Collaborative relationships with paraprofessionals

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cityu.schoolAlbright School of Education
cityu.siteSeattle
cityu.site.countryUnited States
dc.contributor.authorBennett, Crystal
dc.date.accessioned2020-03-20T21:42:15Z
dc.date.available2020-03-20T21:42:15Z
dc.date.issued2020-03
dc.description.abstractGiven the important and long-term role that paraprofessionals play in a self-contained special education environment, this research questions if the implementation of collaborative practices, specifically those often applied in co-teaching environments, support a positive and high-quality instructional environment where paraprofessionals work in collaboration with the lead teacher as part of an effective educational team with strong levels of personal engagement and professional satisfaction. This study found key co-teaching strategies that could be effectively used to improve delivery of instructional content, increase paraprofessional engagement and build a more positive classroom climate. Further reflection and research will provide additional insight into strategies to maximize the benefits of the selected co-teaching strategies.
dc.identifier.urihttp://hdl.handle.net/20.500.11803/870
dc.language.isoen
dc.publisher.institutionCity University of Seattle (CityU)
dc.rightsAttribution-NonCommercial-NoDerivs 3.0 United States
dc.rightsopenAccess
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/3.0/us/
dc.subjectparaprofessionals
dc.subjectparaeducators
dc.subjectcollaboration
dc.subjectco-teaching
dc.subjectspecial education
dc.titleCollaborative relationships with paraprofessionals
dc.typeAction Research
thesis.degree.disciplineTeaching
thesis.degree.grantorCity University of Seattle
thesis.degree.levelMasters
thesis.degree.nameMaster in Teaching
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