Paraprofessionals in the Classroom

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Allyn & Bacon, Incorporated, Jun 1, 2005 - Education - 264 pages
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Designed as a primary text for associate degree, certificate, and inservice programs for current and aspiring paraprofessionals in Title I, gifted, or special education programs.

This text honors the paraprofessional role of support to the teacher and to student learning. It has been extensively field-tested with educators in both rural and urban settings, and in several states. It models the techniques of effective instruction in a friendly, comprehensive, practical, and jargon-free manner, while providing concepts in basic classroom skills. Each of the chapters presents new information in small steps with frequent reviews, provides examples of good practice of teachers and paraprofessionals working with students, and guides trainees through practice activities.

Features Include: "Extending Your Learning" feature at the end of each chapter provides paraprofessionals an opportunity to expand on chapter knowledge. Frequent use of classroom scenarios throughout the text illustrates concepts and techniques for the reader. Includes numerous forms and exercises of immediate and practical use to paraprofessionals. Case studies in the text (as well as on the companion website) help readers learn how to apply new knowledge to practical situations. A companion website (www.ablongman.com/ashbaker1e) includes video clips, case studies, and more. You May Also Be Interested in:

Portfolio Development for Paraeducators
Suzanne M. Koprowski, "Waukesha County Technical College and School District of Waukesha"
Carol A. Long, "Winona State University"
ISBN: 0205434649

This book provides a comprehensive, hands-on format to guide the paraeducator student or the practicing paraeducator through the portfolio development process from start to finish.

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Contents

The U S Educational System
11
How Are Paraprofessional Duties Assigned and Defined?
29
Standards for the Paraprofessional Roles
45
Copyright

11 other sections not shown

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About the author (2005)

Jill Morgan has worked with Teaching Assistants for the last 14 years both in the US and the UK. She currently teaches on the Foundation Degree in Learning Support at Swansea Institute of Higher Education, UK (SIHE), and is also an Independent Education and Training Consultant.

Jill Morgan has worked with Teaching Assistants for the last 14 years both in the US and the UK. She currently teaches on the Foundation Degree in Learning Support at Swansea Institute of Higher Education, UK (SIHE), and is also an Independent Education and Training Consultant.

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