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ERIC Number: EJ794830
Record Type: Journal
Publication Date: 2004
Reference Count: 53
Instructional Aides: Colleagues or Cultural Brokers?
Lewis, Karla C.
School Community Journal, v14 n1 p91-112 Spr-Sum 2004
Are instructional aides colleagues of teachers, bridges to the school community, both, or neither? This study addresses this question by asking instructional aides about their relationships with teachers and parents and about their status in schools, and suggestions are made to create stronger bonds among these partners in education. This paper relies on the concept of "teachers' knowledge" (Carter, 1993; Connelly & Clandinin, 1988; Doyle, 1990; Shulman, 1987) as a way to study instructional aides' knowledge about their work. Specifically, this research uses Connelly and Clandinin's epistemology of "teacher as knower" as a way to frame the voices of the instructional aides. The practical knowledge and personal experience of the instructional aides about their relationships with teachers and parents reinforce the need for much better and targeted training of teachers and aides for the work they do together and with the parents and families of students. (Contains 4 endnotes.)
Descriptors: Epistemology, Educational Media, Parent Teacher Cooperation, Partnerships in Education, Teacher Characteristics, Professional Development, Family School Relationship, School Community Relationship, Federal Legislation, Minority Groups, Academic Achievement, Parent Participation
Academic Development Institute. 121 N. Kickapoo Street, Lincoln, IL 62656. Tel: 217-732-6462; Fax: 217-732-3696; Web site: http://www.adi.org/journal
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: Bilingual Education Act 1968; Comprehensive Employment and Training Act; Economic Opportunity Act 1964; Education for All Handicapped Children Act; Elementary and Secondary Education Act; Individuals with Disabilities Education Act; No Child Left Behind Act 2001