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Teachers' Aides Working in Secondary School Settings: Preparedness and Professional Learning

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Title: Teachers' Aides Working in Secondary School Settings: Preparedness and Professional Learning
Language: English
Authors: Gibson, Dianne, Paatsch, Louise, Toe, Dianne, Wells, Muriel, Rawolle, Shaun
Source: Journal of Education and Learning. 2015 4(3):71-87.
Availability: Canadian Center of Science and Education. 1120 Finch Avenue West Suite 701-309, Toronto, OH M3J 3H7, Canada. Tel: 416-642-2606; Fax: 416-642-2608; e-mail: jel@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/jel
Peer Reviewed: Y
Page Count: 17
Publication Date: 2015
Document Type: Journal Articles
Reports - Research
Education Level: Secondary Education
Descriptors: Foreign Countries, Teacher Aides, Disabilities, Paraprofessional School Personnel, Secondary Schools, Questionnaires, Role, Training, Student Needs, Experience
Geographic Terms: Australia
ISSN: 1927-5250
Abstract: In Victoria, Australia teachers' aides (TAs) are employed to provide support to students with disabilities in accessing their education. The role of the TAs varies within and across school settings. Drawing from the findings of a quantitative study, the purpose of this paper is to develop an understanding of teachers' aides' perceptions of their preparedness to perform 18 student-related tasks within the state secondary school setting in Victoria, Australia. In all, 163 participants completed the on-line questionnaire. The results of the study showed that that in general TAs perceive there are tasks relevant to their roles in supporting students with disabilities; and there are tasks that are not applicable to that role. The TAs in this study considered that they had training that enabled them to effectively perform the listed student related tasks to support students with disabilities in the secondary school environment.
Abstractor: As Provided
Number of References: 46
Entry Date: 2015
Accession Number: EJ1075147
Database: ERIC
FullText Text:
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  Data: Teachers' Aides Working in Secondary School Settings: Preparedness and Professional Learning
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  Data: <searchLink fieldCode="AR" term="%22Gibson%2C+Dianne%22">Gibson, Dianne</searchLink><br /><searchLink fieldCode="AR" term="%22Paatsch%2C+Louise%22">Paatsch, Louise</searchLink><br /><searchLink fieldCode="AR" term="%22Toe%2C+Dianne%22">Toe, Dianne</searchLink><br /><searchLink fieldCode="AR" term="%22Wells%2C+Muriel%22">Wells, Muriel</searchLink><br /><searchLink fieldCode="AR" term="%22Rawolle%2C+Shaun%22">Rawolle, Shaun</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Education+and+Learning%22"><i>Journal of Education and Learning</i></searchLink>. 2015 4(3):71-87.
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  Data: Canadian Center of Science and Education. 1120 Finch Avenue West Suite 701-309, Toronto, OH M3J 3H7, Canada. Tel: 416-642-2606; Fax: 416-642-2608; e-mail: jel@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/jel
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  Data: 17
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  Data: <searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Aides%22">Teacher Aides</searchLink><br /><searchLink fieldCode="DE" term="%22Disabilities%22">Disabilities</searchLink><br /><searchLink fieldCode="DE" term="%22Paraprofessional+School+Personnel%22">Paraprofessional School Personnel</searchLink><br /><searchLink fieldCode="DE" term="%22Secondary+Schools%22">Secondary Schools</searchLink><br /><searchLink fieldCode="DE" term="%22Questionnaires%22">Questionnaires</searchLink><br /><searchLink fieldCode="DE" term="%22Role%22">Role</searchLink><br /><searchLink fieldCode="DE" term="%22Training%22">Training</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Needs%22">Student Needs</searchLink><br /><searchLink fieldCode="DE" term="%22Experience%22">Experience</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Australia%22">Australia</searchLink>
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  Data: 1927-5250
– Name: Abstract
  Label: Abstract
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  Data: In Victoria, Australia teachers' aides (TAs) are employed to provide support to students with disabilities in accessing their education. The role of the TAs varies within and across school settings. Drawing from the findings of a quantitative study, the purpose of this paper is to develop an understanding of teachers' aides' perceptions of their preparedness to perform 18 student-related tasks within the state secondary school setting in Victoria, Australia. In all, 163 participants completed the on-line questionnaire. The results of the study showed that that in general TAs perceive there are tasks relevant to their roles in supporting students with disabilities; and there are tasks that are not applicable to that role. The TAs in this study considered that they had training that enabled them to effectively perform the listed student related tasks to support students with disabilities in the secondary school environment.
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  Data: 2015
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  Data: EJ1075147
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      – Text: English
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        PageCount: 17
        StartPage: 71
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      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Teacher Aides
        Type: general
      – SubjectFull: Disabilities
        Type: general
      – SubjectFull: Paraprofessional School Personnel
        Type: general
      – SubjectFull: Secondary Schools
        Type: general
      – SubjectFull: Questionnaires
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      – SubjectFull: Role
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      – SubjectFull: Training
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      – SubjectFull: Student Needs
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      – SubjectFull: Experience
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      – SubjectFull: Australia
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    Titles:
      – TitleFull: Teachers' Aides Working in Secondary School Settings: Preparedness and Professional Learning
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            NameFull: Wells, Muriel
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