A working relationship : teachers and paraprofessionals building collaboration in shared spaces.

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dc.contributor.advisor Rishel, Teresa
dc.contributor.author James, Brandy D.
dc.date.accessioned 2020-11-04T21:18:10Z
dc.date.available 2020-11-04T21:18:10Z
dc.date.issued 2020-07-18
dc.identifier.uri http://cardinalscholar.bsu.edu/handle/123456789/202486
dc.description Access to thesis permanently restricted to Ball State community only. en_US
dc.description.abstract There is a lack of documented evidence related to the relationships existing between paraeducators and teachers working in early childhood special education (ECSE) classrooms. The study aims to fill a conceptual gap in the knowledge about relational equity, relational power dynamics, and collaboration styles among early childhood special education teachers and paraprofessionals. Study participants included six educators from two different early childhood school sites. Collaborative and critical case study approaches, a variety of methods, including teacher-paraprofessional classroom observations, semi-structured interviews, and job description analysis, will be used to involve the participants in exploring their supportive and collaborative practices while reflecting on potential relational dynamics articulated through daily partnering in the classroom setting. en_US
dc.description.sponsorship Department of Elementary Education
dc.subject.lcsh Cooperativeness -- Case studies
dc.subject.lcsh Early childhood teachers -- Case studies
dc.subject.lcsh Teachers' assistants -- Case studies
dc.subject.lcsh Early childhood special education -- Case studies
dc.title A working relationship : teachers and paraprofessionals building collaboration in shared spaces. en_US
dc.title.alternative ǂi Title on signature form: ǂa Working relationship : teachers and paraprofessional building collaboration in shared spaces
dc.description.degree Thesis (Ph. D.) en_US

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  • Doctoral Dissertations [3248]
    Doctoral dissertations submitted to the Graduate School by Ball State University doctoral candidates in partial fulfillment of degree requirements.

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