Browsing by Subject "Paraprofessionals"

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    Supervising Paraprofessionals: Necessary Skills for Special Educators to Learn in Teacher Licensure Programs
    (2010) O'Leary, Aaron M; Nierengarten, Gerry; Hughes, Trudie; Brice, Lynn
    The purpose of this phenomenological study was to examine supervisory skills special education teachers need to learn based on previous literature. Special education teachers, institute of higher education instructors, and paraprofessionals took part in the study. The participants completed online questionnaires that included items about supervisory skills learned by special education teachers in their teacher licensure programs, as well as how they supervised paraprofessionals. Stakeholder responses revealed several themes. Few special educators received supervisory training, especially in management, role clarification, meeting, orientation, and evaluation of paraprofessionals. Paraprofessionals reported little orientation and evaluation by special education teachers. All stakeholder groups noted the need for special educator training and establishment of communication and working relationship between special educators and paraprofessionals. Responses also reflected disagreement between special education teachers and paraprofessionals about how special educators supervise.
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    The Value and Effectiveness of Problem-based Learning for Community Nutrition Educators
    (2014) Bums, Connie S; Shannon, Terrie; Johnson, Christopher W.
    Twenty first century workers need to think critically, act collaboratively, and be able to solve the ‘real world’ problems encountered in their work. This study explored the views of paraprofessional Community Nutrition Educators (CNEs) on the value of Problem-based Learning (PBL) and the effectiveness of distributed Problem-based Learning (dPBL) for their work. The study also investigated whether dPBL is effective in developing a variety of ways for CNEs to learn. Eighteen CNEs participated in an online, Moodle-based course to gain knowledge of PBL principles, and then using facilitated discussions, applied a three step process to solve a work-related problem. Survey data was collected on demographics and knowledge acquisition, and mixed methods journals were used to evaluate CNE views on PBL and dPBL. There was a significant gain in PBL knowledge from pre course to post course (p<.01). CNEs found PBL “somewhat to very valuable” in their work and dPBL “somewhat successful to very successful” in helping them solve work related problems. Discussion forums were found to be as important as viewing content as a means for CNEs to learn. CNEs felt PBL could be used to solve both teaching/participant issues and non-teaching work issues. Both PBL and dPBL are strategies for CNEs to consider when solving a wide range of work related problems. This research sheds promising light on the use of PBL and dPBL in non-traditional staff development settings.