There's No "I" in Team: Building a Framework for Teacher-Paraeducator Interactions in Self- Contained Special Education Classrooms

Autor/inn/en	Cipriano, Christina; Barnes, Tia N.; Bertoli, Michelle C.; Flynn, Lisa M.; Rivers, Susan E.
Titel	There's No "I" in Team: Building a Framework for Teacher-Paraeducator Interactions in Self- Contained Special Education Classrooms
Quelle	In: Journal of Classroom Interaction, 51 (2016) 2, S.4-19 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0749-4025
Schlagwörter	Teamwork; Self Contained Classrooms; Teacher Collaboration; Paraprofessional School Personnel; Interaction; Special Education; Special Education Teachers; Emotional Problems; Behavior Disorders; Behavior Problems; Regular and Special Education Relationship; Teacher Student Relationship; Content Analysis; Observation; Semi Structured Interviews; Outcomes of Education; Video Technology; Mixed Methods Research; Q Methodology; Grade 5; Grade 6; Grade 7; Grade 8; Grade 9 + Suchen Sie Ihr Suchwort? Lehrerkooperation; Interaktion; Special needs education; Sonderpädagogik; Sonderschulwesen; Special education; Teacher; Teachers; Sonderpädagoge; Lehrer; Lehrerin; Lehrende; Teacher student relationships; Lehrer-Schüler-Beziehung; Inhaltsanalyse; Beobachtung; Lernleistung; Schulerfolg; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; School year 09; 9. Schuljahr; Schuljahr 09
Abstract	Students educated in self-contained special education classrooms and the teachers who serve them are in crisis. Self-contained classrooms are separate from general education classrooms and may be resource classrooms housed within general education schools or separate schools or districts serving primarily students with disabilities. Under-researched and excluded from most large-scale efficacy and response to intervention (RTI) trials, students in self-contained classrooms make little progress academically and behaviorally (Lane, Wehby, Little, & Cooley, 2005; Siperstein, Wiley, & Forness, 2011). These outcomes are poorest among the approximately 362,000 students in American public schools who are categorized as having an emotional and/or behavioral disorder (EBD; US Department of Education, 2015). Among the promising strategies for improving student outcomes is ensuring that their instruction occurs in settings with high quality teacher-student interactions (Curby, Rudasill, Edwards, & Pérez-Edgar, 2011). A key distinguishing feature of the self-contained special education classroom is the regular presence of multiple educators, namely a special education teacher and one or more paraeducators. Classroom quality, as well as student and teacher outcomes, in self-contained special education classrooms may be improved by targeting the interactions between the special educator and paraeducators. Drawing from evidence that quality teacher-student relationships lead to positive student outcomes (Battistich, Schaps, & Wilson, 2004; Rimm-Kaufman, Curby, Grimm, Nathanson, & Brock, 2009), the authors argue that positive teacher-paraeducator relationships support student learning in important ways (Goddard, Goddard, & Tschannen-Moran, 2007) and also provide students with a model for positive interaction styles. The first step in supporting the relationship between teachers and paraeducators in self-contained special education classrooms is to identify the full range of interactions that may promote or inhibit this relationship. This research builds a framework of teacher-paraeducator interactions in restrictive settings with an aim of improving student and teacher outcomes. (ERIC).
Anmerkungen	University of Houston, College of Education. 442 Farish Hall, Houston, TX 77204-5026. Web site: http://www.jciuh.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2021/2/06