The Career Advancement and Working Conditions of Multilingual Paraprofessionals in Special Education
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| Title: | The Career Advancement and Working Conditions of Multilingual Paraprofessionals in Special Education |
|---|---|
| Language: | English |
| Authors: | Jamie Day, Kelley S. Regan |
| Source: | Journal of Special Education Apprenticeship. 2024 13(1). |
| Availability: | Journal of Special Education Apprenticeship. 5500 University Parkway, San Bernadino, CA 92407. Tel: 909-537-5606; e-mail: JOSEA@csusb.edu; Web site: https://scholarworks.lib.csusb.edu/josea/ |
| Peer Reviewed: | Y |
| Page Count: | 19 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Promotion (Occupational), Work Environment, Multilingualism, Paraprofessional School Personnel, Special Education, Alternative Teacher Certification, Employment Opportunities, Attitudes, Career Development, Educational Policy, Knowledge Level, Educational Cooperation |
| ISSN: | 2167-3454 |
| Abstract: | There is a critical issue of special education teacher shortages in the United States. Student populations, many of whom are multilingual and have disabilities, continue to grow while there is a decrease in the teaching workforce. One policy initiative developed to combat the teacher shortage is the Assistant to Teacher Program. The Assistant to Teacher Program is a school district policy that aims to fill high-need teacher vacancies by supporting paraprofessionals to become certified teachers in a career advancement cohort. This qualitative study examines the working experiences of multilingual paraprofessionals in special education and their perceptions of the Assistant to Teacher program within their school district. A thematic analysis reveals the bureaucratic and financial obstacles that multilingual paraprofessionals encounter in their career advancement, and their working conditions specific to special education as linguistic liaisons. Findings from the study are then linked to recommended policy actions intended to mitigate special education workforce disparities. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1432951 |
| Database: | ERIC |
| FullText | Text: Availability: 0 CustomLinks: – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ1432951 Name: ERIC Full Text Category: fullText Text: Full Text from ERIC |
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| Header | DbId: eric DbLabel: ERIC An: EJ1432951 AccessLevel: 3 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: The Career Advancement and Working Conditions of Multilingual Paraprofessionals in Special Education – Name: Language Label: Language Group: Lang Data: English – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Jamie+Day%22">Jamie Day</searchLink><br /><searchLink fieldCode="AR" term="%22Kelley+S%2E+Regan%22">Kelley S. Regan</searchLink> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="SO" term="%22Journal+of+Special+Education+Apprenticeship%22"><i>Journal of Special Education Apprenticeship</i></searchLink>. 2024 13(1). – Name: Avail Label: Availability Group: Avail Data: Journal of Special Education Apprenticeship. 5500 University Parkway, San Bernadino, CA 92407. Tel: 909-537-5606; e-mail: JOSEA@csusb.edu; Web site: https://scholarworks.lib.csusb.edu/josea/ – Name: PeerReviewed Label: Peer Reviewed Group: SrcInfo Data: Y – Name: Pages Label: Page Count Group: Src Data: 19 – Name: DatePubCY Label: Publication Date Group: Date Data: 2024 – Name: TypeDocument Label: Document Type Group: TypDoc Data: Journal Articles<br />Reports - Research – Name: Subject Label: Descriptors Group: Su Data: <searchLink fieldCode="DE" term="%22Promotion+%28Occupational%29%22">Promotion (Occupational)</searchLink><br /><searchLink fieldCode="DE" term="%22Work+Environment%22">Work Environment</searchLink><br /><searchLink fieldCode="DE" term="%22Multilingualism%22">Multilingualism</searchLink><br /><searchLink fieldCode="DE" term="%22Paraprofessional+School+Personnel%22">Paraprofessional School Personnel</searchLink><br /><searchLink fieldCode="DE" term="%22Special+Education%22">Special Education</searchLink><br /><searchLink fieldCode="DE" term="%22Alternative+Teacher+Certification%22">Alternative Teacher Certification</searchLink><br /><searchLink fieldCode="DE" term="%22Employment+Opportunities%22">Employment Opportunities</searchLink><br /><searchLink fieldCode="DE" term="%22Attitudes%22">Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Career+Development%22">Career Development</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Policy%22">Educational Policy</searchLink><br /><searchLink fieldCode="DE" term="%22Knowledge+Level%22">Knowledge Level</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Cooperation%22">Educational Cooperation</searchLink> – Name: ISSN Label: ISSN Group: ISSN Data: 2167-3454 – Name: Abstract Label: Abstract Group: Ab Data: There is a critical issue of special education teacher shortages in the United States. Student populations, many of whom are multilingual and have disabilities, continue to grow while there is a decrease in the teaching workforce. One policy initiative developed to combat the teacher shortage is the Assistant to Teacher Program. The Assistant to Teacher Program is a school district policy that aims to fill high-need teacher vacancies by supporting paraprofessionals to become certified teachers in a career advancement cohort. This qualitative study examines the working experiences of multilingual paraprofessionals in special education and their perceptions of the Assistant to Teacher program within their school district. A thematic analysis reveals the bureaucratic and financial obstacles that multilingual paraprofessionals encounter in their career advancement, and their working conditions specific to special education as linguistic liaisons. Findings from the study are then linked to recommended policy actions intended to mitigate special education workforce disparities. – Name: AbstractInfo Label: Abstractor Group: Ab Data: As Provided – Name: DateEntry Label: Entry Date Group: Date Data: 2024 – Name: AN Label: Accession Number Group: ID Data: EJ1432951 |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1432951 |
| RecordInfo | BibRecord: BibEntity: Languages: – Text: English PhysicalDescription: Pagination: PageCount: 19 Subjects: – SubjectFull: Promotion (Occupational) Type: general – SubjectFull: Work Environment Type: general – SubjectFull: Multilingualism Type: general – SubjectFull: Paraprofessional School Personnel Type: general – SubjectFull: Special Education Type: general – SubjectFull: Alternative Teacher Certification Type: general – SubjectFull: Employment Opportunities Type: general – SubjectFull: Attitudes Type: general – SubjectFull: Career Development Type: general – SubjectFull: Educational Policy Type: general – SubjectFull: Knowledge Level Type: general – SubjectFull: Educational Cooperation Type: general Titles: – TitleFull: The Career Advancement and Working Conditions of Multilingual Paraprofessionals in Special Education Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Jamie Day – PersonEntity: Name: NameFull: Kelley S. Regan IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 06 Type: published Y: 2024 Identifiers: – Type: issn-print Value: 2167-3454 Numbering: – Type: volume Value: 13 – Type: issue Value: 1 Titles: – TitleFull: Journal of Special Education Apprenticeship Type: main |
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