Literaturnachweis - Detailanzeige
| Autor/in | Mark, Jorie Lester |
|---|---|
| Titel | Paraprofessionals in Education: A Study of the Training and Utilization of Paraprofessionals in U.S. Public School Systems Enrolling 5,000 or More Pupils. |
| Quelle | (1975), (108 Seiten) |
| Dokumenttyp | gedruckt; Monographie |
| Schlagwörter | Career Ladders; Educational Finance; Inservice Education; Paraprofessional School Personnel; Personnel Policy; Public Schools; School Aides; School Districts; Teacher Aides; Teacher Certification; Teacher Interns; Teaching Assistants; Volunteers |
| Abstract | This study was intended to fill the gap in available data on paraprofessional funding and programming in the public school systems by focusing on the training and utilization of paraprofessionals in school years 1971-72 and 1972-73 in the 1,800 public school systems around the nation which enroll 5,000 pupils or more. A total of 1,148 school systems responded to a questionnaire designed to reveal base-line data on the extent of paraprofessional programming and information on paraprofessional institutionalization and career development. Study findings indicate that despite enthusiasm on the part of local educators and the community, only one-fifth of the school systems under study could support their paraprofessionals completely if federal funds dried up and less than one-half could support them partially. Some paraprofessionals were still being paid for less than a full school day. Paraprofessionals were organized in less than one-quarter of the school systems studied. Their access to benefits typically granted to teachers was mixed. Few paraprofessionals who obtained teacher certification had been hired by the school systems. However, paraprofessional salaries had increased about as much as teachers' since 1965-66. Personnel policies for a majority of the paraprofessionals were being decided by the school personnel department and, for a large majority of paraprofessionals, supervision came from central office personnel and evaluation from their principals. While about 45% of the school systems said they had career advancement plans, 83% of the paraprofessionals in these school systems were working as aides, the lowest level on the career ladder. The basis of career advancement was reported to be job performance. The questionnaire is appended. (Author/MM) |
| Anmerkungen | Bank Street College of Education, 610 West 112th Street, New York, N.Y. 10025 (No price quoted) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2004/1/01 |
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