Paraprofessionals in Early Childhood Classrooms: An Examination of Duties and Expectations

Autor/inn/en	Ratcliff, Nancy J.; Jones, Cathy R.; Vaden, S. Russell; Sheehan, Heather; Hunt, Gilbert H.
Titel	Paraprofessionals in Early Childhood Classrooms: An Examination of Duties and Expectations
Quelle	In: Early Years: An International Journal of Research and Development, 31 (2011) 2, S.163-179 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0957-5146
Schlagwörter	Student Behavior; Early Childhood Education; Young Children; Teacher Aides; Paraprofessional School Personnel; Role; Observation; Kindergarten; Teachers; Preschool Teachers; Elementary School Teachers; Surveys; Collegiality + Suchen Sie Ihr Suchwort? Student behaviour; Schülerverhalten; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Frühe Kindheit; Handreichung; Lehrerhilfe; Rollen; Beobachtung; Lehrer; Lehrerin; Lehrende; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Survey; Umfrage; Befragung; Kollegialität
Abstract	Millions of dollars are expended, in the USA and elsewhere, to provide paraprofessionals or "teaching assistants" for regular early childhood classrooms. However, little consistent information exists related to best practice in the use of paraprofessionals in these early childhood settings. This article describes a study employing the use of 159 teacher and 161 paraprofessional surveys and classroom observations in 23 randomly selected kindergarten and four-year-old classrooms. Paraprofessionals delivered large amounts of group instruction and frequently managed student behavior. Furthermore, it was found that a lack of understanding of specific duties and expectations related to the roles of paraprofessionals was characteristic of both teachers and the paraprofessionals themselves. (Contains 5 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10