A Case Study of Compounding Views of Paraprofessional Roles and Relationships in Preschool Classrooms: Implications for Practice and Policy
Tiara Saufley Brown, Ph.D.
James Madison University
Tina Stanton-Chapman, Ph.D.
University of Cincinnati
Abstract
The purpose of this qualitative case study is to extend a previous study by Brown & Stanton-Chapman (2014) by exploring the dynamics between teachers and paraprofessionals in preschool classrooms. Specifically, researchers examined the relationship between eight paraprofessionals’ perspectives of job responsibilities and satisfaction in comparison to their assigned eight teachers’ perspectives of these same ideas. Data collection included semi-structured interviews of the 16 participants as well as classroom observations and document collection. Four key themes emerged from data collection: responsibilities are often influenced by the level of teacher and paraprofessional motivation; paraprofessionals often assimilate to match the lead teacher’s demeanor and perspectives; teachers and paraprofessionals view recognition and appreciation very differently; and the majority of classroom outcomes are primarily influenced by structured school policies. Considering these findings, implications for practice and directions for future research are discussed.
Keywords: paraprofessional, teaching assistant, educational assistant, relationship, preschool
Read or Download
To Read this Article - or Download this Article (login required)
To Download the Entire FALL 2022 Issue of JAASEP - (login required)
NASET Members - Login to Access These Files.
Not a Member?
If you are a member of NASET, please login to freely access this and all archived articles of JAASEP
If you are NOT A MEMBER of NASET you may purchase this article of JAASEP for $5.95 (use the "Buy now" button below):
OR Buy the entire issue of JAASEP FALL 2022 for $24.95. Use the BUY NOW button below:
OR - Join NASET and have access to this & ALL PAST ISSUES of JAASEP - JOIN NASET