Literaturnachweis - Detailanzeige
| Autor/in | Kanze, Jarren |
|---|---|
| Titel | Increasing Community Representation in the Teacher Workforce: Understanding the Experience of School Support Staff |
| Quelle | (2022), (96 Seiten)
PDF als Volltext Ed.D. Dissertation, Northeastern University |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| ISBN | 979-8-4268-3024-0 |
| Schlagwörter | Hochschulschrift; Dissertation; Paraprofessional School Personnel; Resource Staff; Differentiated Staffs; Teacher Aides; School Aides; Experience; Career Change; Teacher Recruitment; Barriers; Employment Potential |
| Abstract | While the need for teachers is surging, the supply of teachers is decreasing, resulting in a pervasive teacher shortage (Carver-Thomas & Darling-Hammond, 2019; Sutcher, Darling-Hammond & Carver-Thomas, 2016). Teacher vacancies perpetuate the opportunity gap that already impacts students of color and low-income students across the country (Garcia & Weiss, 2019). Current school support staff members, such a paraprofessionals and teacher assistants, may be a novel pipeline for new teachers, as they have demonstrated an interest in education, possess knowledge of the school community and environment, are able to learn from the methods of current teachers, and often share important demographics with students including racial identification and community membership (Williams et al., 2016). The purpose of this research is to understand the goals and potential barriers impacting support staff members' ability to become teachers at a charter school network in a major Northeastern city. This action research focused on utilizing qualitative methodologies to understand the lived experiences of school support staff members to inform intervention (MacDonald, 2012; Stringer, 2014). This study finds that many support staff members are interested in becoming teachers, but are hindered by a variety of individual, institutional, and universal factors. However, concrete actions taken by districts and administrators can aid support staff in becoming teachers. These actions include: consistently reviewing educational achievements of staff members, alerting school leaders to teaching assistants whose educational background suggests that they should be considered for teaching positions, and streamlining the process for moving between teaching assistant and teaching positions. [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.] (As Provided). |
| Anmerkungen | 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 |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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