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dc.contributor.authorChisom, Jessica Elizabethen_US
dc.date.accessioned2014-03-14T20:19:17Z
dc.date.available2014-03-14T20:19:17Z
dc.date.issued2002-11-12en_US
dc.identifier.otheretd-11282002-100958en_US
dc.identifier.urihttp://hdl.handle.net/10919/29764
dc.description.abstractThe purpose of this qualitative study is to examine how teachers provide supervision to paraprofessionals in middle school classrooms. The numbers of paraprofessionals in school settings have continued to increase thus causing roles for both teachers and paraprofessionals to evolve. Teachers and paraprofessionals perceive the teacher's supervisory role differently (D'Aquanni, 1997; Milner, 1998; Mueller, 1997). Consequently, this descriptive case study examines how teachers provide supervision to paraprofessionals in middle school classrooms. Questions regarding the teacher's role as a supervisor are derived from Pickett's (1999) supervisory framework, which addresses five areas: planning, task delegating, role clarifying, performance monitoring, and on-the-job training and mentoring. The results of this study both supported Pickett's (1999) framework and added additional information that can enhance effective paraprofessional supervision in middle school classrooms. Results indicated that planning, formal or informal, does not exist, as it should, between teacher and paraprofessional teams in middle school classrooms. In addition, this study supported the notion that teachers are often uncomfortable delegating tasks to paraprofessionals. It also determined that roles remain unclear for both teachers and paraprofessionals. Many paraprofessionals feel they are not monitored at all by teachers, possibly due to the lack of role clarification. Finally, this study found that training for both paraprofessionals and their supervising teachers is minimal.en_US
dc.publisherVirginia Techen_US
dc.relation.haspartChisom-PartII-pdf.pdfen_US
dc.relation.haspartChisom-PartI-pdf.pdfen_US
dc.rightsI hereby certify that, if appropriate, I have obtained and attached hereto a written permission statement from the owner(s) of each third party copyrighted matter to be included in my thesis, dissertation, or project report, allowing distribution as specified below. I certify that the version I submitted is the same as that approved by my advisory committee. I hereby grant to Virginia Tech or its agents the non-exclusive license to archive and make accessible, under the conditions specified below, my thesis, dissertation, or project report in whole or in part in all forms of media, now or hereafter known. I retain all other ownership rights to the copyright of the thesis, dissertation or project report. I also retain the right to use in future works (such as articles or books) all or part of this thesis, dissertation, or project report.en_US
dc.subjectparaprofessionalen_US
dc.subjectmiddle schoolen_US
dc.subjectsupervisionen_US
dc.subjectparaeducatoren_US
dc.titleSupervising Paraprofessionals in Middle School Classrooms: A Case Studyen_US
dc.typeDissertationen_US
dc.contributor.departmentAdministration and Supervision of Special Educationen_US
dc.description.degreeEd. D.en_US
thesis.degree.nameDoctor of Educationen_US
thesis.degree.leveldoctoralen_US
thesis.degree.grantorVirginia Polytechnic Institute and State Universityen_US
thesis.degree.disciplineAdministration and Supervision of Special Educationen_US
dc.contributor.committeechairCrockett, Jean B.en_US
dc.contributor.committeememberBurge, Penny L.en_US
dc.contributor.committeememberMagliaro, Susan G.en_US
dc.contributor.committeememberWhitaker, Carol E.en_US
dc.contributor.committeememberTwiford, Travis W.en_US
dc.identifier.sourceurlhttp://scholar.lib.vt.edu/theses/available/etd-11282002-100958/en_US
dc.date.sdate2002-11-28en_US
dc.date.rdate2003-12-03
dc.date.adate2002-12-03en_US


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