東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

Using Classroom Wise to Empower Para...

Albert, Hope A. Beam,

Linked to FindBook

Google Book

Amazon

博客來

Using Classroom Wise to Empower Paraprofessionals Working with Students with Special Needs /

Record Type:	Electronic resources : Monograph/item
Title/Author:	Using Classroom Wise to Empower Paraprofessionals Working with Students with Special Needs // Hope A. Beam Albert.
Author:	Albert, Hope A. Beam,
Description:	1 electronic resource (95 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 86-05, Section: B.
Contained By:	Dissertations Abstracts International86-05B.
Subject:	Behavior. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=31628806
ISBN:	9798346387558

Using Classroom Wise to Empower Paraprofessionals Working with Students with Special Needs /
Albert, Hope A. Beam,

Using Classroom Wise to Empower Paraprofessionals Working with Students with Special Needs /Hope A. Beam Albert. - 1 electronic resource (95 pages)

Source: Dissertations Abstracts International, Volume: 86-05, Section: B.

Paraprofessionals are a primary resource in special education. National data show that the number of individuals serving in the paraprofessional role continues to increase across the United States, alongside the complexity of the role itself. Educational entities have provided guidance on the competencies paraprofessionals should obtain prior to serving in their role; however, available professional development fails to align with this guidance. Research shows that paraprofessionals lack role clarity, feel ineffective, are undervalued, and are emotionally exhausted by their work. Moreover, studies show that their performance in their role and perception of their work are heavily impacted by inadequate training and limited supervision.To address these limitations, the current study evaluated the Classroom Well-Being Information and Strategies for Educators (Classroom WISE) modules developed by the Mental Health Technology Transfer Center Network (MHTTC) and the National Center for School Mental Health (NCSMH) and its impact on paraprofessional awareness and knowledge of concepts and strategies to support student mental health. Classroom WISE is a free, three-part mental health literacy training package that includes an online course, video library, and resource collection.Study participants completed a pre-survey and six module quizzes comprised of Likert scale items, multiple-choice questions, and open-ended questions. These items, adopted from MHTTC and NCSMH, assessed content knowledge, comprehension of the module content, perception of importance and preparedness of skill targets, and participants' overall perception of the Classroom WISE modules.Quantitative data analysis and qualitative coding were utilized to evaluate outcomes. The findings include endorsement of the Classroom WISE modules by participants, increased knowledge of relevant concepts and strategies that can be used within the classroom environment, enhanced understanding of students, and relevant self-reflection of educators. The Classroom WISE modules proved to be an effective and efficient way to enhance the evidence-based training available to educators. Including these modules in training pathways for paraprofessionals can promote a greater understanding of how to respond to and support student needs in their classrooms.

English

ISBN: 9798346387558Subjects--Topical Terms:

532476
Behavior.

Using Classroom Wise to Empower Paraprofessionals Working with Students with Special Needs /
LDR:03786nmm a22004573i 4500 001 2431508
005 20250616055211.5
006 m o d
007 cr|nu||||||||
008 261011s2024 miu||||||m |||||||eng d
020 $a 9798346387558
035 $a (MiAaPQD)AAI31628806
035 $a (MiAaPQD)Pittsburgh46753
035 $a AAI31628806
040 $a MiAaPQD $b eng $c MiAaPQD $e rda
100 1 $a Albert, Hope A. Beam, $e author. $3 3820352
245 1 0 $a Using Classroom Wise to Empower Paraprofessionals Working with Students with Special Needs / $c Hope A. Beam Albert.
264 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2024
300 $a 1 electronic resource (95 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Dissertations Abstracts International, Volume: 86-05, Section: B.
500 $a Advisors: Kerr, Mary Margaret Committee members: Madia, Lauren; Srsic, Amy.
502 $b Ed.D. $c University of Pittsburgh $d 2024.
520 $a Paraprofessionals are a primary resource in special education. National data show that the number of individuals serving in the paraprofessional role continues to increase across the United States, alongside the complexity of the role itself. Educational entities have provided guidance on the competencies paraprofessionals should obtain prior to serving in their role; however, available professional development fails to align with this guidance. Research shows that paraprofessionals lack role clarity, feel ineffective, are undervalued, and are emotionally exhausted by their work. Moreover, studies show that their performance in their role and perception of their work are heavily impacted by inadequate training and limited supervision.To address these limitations, the current study evaluated the Classroom Well-Being Information and Strategies for Educators (Classroom WISE) modules developed by the Mental Health Technology Transfer Center Network (MHTTC) and the National Center for School Mental Health (NCSMH) and its impact on paraprofessional awareness and knowledge of concepts and strategies to support student mental health. Classroom WISE is a free, three-part mental health literacy training package that includes an online course, video library, and resource collection.Study participants completed a pre-survey and six module quizzes comprised of Likert scale items, multiple-choice questions, and open-ended questions. These items, adopted from MHTTC and NCSMH, assessed content knowledge, comprehension of the module content, perception of importance and preparedness of skill targets, and participants' overall perception of the Classroom WISE modules.Quantitative data analysis and qualitative coding were utilized to evaluate outcomes. The findings include endorsement of the Classroom WISE modules by participants, increased knowledge of relevant concepts and strategies that can be used within the classroom environment, enhanced understanding of students, and relevant self-reflection of educators. The Classroom WISE modules proved to be an effective and efficient way to enhance the evidence-based training available to educators. Including these modules in training pathways for paraprofessionals can promote a greater understanding of how to respond to and support student needs in their classrooms.
546 $a English
590 $a School code: 0178
650 4 $a Behavior. $3 532476
650 4 $a Learning disabilities. $3 518903
650 4 $a Individualized education programs. $3 577687
650 4 $a Students with disabilities. $3 564118
650 4 $a Disability. $3 3556854
650 4 $a Exceptional children. $3 606646
650 4 $a Accountability. $3 3435301
650 4 $a Skills. $3 3221615
650 4 $a Classrooms. $3 1598668
650 4 $a No Child Left Behind Act 2001-US. $3 3642156
650 4 $a Special education. $3 516693
650 4 $a Mental health. $3 534751
650 4 $a Self-efficacy. $3 520049
650 4 $a Individuals with Disabilities Education Act 1990-US. $3 3768557
650 4 $a Continuing education. $3 527504
650 4 $a Disability studies. $3 543687
650 4 $a Education policy. $3 2191387
650 4 $a Gifted education. $3 3172499
690 $a 0347
690 $a 0529
690 $a 0651
690 $a 0201
690 $a 0458
690 $a 0445
690 $a 0510
690 $a 0629
690 $a 0624
710 2 $a University of Pittsburgh. $e degree granting institution. $3 3759199
720 1 $a Kerr, Mary Margaret $e degree supervisor.
773 0 $t Dissertations Abstracts International $g 86-05B.
790 $a 0178
791 $a Ed.D.
792 $a 2024
856 4 0 $u https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=31628806