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A case study of instructional paraed...

Villareal, David A.

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A case study of instructional paraeducators' staff development needs.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	A case study of instructional paraeducators' staff development needs./
Author:	Villareal, David A.
Description:	166 p.
Notes:	Source: Dissertation Abstracts International, Volume: 71-06, Section: A, page: 1971.
Contained By:	Dissertation Abstracts International71-06A.
Subject:	Education, Leadership. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3411308
ISBN:	9781124038551

A case study of instructional paraeducators' staff development needs.
Villareal, David A.

A case study of instructional paraeducators' staff development needs. - 166 p.

Source: Dissertation Abstracts International, Volume: 71-06, Section: A, page: 1971.

Thesis (Ed.D.)--University of Houston, 2010.

The process of differentiated instruction, specialized job roles, and increased accountability in public schools has profound implications on paraeducators. As their roles and responsibilities become more complex and instruction-based, there is a need for relevant, differentiated, and ongoing staff development opportunities. An understanding of paraeducators' staff development needs is necessary to effectively design, implement, and assess a staff development program that follows a systematic approach. A mixed methods study was used in order to gauge the perceived staff development needs of instructional paraeducators in a large, fast-growth, urban/suburban school district located in the Southeast region of the United States. This study utilized archival data obtained from a 22-item electronic paraeducator staff development needs survey in the school district. Four research questions were addressed in the study. The first research question sought to determine the perceived high staff development needs of instructional paraeducators through the analysis of a paraeducator staff development needs survey. The second research question targeted any differences of the perceived high staff development needs among general education and special education paraeducators. The third research question attempted to determine how instructional paraeducators' years of experience relate to their perceived high staff development needs. Lastly, the fourth research question addressed staff development delivery approaches for instructional paraeducators. Results suggested that general education and special education paraeducators rated staff development pertaining to the instructional environment as high need areas. Additionally, staff development in the instructional environment needs to be differentiated among general education and special education paraeducators. Regarding differences among years of experience, general education paraeducators with 0-7 years of experience rated the most survey items as high need areas while special education paraeducators with 8-14 years of experience rated the most survey items as high need areas. Based on focus group themes concerning staff development delivery approaches, both groups of paraeducators expressed a preference for face-to-face delivery, presenter credibility, and content that is relevant and differentiated by campus, grade level, and subject area.

ISBN: 9781124038551Subjects--Topical Terms:

1035576
Education, Leadership.

A case study of instructional paraeducators' staff development needs.
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020 $a 9781124038551
035 $a (UMI)AAI3411308
035 $a AAI3411308
040 $a UMI $c UMI
100 1 $a Villareal, David A. $3 1674298
245 1 2 $a A case study of instructional paraeducators' staff development needs.
300 $a 166 p.
500 $a Source: Dissertation Abstracts International, Volume: 71-06, Section: A, page: 1971.
500 $a Adviser: Angus MacNeil.
502 $a Thesis (Ed.D.)--University of Houston, 2010.
520 $a The process of differentiated instruction, specialized job roles, and increased accountability in public schools has profound implications on paraeducators. As their roles and responsibilities become more complex and instruction-based, there is a need for relevant, differentiated, and ongoing staff development opportunities. An understanding of paraeducators' staff development needs is necessary to effectively design, implement, and assess a staff development program that follows a systematic approach. A mixed methods study was used in order to gauge the perceived staff development needs of instructional paraeducators in a large, fast-growth, urban/suburban school district located in the Southeast region of the United States. This study utilized archival data obtained from a 22-item electronic paraeducator staff development needs survey in the school district. Four research questions were addressed in the study. The first research question sought to determine the perceived high staff development needs of instructional paraeducators through the analysis of a paraeducator staff development needs survey. The second research question targeted any differences of the perceived high staff development needs among general education and special education paraeducators. The third research question attempted to determine how instructional paraeducators' years of experience relate to their perceived high staff development needs. Lastly, the fourth research question addressed staff development delivery approaches for instructional paraeducators. Results suggested that general education and special education paraeducators rated staff development pertaining to the instructional environment as high need areas. Additionally, staff development in the instructional environment needs to be differentiated among general education and special education paraeducators. Regarding differences among years of experience, general education paraeducators with 0-7 years of experience rated the most survey items as high need areas while special education paraeducators with 8-14 years of experience rated the most survey items as high need areas. Based on focus group themes concerning staff development delivery approaches, both groups of paraeducators expressed a preference for face-to-face delivery, presenter credibility, and content that is relevant and differentiated by campus, grade level, and subject area.
590 $a School code: 0087.
650 4 $a Education, Leadership. $3 1035576
650 4 $a Education, School Administration. $3 1669346
690 $a 0449
690 $a 0461
710 2 $a University of Houston. $3 1019266
773 0 $t Dissertation Abstracts International $g 71-06A.
790 1 0 $a MacNeil, Angus, $e advisor
790 $a 0087
791 $a Ed.D.
792 $a 2010
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3411308