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Wright, Colleen Louise – ProQuest LLC, 2017
The Improving Head Start for School Readiness Act of 2007 required teacher assistants (TAs) to obtain their child development associate (CDA) credential by September of 2015. TAs who had not obtained their CDA within the required timeframe were either demoted or terminated from their positions. However, with the increase of working parents, the…
Descriptors: Teacher Aides, Early Childhood Education, Barriers, Continuing Education
Ellery, Tracey – Kairaranga, 2019
This report investigates students' perspectives on a sense of belonging, and the relationship between inclusive practices. It further considers the implications for Resource Teachers: Learning and Behaviour (RTLB) as they work in secondary schools to support inclusive teaching practice. The inquiry question, "How can RTLB effectively support…
Descriptors: Student Attitudes, Secondary School Teachers, Secondary School Students, Inclusion
Gómez-Parra, M. Elena – Journal of New Approaches in Educational Research, 2020
CLIL (Content and Language Integrated Learning)--endorsed by the European Commission since 1996--constitutes the official approach to bilingual education in Spain. Intercultural learning (IL) is one of the four defining Cs in CLIL, though the literature has consistently described it as the weakest implementation area. This paper analyses the…
Descriptors: Cultural Awareness, Interdisciplinary Approach, Bilingual Education, Language of Instruction
Gibson, Dianne; Paatsch, Louise; Toe, Dianne; Wells, Muriel; Rawolle, Shaun – Journal of Education and Learning, 2015
In Victoria, Australia teachers' aides (TAs) are employed to provide support to students with disabilities in accessing their education. The role of the TAs varies within and across school settings. Drawing from the findings of a quantitative study, the purpose of this paper is to develop an understanding of teachers' aides' perceptions of their…
Descriptors: Foreign Countries, Teacher Aides, Disabilities, Paraprofessional School Personnel
Smith, Paul H. – Research in Post-Compulsory Education, 2017
This paper discusses a piece of qualitative research that examined the narratives that a group of learners articulated when they discussed their experiences of studying on a relatively low-status, vocationally related higher education programme. These students were school-based teaching assistants who were undertaking foundation degree study at a…
Descriptors: Qualitative Research, Semi Structured Interviews, College Students, Observation
van Bysterveldt, Anne K.; Westerveld, Marleen F. – International Journal of Disability, Development and Education, 2017
Personal narrative ability is crucial for social-emotional well-being and classroom participation. This study investigated the ability of 10 school-age participants with Down syndrome to share past personal experiences with their teacher aides in their school environment. To participate, children were required to speak in short sentences and be…
Descriptors: Personal Narratives, Down Syndrome, Teacher Aides, Pilot Projects
Gallego, Muriel; Busch, Carey – Foreign Language Annals, 2017
This study investigated the impact of accessibility training on incoming teaching assistants' (TAs) awareness of and preparation to implement academic adjustments and accommodations for students with disabilities. Pre- and postworkshop questionnaires and data gathered from weekly in-service group discussions indicated that TAs' knowledge of and…
Descriptors: Teacher Aides, Paraprofessional School Personnel, Academic Accommodations (Disabilities), Disabilities
Oh-Young, Conrad; Filler, John; Kucskar, Maryssa; Buchter, Jennifer; O'Hara, Kathleen; Gelfer, Jeff – Journal of Special Education Technology, 2018
The ability to engage in positive social interactions is an important goal for young children with developmental disabilities (DDs). Peer-mediated intervention (PMI), one category of interventions often employed with those who show social skill deficits, involves use of typical peers who live model appropriate behaviors. A second frequent category…
Descriptors: Comparative Analysis, Intervention, Video Technology, Modeling (Psychology)
TNTP, 2021
Unfortunately, far too many Arkansas students are being taught by teachers who are uncertified in the subject they are teaching. This report analyzes the extent and potential causes of Arkansas' teacher shortage and propose a series of recommendations for state policymakers. Two primary findings about the shortage were identified: (1) Shortages…
Descriptors: Teacher Shortage, Teacher Supply and Demand, Geographic Regions, Minority Group Students
Greve, Anne; Garnier, Pascale; Ulvik, Oddbjørg Skjaer; Øien, Ingvil; Chantseva, Victoria; Fallang, Bjørg; Gulbrandsen, Liv Mette; Rayna, Sylvie – European Early Childhood Education Research Journal, 2019
Food practices are culturally and historically situated, and so are conceptions of 'risk'. Comparative studies of food practices can highlight these cultural norms and conceptions. In this article we will present results from a study that investigated food practices in Norwegian and French kindergartens with a particular focus on constructions of…
Descriptors: Food, Risk, Cross Cultural Studies, Cultural Background
Zavrel, Lauren L. – COABE Journal: The Resource for Adult Education, 2019
At Larch Corrections Center, a men's prison in Southwest Washington, GED® Faculty Lauren Zavrel has created two original programs: an internship program for graduate students to gain experience in corrections education, and a tutor training curriculum for inmate teaching assistants (TAs) who tutor GED® and business students. Graduate interns…
Descriptors: Institutionalized Persons, Correctional Institutions, Correctional Education, Internship Programs
Kerins, Pauline; Casserly, Ann Marie; Deacy, Evelyn; Harvey, Deirdre; McDonagh, Dolores; Tiernan, Bairbre – European Journal of Special Needs Education, 2018
According to government policy in Ireland, special needs assistants (SNAs) may be employed in post-primary schools to support students deemed to have chronic and serious care needs. There is currently no national policy regarding the continuing professional development (CPD) of SNAs, to meet the requirements of their role. This study investigated…
Descriptors: Foreign Countries, Special Needs Students, Teacher Aides, Educational Policy
Wood, Peter – Pastoral Care in Education, 2018
The need for improved well-being of children in Britain has been highlighted in a raft of reports both nationally and internationally. In this paper, I aim to explore some of the practicalities experienced by schools that, in response, have implemented social and emotional learning (SEL) interventions as a means to improve child well-being. I make…
Descriptors: Social Development, Emotional Development, Well Being, Intervention
Syrnyk, Corinne – British Journal of Special Education, 2018
While the corpus of knowledge for teaching assistants (TAs) grows, less emphasis has been placed on specialised TAs, particularly those who adopt the 'nurture approach' when working with children with social, emotional and mental health difficulties (SEMH). To explore this a case study was made of TAs and teachers at a special, nurturing primary…
Descriptors: Teacher Aides, Antisocial Behavior, Emotional Problems, Behavior Problems
Attwood, Sophia; MacArthur, Jude; Kearney, Alison – International Journal of Inclusive Education, 2019
This study investigated the role of ITE in preparing beginner, secondary school teachers for including diverse groups of learners by capturing their experiences of ITE and their early career. An online questionnaire was completed by early career secondary school teachers. Follow-up interviews with four teachers explored salient findings from the…
Descriptors: Beginning Teachers, Inclusion, Secondary School Teachers, Teacher Education Programs