) to be of low quality. The composite mean for all professional development items was 2.69, indicating that professional development opportunities were perceived as moderate quality. There were no significant differences in how the groups perceived the quality of professional development opportunities, F(2, 145) = 1.60, p = 0.21. The composite mean for all collaborative practices items was 3.11, indicating collaborative practices were of moderate quality. There were no significant differences in how the groups perceived the quality of collaborative practices, F(2, 134) = 0.40, p = 0.67. The study poses some questions on how educational institutions are preparing and continue to train educators at different capacities. [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:]
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Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A