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Dissertation/Thesis Abstract

Special education paraeducators as instructional support
by Galvarin, Mariam, Ed.D., University of Phoenix, 2008, 231; 3348682
Abstract (Summary)

The explanatory mixed methods design in this single-case study doctoral dissertation identified the components within the roles and scope of responsibilities of paraeducators in changing their role from a clerical model to an instructional model in a school district in California. The study analyzed the perceived contributions of three groups of educators, special education administrators, teachers, and paraeducators, to develop themes that identify necessary skills and training for paraeducators of the school district studied to support disabled students in general education classrooms. Quantitative and qualitative data were collected through surveys, interviews, observations, and journal entries. The primary source of data for this study was qualitative interviews, with the observation and journal entries used to collect thematic data. The study results indicated that roles and responsibilities of paraeducators appeared to be a discrete phenomenon that required specialized training to provide support, instruction, and supervision to students with special needs.

Indexing (document details)
Advisor: Morris, Johnny
School: University of Phoenix
School Location: United States -- Arizona
Source: DAI-A 70/02, Dissertation Abstracts International
Subjects: School administration, Special education, Organizational behavior
Keywords: Change, Instructional support, Leadership, Paraeducators, Special education, Visionary leaders, Visionary leadership
Publication Number: 3348682
ISBN: 978-1-109-04463-8
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