Paraprofessionals in the Classroom

Dr. Betty Y. Ashbaker is an associate professor in counseling psychology and special education. Trained in elementary, special education, and administration, she has experience as a special education teacher, school district administrator, and professor. She has co-authored several books and articles about her research on training and supervision of paraprofessionals, literacy for minority students, and school safety. At Brigham Young University, she teaches special education law, secondary transition, and introduction to special education courses.Dr. Jill Morgan, distinguished author and teaching professional, has been training paraprofessional teacher teams for over 15 years throughout the US and UK. She is the co-author of numerous titles including A Teacher’s Guide to Working with Paraeducators (ASCD), Supporting and Supervising your Teaching Assistant, The TA’s Guide to ASD, How to be a Successful TA, and Behaviour Management all published by Continuum. Her research interests include the role of teaching assistants in the classroom and effective supervision of teaching assistants.

Does an excellent job of explaining the role of the paraeducator in the curriculum process. Jean Faieta, Professor, School of Education, Edinboro University of Pennsylvania, Edinboro, PA The emphasis on the fact that teaching does not occur if students are not learning is excellent. Karen S. Smucker, Professor of Education, Exceptional Child Program, Northwest Nazarene University, Nampa, ID Current and to the point. Peggy Keaton Woodall, Professor, Advanced Instructional Studies, Henderson State University, Arkadelphia, AR

• Normal 0 false false false MicrosoftInternetExplorer4 PrefaceSection I: Background and ContextChapter 1: Paraprofessional? What's That?Chapter 2: Instructional SupervisionSection II: Instruction and the Learning EnvironmentChapter 3: Critical Components of Effective InstructionChapter 4: Monitoring Instructional EffectivenessChapter 5: Organization and Management of the Learning EnvironmentChapter 6: Learner CharacteristicsSection III: Student Behavior and Classroom ManagementChapter 7: Influencing BehaviorChapter 8: Recognition, Praise, and SanctionsChapter 9: Time as a Behavior Management ToolSection IV: ProfessionalismChapter 10: Laws and Regulations Affecting Paraprofessionals’ RolesChapter 11: Professional and Ethical BehaviorChapter 12: Reflection and Self-EvaluationSection V: Appendix