Online ISSN: 2325-7466
2006
Triannual
National Association of Special Education Teachers (NASET)
United States

Articles

A Case Study of Compounding Views of Paraprofessional Roles and Relationships in Preschool Classrooms: Implications for Practice and Policy

  • Tiara Saufley Brown, Ph.D. (Author) James Madison University image/svg+xml
    Tiara Saufley Brown, Ph.D., earned an undergraduate degree in Economics at Virgini a Polytechnic Institute and State University. She then received her first masters in Sports Management and Physical Education at Florida State University and her second masters in Special Education at Mary Baldwin University. After serving a coordinator for the Special Olympics, a Program Director for the ARC, and a PK-12 teacher in Special Education, she went on to earn her doctorate in Curriculum and Instruction with an emphasis on Early Childhood Education from the University of Virginia. She is currently an Associate Professor at James Madison University and has taught classes, for the last seven years, primarily in Inclusive Early Childhood Education. Her research interest include: inclusive education, working with families, and working with preservice teachers in early childhood education and special education.
  • Tina Stanton-Chapman, Ph.D. (Author) University of Cincinnati image/svg+xml
    Tina Stanton-Chapman, Ph.D. is a Professor in Early Childhood Education and Human Development in the College of Education, Criminal Justice, and Human Services at the University of Cincinnati. Her current research interests include social communication interventions targeting children with language delays and problem behavior, the development of universally designed playgrounds, and program development for preservice teachers in early childhood special education.
DOI
https://doi.org/10.64546/jaasep.497
Abstract
The purpose of this qualitative case study is to extend a previous study by Brown & Stanton-Chapman (2014) by exploring the dynamics between teachers and paraprofessionals in preschool classrooms. Specifically, researchers examined the relationship between eight paraprofessionals’ perspectives of job responsibilities and satisfaction in comparison to their assigned eight teachers’ perspectives of these same ideas. Data collection included semi-structured interviews of the 16 participants as well as classroom observations and document collection. Four key themes emerged from data collection: responsibilities are often influenced by the level of teacher and paraprofessional motivation; paraprofessionals often assimilate to match the lead teacher’s demeanor and perspectives; teachers and paraprofessionals view recognition and appreciation very differently; and the majority of classroom outcomes are primarily influenced by structured school policies. Considering these findings, implications for practice and directions for future research are discussed.
Keywords
Attitudes, Interpersonal Relationship, Job Satisfaction, Motivation, Paraprofessional School Personnel, Preschool Education
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How to Cite
Brown, T. S., & Stanton-Chapman, T. (2022). A Case Study of Compounding Views of Paraprofessional Roles and Relationships in Preschool Classrooms: Implications for Practice and Policy. Journal of the American Academy of Special Education Professionals, 17(3), 6-33. https://doi.org/10.64546/jaasep.497

Fall 2022

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  • Article Type Articles
  • Submitted September 25, 2022
  • Published October 15, 2022
  • Issue Fall 2022
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