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Paraprofessionals and professional d...

Macione, Nancy E.

Paraprofessionals and professional development: An approach based on principles of adult learning.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
書名/作者:	Paraprofessionals and professional development: An approach based on principles of adult learning.
作者:	Macione, Nancy E.
面頁冊數:	61 p.
附註:	Source: Dissertation Abstracts International, Volume: 70-07, Section: A, page: 2342.
Contained By:	Dissertation Abstracts International70-07A.
標題:	Education, Administration.
標題:	Education, Adult and Continuing.
ISBN:	9781109037364
摘要、提要註:	Increasingly paraprofessionals provide inclusive special education services to identified students in general education classrooms within public schools today. Often, however, professional development opportunities for paraprofessionals are limited in scope or are insufficient to match the paraprofessionals' expanded instructional roles. This qualitative, theory-building study explored the problem of enhancing the professional learning of paraprofessionals using principles of adult learning as a theoretical basis for examining the supervisory supports, social supports and other factors that were related to the professional learning of paraprofessionals.
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3367444

Paraprofessionals and professional development: An approach based on principles of adult learning.
Macione, Nancy E.

Paraprofessionals and professional development: An approach based on principles of adult learning. - 61 p.

Source: Dissertation Abstracts International, Volume: 70-07, Section: A, page: 2342.

Thesis (Ed.D.)--University of Connecticut, 2009.

Increasingly paraprofessionals provide inclusive special education services to identified students in general education classrooms within public schools today. Often, however, professional development opportunities for paraprofessionals are limited in scope or are insufficient to match the paraprofessionals' expanded instructional roles. This qualitative, theory-building study explored the problem of enhancing the professional learning of paraprofessionals using principles of adult learning as a theoretical basis for examining the supervisory supports, social supports and other factors that were related to the professional learning of paraprofessionals.

ISBN: 9781109037364Subjects--Topical Terms:

422966
Education, Administration.

Paraprofessionals and professional development: An approach based on principles of adult learning.
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100 1 $a Macione, Nancy E. $3 423109
245 1 0 $a Paraprofessionals and professional development: An approach based on principles of adult learning.
300 $a 61 p.
500 $a Source: Dissertation Abstracts International, Volume: 70-07, Section: A, page: 2342.
502 $a Thesis (Ed.D.)--University of Connecticut, 2009.
520 $a Increasingly paraprofessionals provide inclusive special education services to identified students in general education classrooms within public schools today. Often, however, professional development opportunities for paraprofessionals are limited in scope or are insufficient to match the paraprofessionals' expanded instructional roles. This qualitative, theory-building study explored the problem of enhancing the professional learning of paraprofessionals using principles of adult learning as a theoretical basis for examining the supervisory supports, social supports and other factors that were related to the professional learning of paraprofessionals.
520 $a Data were obtained from interviews with a sample of key participants---the principal, regular education teachers, special education teachers, and paraprofessionals---in an urban elementary school setting, as well as from observations and document review. Findings indicated that an operative process which promoted the learning of paraprofessionals occurred when individuals with certain attributes grappled with problems of practice within a climate of continuous learning that included support from supervisors and peers. The study results also indicated (a) that on-the-job, informal learning was the primary mode of professional development for the paraprofessionals, and (b) that the key experiences that enhanced paraprofessionals' learning best were mainly ill-defined, equivocal problems encountered in the school environment. Implications for practice are included that could improve professional learning opportunities for paraprofessionals in order to enhance their capabilities in the school setting.
590 $a School code: 0056.
650 4 $a Education, Administration. $3 422966
650 4 $a Education, Adult and Continuing. $3 422959
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690 $a 0516
710 2 $a University of Connecticut. $3 423110
773 0 $t Dissertation Abstracts International $g 70-07A.
790 $a 0056
791 $a Ed.D.
792 $a 2009
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3367444

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