A Survey of the Experiences of Paraprofessionals With Roles, Training, and Communication When Working With Students With Autism

2022 ◽  
pp. 108835762110668
Author(s):  
Kristi L. Morin ◽  
Sallie Nowell ◽  
Jessica Steinbrenner ◽  
Ann Sam ◽  
Victoria Waters ◽  
...  
Keyword(s):  
Professional Development ◽  
The United States ◽  
Perceived Barriers ◽  
Roles And Responsibilities ◽  
School Settings ◽  
Different Types ◽  
Job Preparation ◽  
Professional Development Needs ◽  
Students With Autism ◽  
Applied Knowledge

Paraprofessionals are critical members of instructional teams for students with autism; however, little is known about their job preparation and professional development needs. This study addressed the gap in the literature by surveying 325 paraprofessionals in public school settings in the United States and Guam who reported working with students with autism. Data were gathered on paraprofessionals’ (a) roles and responsibilities, (b) applied knowledge from different types of professional development, (c) perceived barriers to professional development, and (d) types and timing of communication with their supervising teachers. The results of this study have direct implications for individuals interested in developing a model of professional development that will meet the unique needs of paraprofessionals who work with students with autism.

Navigating a Path toward a Public-Facing Career in Ethnomusicology

2021 ◽  
pp. 238-257
Author(s):  
Meryl Krieger
Keyword(s):  
Professional Development ◽  
Life Skills ◽  
Cultural Practices ◽  
Basic Research ◽  
The United States ◽  
Personal Life ◽  
Business Practices ◽  
Career Trajectory ◽  
Professional Career ◽  
Professional Development Needs

As preparation for a fieldwork-based discipline, ethnomusicology programs train students to engage with interlocutors and communities to understand the dynamics of music creation and use in relation to cultural practices. Since this focus on training is common to all ethnomusicologists, whatever their career trajectory after graduate school, it seems relevant to explore the ways that programs are and are not meeting the professional development needs of emerging scholars. While the importance of basic research skills cannot be underestimated, there is less of a disciplinary focus on the ways that ethnomusicology students learn to engage productively as individuals participating in a community. That is, disciplinary training generally does not include structured reflection on the range of skills that the scholar needs to effectively engage as a partner with their communities of study. These skills can include anything from basic local business practices that will help them engage effectively as participants and advocates, to personal life skills. This chapter explores ways that selected ethnomusicology programs in the United States endeavor to bridge this professionalization divide, and suggests ways that students can take charge of their own professional development needs in this area from the perspective of a public-facing ethnomusicologist/professional career adviser.

An analysis of teacher perceived barriers to the implementation of evidence-based practices

2019 ◽  
Vol 43 (1) ◽  
pp. 5-13
Author(s):  
John J. Wheeler ◽  
Stacy L. Carter ◽  
Samuel E. Smith
Keyword(s):  
Behavioral Interventions ◽  
Qualitative Evaluation ◽  
The United States ◽  
Perceived Barriers ◽  
Evidence Based ◽  
Implementation Barriers ◽  
Evidence Based Practices ◽  
School Settings ◽  
Positive Behavioral Interventions ◽  
Widespread Implementation

Evidence-based practices in the field of special education within the United States has been well defined in the literature yet challenges persist with the widespread implementation of these practices within school settings. There are many factors that can negatively influence the portability of these practices in classroom settings that remain unaddressed in the literature. The results of a qualitative evaluation aimed at determining teacher’s perspectives on barriers to implementing evidence-based procedures in the area of positive behavioral interventions and supports (PBIS) are described. Data analysis revealed several highly pertinent barriers that teachers face in their attempts to implement evidence-based practices in the classroom. Recommendations for minimizing these implementation barriers are discussed.

The Roles and Responsibilities of Teacher Aides Supporting Students with Special Needs in Secondary School Settings

2007 ◽  
Vol 31 (1) ◽  
pp. 25-43 ◽  
Author(s):  
Robin Howard ◽  
Jerry Ford
Keyword(s):  
Professional Development ◽  
Secondary School ◽  
Special Needs ◽  
Structured Interview ◽  
Professional Status ◽  
Teaching Staff ◽  
Students With Special Needs ◽  
Roles And Responsibilities ◽  
School Settings ◽  
Teacher Aides

This study examined the perceptions of teacher aides regarding their roles and responsibilities in supporting senior students with special needs in mainstream secondary school settings. Fourteen teacher aides were interviewed using a semi‐structured interview guide to determine their views regarding their roles and responsibilities, the challenges they faced, their relationships with parents, teachers and students, and their professional development needs. Findings from the study indicated that the participating teacher aides performed a variety of roles and that they often had a considerable degree of autonomy and responsibility in providing academic, social, and behavioural support to the students they served. Teacher aides reported that they were generally satisfied with their jobs and proud of their contributions and accomplishments. However their relationships with teaching staff were often challenging. Teacher aides also indicated that their roles and responsibilities were not clearly delineated, their professional status was not formally recognised, opportunities for advancement and professional development were limited, and that they received little systematic feedback and evaluation of their performance.

scholarly journals Global citizenship education starts with teacher training and professional development

2020 ◽  
Vol 4 (2) ◽  
pp. 125-139
Author(s):  
Evan Saperstein
Keyword(s):  
Professional Development ◽  
Citizenship Education ◽  
Global Citizenship ◽  
The United States ◽  
Public High School ◽  
Global Studies ◽  
Global Citizenship Education ◽  
Roles And Responsibilities ◽  
Certification Programs ◽  
Service Training

In recent years, the idea of global citizenship has grown in scholarly circles and developed into a nascent discipline known as global citizenship education. As a general matter, global citizenship education strives to deepen cross-cultural understanding through the study of current transnational issues. This qualitative, interpretivist case study examined the roles and responsibilities of global studies teachers at an urban New Jersey public high school. The study included interviews with an administrator, two global studies teachers, and six students enrolled in the second sequence of a two-year course in the global studies curriculum; as well as observations and analysis of the course curriculum, syllabus, and student assignments. This study highlights the continuing need for increased pre-service and in-service training opportunities for teachers of global studies related courses, including teacher education and professional development programs. This study also underscores the need for more research on global citizenship education, and global studies training and certification programs in the United States.

Exploring the Professional Development Needs of Early Childhood Paraeducators and Supervising Teachers

2020 ◽  
pp. 027112142092123
Author(s):  
Rebecca Frantz ◽  
Sarah Douglas ◽  
Hedda Meadan ◽  
Michelle Sands ◽  
Naima Bhana ◽  
...  
Keyword(s):  
Professional Development ◽  
Early Childhood ◽  
Developmental Disabilities ◽  
Group Method ◽  
Roles And Responsibilities ◽  
Professional Development Needs ◽  
Supervising Teachers ◽  
Early Childhood Settings ◽  
Focus Group Method ◽  
Children With Developmental Disabilities

Paraeducators play an important role supporting children with developmental disabilities in early childhood settings, and the current educational system has come to rely heavily on paraeducator supports. Unfortunately, most paraeducators receive limited training prior to engaging in their classroom roles and responsibilities, and teachers receive limited training related to supervising paraeducator staff. This study examined the roles and responsibilities, professional development experiences, perceived professional development needs, suggestions for professional development, and perceived barriers to professional development among early childhood paraeducators working with children with developmental disabilities and their supervising teachers using focus group method and a questionnaire. Implications for improving professional development practices among early childhood staff, remediating barriers to effective professional development, and future directions for research are discussed.

scholarly journals University Leadership of Professional Development Schools

2018 ◽  
Author(s):  
Diane W. Gómez ◽  
Shelley B. Wepner
Keyword(s):  
Professional Development ◽  
Department Chairs ◽  
Professional Development Schools ◽  
The United States ◽  
Structured Interview ◽  
University Leadership ◽  
Roles And Responsibilities ◽  
Program Coordinators ◽  
Associate Deans ◽  
Assistant Deans

This study investigated the roles and responsibilities of University-Based Administrators (UBAs) in relation to their oversight of Professional Development Schools PDSs. UBAs refer to college administrators such as department chairs, program coordinators, directors, assistant deans, associate deans, and deans. The participants were 36 UBAs ranging from mid-level administrators to faculty chairpersons. They represented universities of various sizes and Carnegie classifications from across the United States. The UBAs responded through email or by telephone to nine semi-structured interview questions related to their PDS work. The majority of UBAs were tenure-track or clinical faculty, who spent less than 50% of their time on PDS work. Forty-six percent of the UBAs’ Institutions of Higher Education (IHEs) partnered with between one to ten PDSs. The majority of the IHEs had been doing PDS work for 11-19 years. Findings revealed significant variation in UBA’s roles and responsibilities. There is no standardized leadership title, set of responsibilities or qualifications, or structure for the oversight of PDS activities and networks. Three major administrative responsibilities related to PDS work emerged: personnel, programs, and documents. UBAs reported the greatest challenges were time, sustainability, resources/support.

scholarly journals Professional development in evidence-based practice: course survey results to inform administrative decision making

2019 ◽  
Vol 107 (3) ◽  
Author(s):  
Deborah L. Lauseng ◽  
Carmen Howard ◽  
Emily M. Johnson
Keyword(s):  
Professional Development ◽  
Evidence Based Practice ◽  
Course Evaluations ◽  
Evidence Based ◽  
Course Content ◽  
Roles And Responsibilities ◽  
New Concepts ◽  
Study Team ◽  
Professional Development Needs ◽  
Survey Results

Objective: To understand librarians’ evidence-based practice (EBP) professional development needs and assist library administrators with professional development decisions in their own institutions, the study team surveyed past participants of an EBP online course. This study aimed to (1) understand what course content participants found valuable, (2) discover how participants applied their course learning to their work, and (3) identify which aspects of EBP would be beneficial for future continuing education.Methods: The study team distributed an eighteen-question survey to past participants of the course (2011–2017). The survey covered nontraditional demographic information, course evaluations, course content applications to participants’ work, additional EBP training, and EBP topics for future CE opportunities. The study team analyzed the results using descriptive statistics.Results: Twenty-nine percent of course participants, representing different library environments, responded to the survey. Eighty-five percent of respondents indicated that they had prior EBP training. The most valuable topics were searching the literature (62%) and developing a problem, intervention, comparison, outcome (PICO) question (59%). Critical appraisal was highly rated for further professional development. Fifty-three percent indicated change in their work efforts after participating in the course. Ninety-seven percent noted interest in further EBP continuing education.Conclusions: Survey respondents found value in both familiar and unfamiliar EBP topics, which supported the idea of using professional development for learning new concepts and reinforcing existing knowledge and skills. When given the opportunity to engage in these activities, librarians can experience new or expanded EBP work roles and responsibilities. Additionally, the results provide library administrators insights into the benefit of EBP professional development.

Scanning electron microscopy of asbestos-containing material where the asbestos fibers are considered locked in a binder

1993 ◽  
Vol 51 ◽  
pp. 472-473
Author(s):  
J. R. Millette ◽  
R. S. Brown
Keyword(s):  
Electron Microscopy ◽  
Scanning Electron Microscopy ◽  
Environmental Protection Agency ◽  
Building Materials ◽  
The United States ◽  
Protection Agency ◽  
Asbestos Fibers ◽  
Different Types ◽  
Binder Material ◽  
Scanning Electron

The United States Environmental Protection Agency (EPA) has labeled as “friable” those building materials that are likely to readily release fibers. Friable materials when dry, can easily be crumbled, pulverized, or reduced to powder using hand pressure. Other asbestos containing building materials (ACBM) where the asbestos fibers are in a matrix of cement or bituminous or resinous binders are considered non-friable. However, when subjected to sanding, grinding, cutting or other forms of abrasion, these non-friable materials are to be treated as friable asbestos material. There has been a hypothesis that all raw asbestos fibers are encapsulated in solvents and binders and are not released as individual fibers if the material is cut or abraded. Examination of a number of different types of non-friable materials under the SEM show that after cutting or abrasion, tuffs or bundles of fibers are evident on the surfaces of the materials. When these tuffs or bundles are examined, they are shown to contain asbestos fibers which are free from binder material. These free fibers may be released into the air upon further cutting or abrasion.

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