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Dissertations / Theses on the topic 'Teachers' assistants'

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Published: 4 June 2021

Last updated: 29 July 2024

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1

Nash, Maureen Anne. "Teachers and teaching assistants working together : the perceptions of teaching assistants within a national framework." Thesis, Manchester Metropolitan University, 2014. http://e-space.mmu.ac.uk/578907/.

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This qualitative research study explores Teaching Assistants’ perceptions of their work within mainstream primary schools, reflected in the substantive research question: Working within a national framework – what are teaching assistants perceptions of their working lives? The voices of the TAs themselves are privileged within a field of study where research is mainly undertaken from the viewpoint of the researcher or other stakeholders in schools. This research is set within the context of national frameworks and the discourses surrounding the work of teaching assistants. Whilst this study seeks to read the world in a post-structural manner, it is set within the everyday life of schools alongside the contingencies and national frameworks surrounding it and a critical methodological approach is used. Interviews providing qualitative data are the chosen method for providing an opportunity for TAs to describe their experiences and voice their perceptions, and the study deploys a thematic analysis of this data. Three dominant themes emerge, National Frameworks, Interactions with Parents and Children, and School Environment. The study suggests that both commission and omissions of national policy affect the work of a teaching assistant and that the implementation of these policies presents complex relations of professionalism, identity and positioning in schools.

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2

Stewart, June. "Classroom assistants their impact in Scottish primary schools /." Thesis, Connect to e-thesis, 2009. http://theses.gla.ac.uk/1121/.

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Thesis (Ed.D.) -- University of Glasgow, 2009.
Ed.D. thesis submitted to the Faculty of Education, Department of Educational Studies, University of Glasgow, 2009. Includes bibliographical references. Print version also available.

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3

Chung, Holly Elizabeth. "Paraeducators in special education classrooms /." view abstract or download file of text, 2006. http://proquest.umi.com/pqdweb?did=1283962601&sid=1&Fmt=2&clientId=11238&RQT=309&VName=PQD.

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Thesis (D. Ed.)--University of Oregon, 2006.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 119-124). Also available for download via the World Wide Web; free to University of Oregon users.

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4

Taylor, Christine M. "Identifying training needs of educational paraprofessionals /." Connect to title online (Scholars' Bank) Connect to title online (ProQuest), 2008. http://hdl.handle.net/1794/8301.

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Thesis (Ed. D.)--University of Oregon, 2008.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 185-191). Also available online in Scholars' Bank; and in ProQuest, free to University of Oregon users.

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5

Cassim, Nabeelah. "Perspectives of Grade 1 teachers on the need for teaching assistants." Diss., University of Pretoria, 2016. http://hdl.handle.net/2263/60990.

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The Foundation Phase in education is the most important learning years for the learners, since what happens during these years determines later academic success. The focus of this study is to obtain Grade 1 teachers' perspectives on the need for teaching assistants in the classroom. In South Africa, teaching assistants are normally reserved for preschools, institutes for learners with special needs, schools that practice inclusive education and some private schools. It is therefore needed to gain information from Grade 1 teachers on how they perceive and experience the presence or absence of a teaching assistant, and what effect it has on teaching and learning in their classrooms. It is also necessary to hear the statements of teaching assistants on how they experience this role in Grade 1 classrooms. Early Childhood Education (which includes the Foundation Phase) forms the basis of all other education; however, the South African education system is faced with numerous challenges which in various ways impede the teaching and learning of young children. These barriers include overcrowded classrooms, learner diversity and indiscipline which call for additional support in the classroom. By using a qualitative approach, this study attempts to collect and analyse the data obtained from teachers and teaching assistants, and interpret this information to gain insight into and explore various perspectives on the need for teaching assistants in a Grade 1 classroom. By making use of semi-structured interviews, data were collected from three groups of participants: teachers with teaching assistants, teachers without teaching assistants, and teaching assistants. These participants were selected from public, private and rural schools in order to allow for a broad spectrum of inputs. Findings indicate that all participants regard the presence of teaching assistants as non-negotiable in the Grade 1 classroom, as it allows the teacher to focus on teaching, whereas the administrative tasks may be channelled to the assistant.
Dissertation (MEd)--University of Pretoria, 2017.
Early Childhood Education
MEd
Unrestricted

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6

Trouba, Jerome Charles. "The design, implementation, and evaluation of a teacher training workshop for mathematics graduate teaching assistants." Thesis, Montana State University, 2009. http://etd.lib.montana.edu/etd/2009/trouba/TroubaJ1209.pdf.

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To help train new graduate mathematics teaching assistants (GMTAs), a teacher training workshop was designed based on K-12 literature on the components of effective professional development (Garet, et al., 2001). The workshop consisted of six two-hour seminars over a six week period followed by a classroom feedback component of either peer coaching or observation, for a total time commitment of 18 hours. The content of the workshop addressed teaching techniques specifically targeted to GMTAs. These ideas included elements of reflection, techniques for engaging students through active learning, asking good questions, utilizing wait-time, and using formative assessment techniques. The assessment of the workshop was based on Guskey's (1999) work on the five levels of effective professional development evaluation. In the mixed-methods design, 18 GMTAs participated in the workshop. Data collection consisted of three sets of videotapes, two sets of interviews, surveys, and coaching and observation forms. Results indicated that a well-designed workshop can impact teaching practices. Through interviews, GMTAs indicated they were more reflective of their teaching, thought more about the questions they asked, and actively involved their students more during lectures. The workshop was considered effective not only because GMTAs said they changed their teaching but because changes were seen in their teaching. For nine GMTAs strong evidence was collected of their change in teaching: they not only mentioned specific changes to their teaching in the interviews, but these specific changes were observed on videotapes of their classroom. In comparing peer coaching with observation, seven of the ten in the coaching group commented that just watching another's class helped them to improve more than any other part of the coaching process. Only two of the ten coaching participants commented on the helpfulness of the pre and post conference discussions involved with coaching. From the data collected, the possible added benefits of peer coaching may be outweighed by the additional time, organization, and pairing requirements present in a GMTA setting. Five constructs that influenced the effectiveness of the peer coaching experience are discussed. This project contributes to the research base regarding adapting K-12 professional development literature into a collegiate setting.

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7

Latulippe, Christine Lynn. "Environments that encourage mathematics graduate teaching assistants the effects of institution type and availability of training /." Diss., Montana State University, 2007. http://etd.lib.montana.edu/etd/2007/latulippe/LatulippeC0507.pdf.

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8

Poole, Jon Richard. "Pedagogy of contentment: a multi-case study of graduate assistant teachers." Diss., Virginia Tech, 1991. http://hdl.handle.net/10919/37235.

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9

Wasykowski, Joanne, and University of Lethbridge Faculty of Education. "Perspectives of teacher assistants working with students with diverse learning needs." Thesis, Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 2001, 2001. http://hdl.handle.net/10133/152.

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Implementing the educational model of inclusion for students with diverse learning needs into mainstream classrooms requires skilled teamwork amond parents, classroom teachers, special education teachers, and teacher assistants. Teacher assistants, a fundamental part of the school system, are essential participants in the individualized programming for students with diverse learning needs. These individuals, the front line workers, are significant adults in students' lives; they can positively transform attitudes, skills, and learning for students with diverse learning needs. Subtle messages of devaluation and hierarchical divisions can make teacher assistants cognizant of "their place" in the school. Additionally, a perceived lack of educational and behaviour management strategies can exacerbate feelings of insecurity and, or, incompetence. It is essential that teacher assistants receive the necessary training, professional development, and opportunities for collegiality to become effective educational partners. An "empowering" environment for teacher assistants respects the needs of adult learners and employs mentoring qualities for on-the-job training. Finally, an empowering environment provides a safe learning climate through transformational practice. The metamorphosis into increased learning and appropriate risk-taking evident in teacher assistants can enhance the lives of students with diverse learning needs. In this study, six teacher assistants from a rural southern Alberta school district were interviewed to identify and explore factors in an "empowering" work environment that may positively contribute to individuals becoming effective, committed teacher assistants.
ix, 138 leaves ; 28 cm.

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Grahn, Darlene, and University of Lethbridge Faculty of Education. "One education landscape : a study of the roles and perceptions of paraeducators." Thesis, Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 2006, 2006. http://hdl.handle.net/10133/350.

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This study was designed to assess paraeducators' duties, roles, and responsibilities and to develop a greater understanding of how they perceive their jobs and what support they would consider important for job improvement. The sample population was comprised of both elementary and junior high school paraeducators, from four individual schools within one school division in southwest Canada. Three separate focus groups were completed, with fourteen participants in total. The study was undertaken using the methodology of focus groups. Responses from the groups were transcribed and coded in order to pull out the major themes found in the discussions of the duties and perceptions by paraeducators. The results, when compared to the contemporary literature findings on the roles of paraeducators, show many points of convergence.
x, 93 leaves ; 29 cm.

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11

Zha, Shenghua. "The effects of a technology-supported training system on second language use strategies for international teaching assistants." Diss., Columbia, Mo. : University of Missouri-Columbia, 2006. http://hdl.handle.net/10355/4480.

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Thesis (Ph.D.)--University of Missouri-Columbia, 2006.
The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file viewed on (May 2, 2007) Vita. Includes bibliographical references.

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Devecchi, Maria Cristina. "Teachers and teaching assistants working together : collaboration, support and inclusion in a secondary school." Thesis, University of Cambridge, 2007. https://www.repository.cam.ac.uk/handle/1810/265489.

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This study set out to explore what is 'special' about the notion of collaborative support, namely the way adults work together to support the academic and social inclusion of those children who are labelled as having difficulties in learning, in one secondary school. In particular, it has focused on teachers and teaching assistants, (T As) classroom practices, and more specifically on how teachers and T As collaborated to support the children; and on how the school supported them. This environmental and socially located view was grounded in the assumption that although the inclusion of the children is a paramount goal, this can be better achieved when the school is effectively able to include all its members of staff. The study is topical for a number of reasons. Firstly, the topic of adults' collaboration and support is timely because different and contrasting policies aimed at both excellence and inclusion have resulted in a steady increase in the number of T As employed in English schools. There is, therefore, a need to investigate whether their presence is supportive of the teachers or, as some commentators argue, undermining teachers' professional identity. Second, it is timely to explore how TAs, individually, and TAs and teachers together can support and facilitate the inclusion of children labelled as having difficulties in learning. Finally, the study aims to fill a conceptual gap in the knowledge about the dynamics of collaboration and support between teachers and T As. Through the use of a collaborative and critical ethnographic approach a variety of methods, including observations, interviews, questionnaires and school policy analysis, were used to involve the participants in exploring their supportive and collaborative practices. The main findings show that collaboration is beneficial and possible to achieve, but that it has to be part of a whole school approach to inclusion, and staff development. In tum this requires the school to challenge nruTow performative criteria in favour of a more person-centred ethos based on notions of trust, care and respect. In terms of professional practice, the study challenges traditional views about professional identity in as much as when teachers and T As collaborate and are supportive of each other they construct a new and dynamic professional relationship. In so doing they redefine lines of professional authority, autonomy, competence and responsibility towards each other and the children.

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13

Lindroth, Kalle, and Daniel Olsson. "Improving information sharing between teachers and assistants : Implementation and testing of a web application." Thesis, Linköpings universitet, Interaktiva och kognitiva system, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-149256.

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The teachers at Linköpings University are currently using an emailclient to handle the sharing of information between teachers involved ina course. This is inefficient due to the difficulty of sharing existinginformation with new course memebers, sharing new information with existingcourse members and finding specific information is an issue because of thelack of course separation. Some features, such as handing over a courseto a new leading teacher, are also lacking which makes course managementdifficult. To solve this issue, we have developed a web application whichfocuses on its usability and efficiency to make it easier for coursestaff to share course information. By performing usability and efficiencytests where test subjects used the new application as well as the oldemail system we established that the newly developed application with itsadditional features became an improvement over the old email system.

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14

Mersh, Irene E. "Supporting children's acquisition of language and literacy : an investigation into the work of classroom assistants in mainstream primary schools." Thesis, n.p, 2001. http://oro.open.ac.uk/18813.

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15

McLachlan, Benita. "Evaluation of an inset programme for learning support assistants in the United Kingdom." Thesis, Stellenbosch : Stellenbosch University, 2004. http://hdl.handle.net/10019.1/49956.

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Thesis (MEd)--Stellenbosch University, 2004.
ENGLISH ABSTRACT: In England, education settings have embraced the philosophy that it is the human right of pupils to be taught in inclusive schools with their peers. Part of the school's readiness and willingness to accept all pupils requires that it adopt a whole-school philosophy, which includes support staff provision, for example in the form of teaching assistants. Taking the above into account, the purpose of this study is to evaluate the effect of participation in the NCFE Level 2 programme for teaching assistants on the professional development of teaching assistants working as support staff in inclusive classrooms. The research design is evaluative in nature and both quantitative and qualitative methods of data collection are used. The in-service programme was delivered during weekly three hour sessions over a period of thirty weeks. The programme consisted of five units: • Developing professional skills and knowledge • Understanding legal and national requirements • Supporting the teacher in relation to pupils' learning • Exploring the management of pupils' behaviour • Supporting pupils with special educational needs. Analysis of qualitative data such as observations and interviews indicates that participants benefited from programme participation and that, by the completion of the prgramme, there was a marked increase in confidence, knowledge and application of newly acquired skills. Analysis of quantitative data such as the pre and post self-assessment questionnaires indicate a significant difference between the pre and post scores on all the sections confirming improvement of participants' levels of confidence, knowledge and application of practical skills. It seems that programme participants benefitted significantly from participating in this in-service training programme.
AFRIKAANSE OPSOMMING: Opvoedkundige instellings is Engeland ondersteun die filosofie dat dit die mensereg van leerders is om binne inklusiewe skole, saam met hulle portuurgroep, onderrig te ontvang. As deel van skole se gereedheid en bereidheid om alle leerders te aanvaar, is die implementering van 'n geheelskool filosofie wat onder andere ondersteunings personeel byvoorbeeld leerondersteunings assistente insluit. In aansluiting by bogenoemde was dit die doel met hierdie studie om die effek van programdeelname aan die 'NCFE Level 2 Certificate for Teaching Assistants' te evaluaeer ten opsigte van die professionele ontwikkeling van leerondersteunings assistente in inklusiewe skole. Die navorsingsontwerp was evaluerend van aard en het beide kwantitatiewe sowel as kwalitatiewe metodes van data insameling ingesluit. Die indiensopleidingsprogram is weekliks aangebied in drie-uur sessies oor 'n tydperk van dertig weke. Die program het die volgende vyf eenhede ingesluit: • ontwikkeling van professionele vaardigheidskennis; • begrip van nasionale beleidstukke en regsaspekte; • ondersteuning van onderwysers met verwysing na leer; • verkenning van die gedragshantering van leerlinge • ondersteuning van leerders met spesiale onderwysbehoeftes. Kwalitatiewe data analise dui daarop dat programdeelname bygedra het tot 'n verhoging in die vlak van selfvertroue, 'n verbetering in die toepassing van nuutaangeleerde vaardighede en 'n vermeerdering van kennis vir leerondersteunings assistente. 'n Kwantitatiewe analise van voor en na programdeelname vraelyste, dui op 'n beduidende verskil tussen die twee evaluerings metings en ondersteun bogenoemde aanname ten opsigte van 'n verhoogde vlak van selfvertroue, 'n verbetering in die toepassing van nuutaangleerde vaardighede en 'n toename in kennis vir leerondersteunings assistente. Uit bogenoemde kan dit afgelei word, dat leerondersteunings assistente beduidend baat gevind het by deelname aan hierdie spesifieke indiensopleidings program.

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McDermott, Lorna. "An exploration of a complex relationship : teachers and teaching assistants working together in primary schools." Thesis, University of Essex, 2017. http://repository.essex.ac.uk/20276/.

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There has been a huge increase in the number of Teaching Assistants (TAs) working in UK schools in recent decades, meaning that most teachers now share their classroom with at least one other adult. Despite this, there has been little systematic or structured research into such a key relationship in the education system. This thesis aims to address this by exploring teachers' and TAs' experiences of working together in primary schools. This is an exploratory piece of research which was conducted from a critical realist perspective. To find out more about the dynamics at play in this working relationship, semi-structured individual interviews were carried out with five teachers and five TAs across two primary schools. The data was subsequently analysed using thematic analysis. This illuminated six themes: 'power dynamic'; 'occupying different spaces'; 'interpersonal and intrapersonal factors'; 'systemic factors'; 'nature of the relationship'; and 'reflection on the relationship'. Each theme is described in detail and presented visually in a thematic map. The relationship between the themes is also discussed. The theme of 'power dynamic' in particular was found to have an effect on the other themes. The results are discussed in relation to previous literature, as well as theoretical frameworks relating to power, psychodynamic theory, and attachment theory. The strengths and limitations of this research are outlined alongside suggestions for future research. Potential implications for practice are then highlighted. For Educational Psychologists (EPs) this includes having both teachers and TAs present during consultations about students, facilitating 3supervision groups for teachers and TAs, and delivering training for these staff members on how to work together effectively. The thesis ends with self-reflections on the research journey.

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17

Coyne, Katherine Jane Louttit. "The impact of No Child Left Behind Act mandates on the roles of paraprofessionals." Click here to access dissertation, 2007. http://www.georgiasouthern.edu/etd/archive/fall2007/katherine_j_coyne/Coyne_Katherine_J_200708_edd.pdf.

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Thesis (Ed.D.)--Georgia Southern University, 2007.
"A dissertation submitted to the Graduate Faculty of Georgia Southern University in partial fulfillment of the requirements for the degree Doctor of Education." In Education Administration, under the direction of Linda M. Arthur. ETD. Electronic version approved: December 2007. Includes bibliographical references (p. 140-144) and appendices.

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18

Brinton, Chad M. "Comparing perceptions about collaborative culture from certified and non-certified staff members through the adaptation of the School Culture Survey - Teacher Form." Diss., Columbia, Mo. : University of Missouri-Columbia, 2007. http://hdl.handle.net/10355/4843.

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Thesis (Ed. D.)--University of Missouri-Columbia, 2007.
The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on January 30, 2007) Vita. Includes bibliographical references.

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19

Chantaraks, Nilobol. "Student Perception of Nonverbal Behaviors of International TAs." Thesis, University of North Texas, 1990. https://digital.library.unt.edu/ark:/67531/metadc500476/.

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Six hundred sixty-six students were queried at the University of North Texas. The appropriate use of nonverbal behaviors of international and U.S. American TAs was surveyed. An eleven item questionnaire (Teacher Nonverbal Measure) was utilized. These questions were tested by an ANOVA. Data indicated that international TAs are less likely to use appropriate nonverbal behaviors than U.S. American TAs. Thus, it is possible to assume that international TAs are more likely to be perceived as using inappropriate nonverbal behaviors than U.S. American TAs. Also, communication competence was investigated. The Communication Skill Rating Scale was utilized and tested by ANOVA. Results indicate that international TAs are viewed as significantly less competent than U.S. American TAs.

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20

Farina, Marcella. "The working relationship of international teaching assistants and undergraduate students." Master's thesis, University of Central Florida, 1999. http://digital.library.ucf.edu/cdm/ref/collection/RTD/id/5223.

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University of Central Florida College of Arts and Sciences Thesis
The present study was conducted to ascertain undergraduate views about the effectiveness of International Teaching Assistants (ITAs) in the American classroom. The study was administered to a stratified cluster sampling by college of the target population, undergraduate students at the University of Central Florida, in Orlando, Florida. The instrument used, Questionnaire of Undergraduates about International Teaching Assistants (QUITA) as developed by Wanda Fox (1990), is composed of a total of 40 items regarding personal and academic background, cultural exposure to and views about non-native speakers of English, and ITA-classroom effectiveness and problem-solving strategies. On the basis of data from the Fall 1998 semester, approximately 15% of the total number of ITA-taught course sections per college were surveyed. The subjects responded anonymously using computerized answer sheets. Upon completion of the data collection phase, all surveys were analyzed for response frequencies. In addition, background and demographic information regarding the participants and information regarding undergraduate exposure to IT As and IT A instruction were also summarized. The Likert-type items were combined to reveal an overall ATITA (Attitude toward International Teaching Assistants) score. The results of the ATITA portion of the study indicate that undergraduate student views toward IT As and IT A instruction are between neutral and mildly positive. Furthermore, survey responses indicated that undergraduates resolve conflicts involving IT As through personal means. The closing recommendations suggest maintaining open lines of communication between undergraduates, ITAs, and administrators alike.
M.A.
Masters;
Department of Foreign Languages and Literatures
Arts and Sciences
TESOL
72 p.
x, 59 leaves, bound : ill. ; 28 cm.

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21

Prigge, Debra J. "Supervising the special education paraprofessional in inclusionary settings /." Thesis, Connect to this title online; UW restricted, 1996. http://hdl.handle.net/1773/7625.

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22

Wagner, Karen R. "The effects of the attainment of functional assessment skills by preschool teachers and their assistants on students' classroom behavior." Orlando, Fla. : University of Central Florida, 2008. http://purl.fcla.edu/fcla/etd/CFE0002088.

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Shirvani, Shahenayati Zahra. "A Comparison of Native and Non-Native English-Speaking Teaching Assistants." Thesis, North Texas State University, 1987. https://digital.library.unt.edu/ark:/67531/metadc330776/.

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The purposes of this study were to determine whether differences existed between the communication styles and teaching effectiveness, respectively, of native and non-native teaching fellows, as perceived by their undergraduate students. In addition, the study sought to determine whether a positive correlation existed between the final grades and the communication styles and teaching effectiveness, respectively, of native and non-native teaching fellows as perceived by their undergraduate students. In order to carry out the purposes of this study, six hypotheses were tested concerning the perception of native and non-native undergraduate students toward the communication style and teaching effectiveness of teaching fellows in North Texas State University.

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Liaw, En-Chong. ""How are they different?" a comparative study of native and nonnative foreign language teaching assistants regarding selected characteristics: teacher efficacy, approach to language teaching/teaching, teaching strategies and perception of nativeship /." The Ohio State University, 2004. http://rave.ohiolink.edu/etdc/view?acc_num=osu1092324144.

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Wagner, Karen. "THE EFFECTS OF THE ATTAINMENT OF FUNCTIONAL ASSESSMENT SKILLS BY PRESCHOOL TEACHERS AND THEIR ASSISTANTS ON STUDENTS' CLASSR." Doctoral diss., University of Central Florida, 2008. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3725.

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The purpose of this study was to examine the effects of teaching functional assessment skills to three Prekindergarten teachers and their teaching assistants. The effects were measured by examining the behavior of the teachers and assistants, as well as the behaviors of the students; before, during and after the delivery of three, two-hour functional assessment classes. The teaching staff videotaped themselves and their students during a regular class time, predetermined by the researcher and each teacher prior to the onset of baseline data collection, over an approximate nine-week period. The video was taken in twelve-minute segments every day. Later, the video was coded for specific behaviors. Although there were gains in appropriate intervention strategies from teachers and assistants during the intervention phase, the interventions generally peaked a week or two after the classes ended and gradually declined. Teacher skills were retained however, as most ratios of appropriate interventions maintained at higher rates than baseline. Relationships between student behavior and correct teacher interventions were established and maintained. The intervention resulted in changes in staff behavior, but results did not sustain at high levels over time. The realization that escape maintained some student behavior, and teaching skills to "test" for function, were likely the most important concepts for many of the participants. Further research should include adding a behavior coach to assist in shaping the teaching staffs' emerging skills and to provide a sounding board when developing specific student interventions.
Ph.D.
Department of Child, Family and Community Sciences
Education
Education PhD

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Helker, Wendy Pretz. "The impact of child teacher relationship training on teachers' and aides' use of relationship-building skills and the effect on student classroom behavior." Thesis, University of North Texas, 2006. https://digital.library.unt.edu/ark:/67531/metadc5457/.

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This study examined the impact of child teacher relationship training (CTRT) on teachers' and aides' use of relationship- building skills in the classroom and the correlation between teachers' and aides' demonstration of relationship- building skills and the effect on student behavior. CTRT was modeled after Landreth and Bratton's (2006) 10-session filial therapy model titled child parent relationship therapy (CPRT) which is based on the principles and procedures of child -centered play therapy. The CPRT manual was adapted slightly for use with teachers and aides for this project. In this quasi-experimental design, 12 teacher aide dyads (n = 24) were assigned to the experimental (n = 12) or active control groups (n = 12). Children who scored in the Borderline/Clinical range on at least one scale of the Child Behavior Checklist-Caregiver/Teacher Report Form (C-TRF) at pretest qualified for the study (N = 32). During the first phase of treatment, teachers and aides participated in the equivalent of 10 training/supervision sessions consistent with the principles and procedures of CPRT. During CTRT Phase II, teachers and aides participated in 10 weeks of coaching/modeling to facilitate the use of CTRT skills in the classroom environment and continued to participate in weekly 1-hour group training/supervision sessions. Eight hypotheses were analyzed. Different analyses were conducted based on the hypotheses. Analyses of covariance and repeated measures analysis of variance were conducted. Correlation coefficients were also calculated. Additionally, effect sizes were calculated to determine practical significance. Two hypotheses were retained at the .05 level of significance. Children in the experimental group (n = 19) demonstrated a significant decrease (p = .04) in Externalizing Problems between Measurements 1 and 3 when compared to the children in the active control group (n = 13). A statistically significant relationship was found between teachers' and aides' higher use of relationship-building skills and students' decrease in externalizing behaviors (p < .05). No statistically significant results were found on the remaining hypotheses.

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Tutty, Chris. "A shackled heart teacher aides' experience of supporting students with high needs in regular classes : a thesis submitted in partial fulfilment of the requirements for the degree of Master of Health Science at Auckland University of Technology, December 2003." Full thesis. Abstract, 2003.

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Thesis (MHSc--Health Science) -- Auckland University of Technology, 2003.
Appendices A, B and C not included in e-thesis. Also held in print (173 leaves, 30 cm.) in Akoranga Theses Collection (T 317.14124 TUT)

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Asel, Crystal S. "Current Practices in Working With Special Education Paraeducators." Thesis, University of North Texas, 2006. https://digital.library.unt.edu/ark:/67531/metadc5421/.

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With so many paraeducators working in special education, it is important for teachers, administrators, and researchers to know how paraeducators are being utilized, supervised, and managed in order to create the most effective programs for students with special needs. Research is needed regarding current practices in supervising paraeducators. The purposes of this study were to (a) delineate the current practices being utilized by special education teachers of students with emotional and behavioral disorders (EBD) who supervise paraeducators that work with students with EBD in the general education classroom and (b) determine how effective the supervised paraeducators perceive those practices to be. Current practices were revealed by answering the following questions: (1) According to special education teachers and paraeducators, what procedures and practices are being utilized to supervise paraeducators who work in the general education environment with students with EBD? (2) In what ways do teachers and paraeducators see these supervision practices as being effective? (3) What is the relationship between actual supervision practices and accepted best practices? There were 60 participants in all, 30 professional teachers and 30 paraeducators. All 60 participants completed a survey; of these 60, 5 teachers and 5 paraeducators were individually interviewed Findings from the study indicate that actual supervision practices of teachers do not represent the best practices found in the literature. The study found that each of the seven executive functions of supervision (orientation, planning, scheduling, delegating, training/coaching, monitoring/feedback, and managing the workplace) need additional attention from school districts in order to maximize paraeducator effectiveness.

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Thornsberry, Ryan James. "Composition, Pedagogy, and the Development of Effective Student-Teachers: A Comparative Analysis of Training Programs for Teaching Assistants in English Departments." OpenSIUC, 2014. https://opensiuc.lib.siu.edu/dissertations/856.

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AN ABSTRACT OF THE DISSERTATION OF RYAN J. THORNSBERRY, for the Doctor of Philosophy degree in ENGLISH, presented on December 27, 2013, at Southern Illinois University at Carbondale. TITLE: COMPOSITION, PEDAGOGY, AND THE DEVELOPMENT OF EFFECTIVE STUDENT-TEACHERS: A COMPARATIVE ANALYSIS OF TRAINING PROGRAMS FOR TEACHING ASSISTANTS IN ENGLISH DEPARTMENTS MAJOR PROFESSOR: DR. LISA J. MCCLURE The history of teaching assistant training has followed a tenuous road of development. For English departments, the primary role for teaching assistants has always been staffing sections of the basic composition sequence. Because inexperienced teachers are teaching inexperienced students, a fundamental concern was, and still is, what is the best way to prepare teaching assistants? This study explores this complexity by investigating the popular trends and approaches utilized by current TA training programs. This qualitative study surveyed 195 English departments from various Division I colleges and universities and focused on three basic questions: 1) What types of training programs do English Departments offer TA? 2) During their tenure as TAs, what efforts are used to enhance their teacher training? 3) How do institutions determine the effectiveness of their training programs? In an effort to identify TA training elements, the data gathered consisted of a program's schedule and duration, supervision, materials (physical as well as technological), required courses, TA opportunities (professional and teaching), assessment tools, and training for International Teaching Assistants. From a small sampling, this study reported findings collected from a 10-item Teaching Assistant Training Survey and an 8-item Demographic Questionnaire. The findings highlighted several training program issues such as time, duration, conductors, materials, courses, and assessment tools as key components of TA training. The findings suggested that even though most teaching assistant training programs contained some similarities, most training programs continue to evolve. Future research into the basic questions, what, how, why, and when of TA training, still need to be conducted in order to provide more detailed conclusions.

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Lu, Lina. "A Qualitative Case Study of Chinese Teaching Assistants' Communication in the U.S. University Classroom." PDXScholar, 1992. https://pdxscholar.library.pdx.edu/open_access_etds/4379.

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This is an exploratory, interpretive study, focusing on classroom communication experiences of Chinese teaching assistants (CTA) in a U.S. university. The research asked: What are CTAs' experiences communicating in the U.S. university classroom? How do they interpret their experiences from their own perspective? And what is their emergent adaptation pattern to the U.S. university classroom?

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Brenner, Wallius Eva. "Coping with stress in a school and office environment : self reported stress and coping behaviour for teachers and administrative assistants." Licentiate thesis, Luleå tekniska universitet, 1989. http://urn.kb.se/resolve?urn=urn:nbn:se:ltu:diva-17898.

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Aschemeier, Amy R. "The roles of paraprofessionals in physical education." Virtual Press, 2004. http://liblink.bsu.edu/uhtbin/catkey/1286500.

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Eight years after the passage of the Individuals with Disabilities Education Act (PL 105-17), there still appears to be gaps in the efforts to ensure that students with disabilities are given a free and appropriate public education. While the No Child Left Behind Act of 2001 aims to create school environments where teachers and paraprofessionals are highly qualified for all students, the issue of having adequately trained paraprofessionals assisting in physical education continues to be ignored. The purpose of this study was to determine the basic profiles of paraprofessionals assigned to physical education and to conduct a needs assessment for training. Participants (N=76) were comprised of paraprofessionals from city and county public schools grades Pre K -12 in Northwest and East Central Indiana, and Northwest Ohio. A twopart questionnaire was given to paraprofessionals in the classrooms to assess current responsibilities in physical education as well as identify training needs they might have in physical education. Data was analyzed using descriptive statistics, frequency counts, and measures of central tendency (means) to answer all research questions. Results indicated that paraprofessionals who assisted in physical education perceived themselves to be adequately trained despite not having much professional training. Paraprofessional responsibilities in physical education remained vague and unclear; however, results showed paraprofessionals were willing to receive training depending on training length of time and training topics offered.
School of Physical Education

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Kwok, Dorothy Toi Sze. "Fixed-term employment and individual mobility : a study of teaching assistants in the aided secondary schools of Hong Kong." HKBU Institutional Repository, 2013. http://repository.hkbu.edu.hk/etd_ra/1553.

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Bastigkeit, Anja. "Bildungsbiographie und elementarpädagogische Bildungsarbeit : eine Studie zum Zusammenhang von Bildungsbiographien elementarpädagogischer Mitarbeiterinnen und der praktischen Umsetzung des elementarpädagogischen Bildungsauftrags." Frankfurt am Main [u.a.] Lang, 2007. http://bvbr.bib-bvb.de:8991/F?func=service&docl̲ibrary=BVB01&docn̲umber=015518223&linen̲umber=0001&funcc̲ode=DBR̲ECORDS&servicet̲ype=MEDIA.

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Harader, Dana L. (Dana Lyn). "Paraeducators' Attitudes Toward Students with Disabilities: Implications for Staff Development." Thesis, University of North Texas, 1995. https://digital.library.unt.edu/ark:/67531/metadc278007/.

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This study identified the attitudes of paraeducators toward students with disabilities and the implications for staff development. The purpose of this study was to survey attitudes of paraeducators toward students with disabilities. The attitude and demographic information obtained through the survey were analyzed for its implications for staff development with paraeducators.

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Shaw, Janalee. "Perceptions of self-efficacy in graduate assistant composition instructors : a study of novice instructors' feelings about the adequacy of their preparation for teaching." Virtual Press, 2005. http://liblink.bsu.edu/uhtbin/catkey/1317918.

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Rix, Katie Rose. "An exploration of four to seven year olds' perceptions of their own behaviour with comparisons to peers, class teachers and teaching assistants." Thesis, University of Greenwich, 2015. http://gala.gre.ac.uk/14130/.

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Children aged four to seven years, experience social and cognitive changes and may exhibit a variety of aggressive (Monks, Smith, & Swettenham, 2003), prosocial (Sebanc, 2003) and solitary behaviours (Coplan & Ooi, 2014), which are related to positive and negative outcomes. Research in this area has tended to adopt methods using reports from peers and adults, and hypothetical scenarios presented to children. This thesis is original in showing that young children can also offer unique insights into their own behaviour by providing self-reports and explanations. These insights vary across different forms of behaviour and over the course of a school year. This research also employed an original method. Stick figure animations were developed to collect behaviour reports from children on a three-point scale. Furthermore, a cohort sequential design with 273 participants was used to assess how children’s reported perceptions changed longitudinally over three time points, and cross-sectionally across two year groups. Reports of children’s behaviour were also collected from peers, Class Teachers, and Teaching Assistants. Children’s self-reports of solitary and prosocial behaviour tended to be higher than other reporters’. Self-reports of aggressive behaviour tended to be lower than other reporters. Agreement between self-reports and reports from others mostly increased over time. Children’s self-reports were categorised into one of five clusters at each time point: prosocial / social, solitary, low behavioural levels, excluders, and antisocial / solitary. There were no consistent patterns in cluster and age group, time point, or sex. Children’s behaviour explanations were mostly focused on causes, rather than consequences, Agency was mostly external. Outcome focus was more varied across forms of behaviour. Explanations became more consequential over time and there was some variation in explanations by children’s self-reported ratings. Findings are discussed in relation to literature and research, developmental theories, implications for future research, and work in schools.

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Sandy, Kirsti A. Hesse Douglas Dean. "Learning by co-teaching mentors and apprentices in an intensive introductory writing class /." Normal, Ill. Illinois State University, 1999. http://wwwlib.umi.com/cr/ilstu/fullcit?p9960424.

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Thesis (Ph. D.)--Illinois State University, 1999.
Title from title page screen, viewed July 28, 2006. Dissertation Committee: Douglas Hesse (chair), Janice Neuleib, Kenneth Lindblom. Includes bibliographical references (leaves 237-245) and abstract. Also available in print.

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Booth, Jacki C. "The art of teaching a T.A.'s journey from the stage to the classroom and back again /." View electronic thesis, 2008. http://dl.uncw.edu/etd/2008-1/boothj/jackibooth.pdf.

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Hsu, Sungti. "Legislation, Litigation, Regulation, and Implementation of Paraprofessional Supervision in School Settings." Diss., CLICK HERE for online access, 2007. http://contentdm.lib.byu.edu/ETD/image/etd1782.pdf.

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Sutherland, William Sean. "Team teaching English in Japanese schools : an exploration of how Japanese teachers of English see themselves, their teaching, and their native English-speaking assistants." Thesis, King's College London (University of London), 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.558297.

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In Japan the team teaching of English language classes has been a growing phenomenon since the late 1980s. Team teaching typically involves two teachers: a Japanese teacher of English (JTE) who has a university degree in English or education and a teaching qualification, and an assistant English teacher (AET) who is usually an untrained recent university graduate from Britain, the United States or another country whose citizens are primarily thought to be native English speakers. The stated goal of team teaching is to improve Japanese students' English abilities by having a native English speaking AET in the class as a model of the target language. AETs are often popular with students, their parents and administrators, primarily because they are seen to provide motivation for language learning. JTEs may appreciate AETs, especially as co-workers to share the workload with, something any teacher would certainly appreciate. -- Less research has been done into asking JTEs how they feel about team teaching as it relates to their identities as teachers and as English speakers. For this thesis I used qualitative research interviews and classroom observation to investigate what it means to be a Japanese teacher of English who working with an AET. This data was related to the relevant literature. Several key findings were uncovered: JTEs receive no training on team teaching, leaving them feeling unable to manage their AET partners; JTEs feel that AETs speak 'real' English, leaving JTEs in the unenviable position of being expected to teach a language that they are not thought to have mastered; AETs provide students with little exposure to 'real' English; JTEs sometimes disparage AETs' teaching skills and distrust AETs' motives for working in Japan; and JTEs do not feel they themselves have the skills to teach English.

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Rutherford, Gill, and n/a. "Different ways of knowing? : understanding disabled students� and teacher aides� school experiences within a context of relational social justice." University of Otago. Department of Education, 2008. http://adt.otago.ac.nz./public/adt-NZDU20081125.160830.

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Disabled students� experiences of working with teacher aides constitute a recent focus of international inquiry. To date in New Zealand, there has been no specific investigation of this aspect of education, despite the widespread reliance on teacher aide support as the primary means of responding to disabled students� presence in schools. Similarly, there are very few New Zealand studies in which teacher aides are the primary participants. This thesis seeks to address this absence in New Zealand educational research by exploring students� and teacher aides� experiences of working together, in order to understand the impact of assigning responsibility for students who have complex learning support requirements to teacher aides who require no qualification, training, or experience to work in this role. This interpretive qualitative study is positioned in a multi-dimensional framework of current disability, social justice, and sociology of childhood theorising. A series of semi-structured meetings were held with ten students, aged eight to seventeen years, who attended schools in the South Island of New Zealand. As well, semi-structured interviews were conducted with eighteen teacher aides who worked in a range of primary, intermediate, and secondary schools in the same geographic area as the student participants. Data were interpreted utilizing both inductive and deductive means of analysis. Students� participation in the research and their contributions to the findings demonstrated their competence, agency, and heterogeneity. Students conveyed a sense of the importance and value of the teacher aide�s role, if clearly defined and carried out in a positive, professional manner within the context of supportive schools. The findings relating to teacher aides� experiences highlighted the diverse, ambiguous nature of their roles, conceptualised as a continuum of support ranging from aiding teachers in inclusive contexts, to aiding students in assimilationist circumstances, to assuming the role of teacher or babysitter for students in exclusive educational environments. Analysis of teacher aides� experiences revealed the fundamental importance of relationships in coming to know students in terms of their humanness and competence, and in underpinning teacher aides� efforts to do the right thing by students. Participants also identified the need for all adults involved in the policy and practice of education to develop shared understandings of respectful, socially just ways of thinking about disability and childhood as the foundation of a common commitment to teach all students well. The insight generated by participants, who represent perhaps the least powerful of students and employees in New Zealand schools, illuminates some of the most significant changes that need to occur in the thinking and practices of people involved in educational policy-making, teacher and teacher aide education, and schools. Addressing these educational deficits may contribute to the development of a socially just education system that is respectful of and responsive to human difference while recognising and respecting our mutual humanness.

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Hansen, Linda. "Paraprofessionals in the Classroom: Creating a Test Bank." Diss., CLICK HERE for online access, 2006. http://contentdm.lib.byu.edu/ETD/image/etd1520.pdf.

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Triplett, Kimberly Mechelle. "Understanding the impact of technical assistance on early care and education sites in Mississippi rural communities." Diss., Mississippi State : Mississippi State University, 2009. http://library.msstate.edu/etd/show.asp?etd=etd-04012009-092951.

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Reid, Keisha Nichola. "A case study of the experiences of small group work for newly arrived EAL pupils in a secondary school : perceptions of teachers, teaching assistants and pupils." Thesis, University of Warwick, 2015. http://wrap.warwick.ac.uk/77450/.

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The purpose of this research was to explore the perceptions of teachers, teaching assistants and pupils about small group work for newly arrived EAL pupils. This was a case study of one secondary school with a high intake of newly arrived EAL pupils. At the time, there were several whole school initiatives to address government directives to improve teaching and learning across the curriculum. Two parallel questionnaires were administered to teachers and teaching assistants. 19 teachers and 3 teaching assistants completed the questionnaires. 10 teachers and 2 teaching assistants responded to a request to be interviewed and 13 pupils participated in two focus group discussions. The findings demonstrate that teachers hold positive perceptions about the inclusion of newly arrived EAL pupils in mainstream lessons but are concerned about issues such as the impact on monolingual and advanced bilingual learners, assessment, language and/or content teaching and professional development opportunities for staff. To varying degrees, teachers perceive that small group interaction can support pupils but there are dependent factors. Teaching assistants perceive that small group interaction is beneficial but have highlighted areas for consideration and development. The pupils share mainly positive views about their involvement in small group work and at the same time, identify challenges that they encounter as they try to work with their peers. This study provides an insight into the experiences of newly arrived EAL pupils in mainstream lessons in one school and highlighted areas of concern worth investigating in EAL teaching and learning in mainstream classrooms.

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Dolor, Jason Mark Asis. "Investigating Statistics Teachers' Knowledge of Probability in the Context of Hypothesis Testing." PDXScholar, 2017. https://pdxscholar.library.pdx.edu/open_access_etds/4030.

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In the last three decades, there has been a significant growth in the number of undergraduate students taking introductory statistics. As a result, there is a need by universities and community colleges to find well-qualified instructors and graduate teaching assistants to teach the growing number of statistics courses. Unfortunately, research has shown that even teachers of introductory statistics struggle with concepts they are employed to teach. The data presented in this research sheds light on the statistical knowledge of graduate teaching assistants (GTAs) and community college instructors (CCIs) in the realm of probability by analyzing their work on surveys and task-based interviews on the p-value. This research could be useful for informing professional development programs to better support present and future teachers of statistics.

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Edmanson, A. J. "An exploration of mainstream school teachers' and teaching assistants' perceptions of special school outreach services, including the perceived impact on their practice, on target pupils and the wider school context." Thesis, University of Essex, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.571597.

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This study focuses on an Outreach Service provided by special schools to mainstream schools where there is concern regarding a pupil with SEN. Despite special schools providing outreach services for many years, there is little current research about the type of services that are provided to schools and their impact. Studies that exist are focused on the impact of outreach at an individual level whereas Sheppard (2000) concluded an ecological approach should be adopted by outreach services. The present study employed an exploratory, sequential, mixed methods design. Through interviews, the qualitative phase explored two teachers' and seven teaching assistants' (TA) (n=9) perceptions of the process and impact of the outreach support they received and the data was analysed using thematic analysis. The themes were used to develop a questionnaire to explore if the themes were corroborated by 18 questionnaire participants (n=18). TAs were found to be the primary recipients of the outreach support. It was found that outreach created a supportive working relationship with the TA that provided reassurance, confidence and problem solving when challenges occurred. The impact on the pupil was perceived as positive as teachers/TAs reported increases m pupils' confidence, communication, understanding and curriculum access through the use of resources, differentiation and strategies introduced by Outreach. Staff involved in Outreach, mostly TAs, perceived outreach to increase their confidence, knowledge and ability to put things into practice. There was, however, a more limited occurrence of outreach involvement having a wider impact on a school system. The findings are presented using Bronfenbrenner's eco-systemic model and interpretations draw on systems theory. A key finding relates to the positive impact of outreach on the individual TA and pupil, however there was a lack of an ecological approach and the potential role of outreach in promoting this is discussed.

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Nelson, Heather Goodwin. "Perceived Impact of the No child Left Behind Act of 2001 on Paraprofessionals." Diss., CLICK HERE for online access, 2005. http://contentdm.lib.byu.edu/ETD/image/etd924.pdf.

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Liu, Jing. "Mini-lectures of Chinese native speakers of English : a comparative discourse analysis /." Thesis, Connect to this title online; UW restricted, 2001. http://hdl.handle.net/1773/9318.

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Drake, Pat. "Working for learning: a case of mathematics for teaching." Thesis, University of Sussex, 2006. https://vuir.vu.edu.au/34125/.

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This study began as an investigation into the experiences of five students making the transition from secondary teaching assistant to specialist teacher of secondary mathematics, via a local degree programme set up specifically. The development of a degree for the teaching assistants (who were required to work in schools throughout their study) forced me to address how work-based learning plays out in the context of developing knowledge for teaching, in this case, mathematics knowledge, when the learner is operating in simultaneous workplaces, at school and at university. It became clear that I was straddling a disjuncture between working and learning practices that pervaded all aspects of the project: the teaching assistants' work, and their ambition to become graduates; the structure of the degree itself; relations between university mathematics and the working world of school mathematics; and within my own attempts to learn from research in the same arena that I was working in as a teacher. The study provides an illustration of exposing a new constituent and previously excluded group of students into a traditional curriculum. I argue that knowledge acquired about learning informally through work is critical with respect to successful mathematics learning at university for these teaching assistants, although this raises questions of curriculum relevance. This being so, learning through work as a precedent to academic study may deserve more attention within strategies to widen participation. I also raise questions as to the readiness of traditional universities for new student groups, and the extent to which informal learning is recognised as a significant aspect of successful experience.

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