Guidance and Support for One-to-One Paraprofessionals: A Multiple Regression Analysis

Autor/in	Agurkis, Amanda A.
Titel	Guidance and Support for One-to-One Paraprofessionals: A Multiple Regression Analysis
Quelle	(2023), (184 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Long Island University, C. W. Post Center
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3795-6853-5
Schlagwörter	Hochschulschrift; Dissertation; Paraprofessional School Personnel; Teacher Student Relationship; Educational Planning; Public Schools; Feedback (Response); New York + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Teacher student relationships; Lehrer-Schüler-Beziehung; Bildungsplanung; Public school; Öffentliche Schule
Abstract	Research has focused on methods to support, train, and prepare one-to-one paraprofessionals from perspectives of administrators and teachers. This quantitative study extended research by investigating perspectives of one-to-one paraprofessionals on preparation, support, communication, feedback, and involvement in planning. These variables were investigated using 20 statements on a Likert-scale survey. Demographic information of participants include age, gender, age level of student, passage of the Assessment of Teaching Assistant Skills (ATAS), years of experience in education, type of class student is in, and professional preparation were surveyed as well. A convenience sample of 50 participants was reached. Pearson's correlation coefficients were determined for each Likert-scale statement variable to measure the strength of their associations. After a strong association was determined, composite scores for each variable measuring each hypothesis were created. A multiple linear regression analysis was run for each research question. Results from these analyses created highly statistically significant models (p(superscript F)<0.05). indicating that perceived preparation, support, communication, feedback, and planning all contribute significantly to the overall role of one-to-one paraprofessionals working in public schools in Long Island, New York. Averaged perceived support has the most influence on averaged perceived preparation ([beta]=0.40) and average perceived communication ([beta]=0.49) had the most positive influence on average perceived feedback. This information will help administrators prioritize preparation and supports for one-to-one paraprofessionals working in public schools in Long Island, New York. [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).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01