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• W314497715 abstract "Abstract Are instructional aides colleagues of teachers, bridges to the school community, both, or neither? This study addresses this question by asking instructional aides about their relationships with teachers and parents and about their status in schools, and suggestions are made to create stronger bonds among these partners in education. This paper relies on the concept of (Carter, 1993; Connelly & Clandinin, 1988; Doyle, 1990; Shulman, 1987) as a way to study instructional aides' knowledge about their work. Specifically, this research uses Connelly and Clandinin's epistemology of teacher as knower as a way to frame the voices of the instructional aides. The practical knowledge and personal experience of the instructional aides about their relationships with teachers and parents reinforce the need for much better and targeted training of teachers and aides for the work they do together and with the parents and families of students. Key Words: instructional aides/paraprofessionals; instructional aide beliefs; instructional aide relationships; school, family, and community partnerships; professional development Introduction There are over half a million instructional aides in classrooms across America (U.S. Department of Education, 2002). Instructional aides were formally introduced to classrooms over forty years ago, but their jobs have changed over time. Currently, instructional aides do more than prepare materials for teachers and monitor the lunchroom. Most work alongside teachers to instruct and assist students, and many interact often with parents. Theoretically, instructional aides and teachers should be working as a team (Bennett, Deluca, & Bruns, 1997; Downing, Ryndak, & Clark, 2000; Lacattiva, 1985). Urban districts have tended to employ instructional aides from the surrounding school community. However, this practice does not automatically create the desired relationships among aides, teachers, parents, and students. Although instructional aides are often called upon to be cultural brokers and bridges to the school community, many are not prepared to assume that role (French & Pickett, 1997; Pickett, 1995; Rubin & Long, 1994; Rueda & Deneve, 1999). Many instructional aides have frequent contact and positive relationships with students' families; however, some have no direct contact with parents. It is assumed that instructional aides, teachers, and parents will work together to help students succeed. However, few studies have explored instructional aides' perceptions of their roles and relationships with teachers and parents. Are instructional aides teachers' colleagues? Are they bridges to the school community? Do they fill one or both roles, or neither? This study addresses these questions by asking instructional aides about their relationships with teachers and parents and about their status in schools. The findings suggest policies should be implemented to create stronger bonds among teachers, parents, and instructional aides.1 Historical Context During the 1950s, the importance of instructional aides was recognized in studies conducted in Bay City, Michigan and at Syracuse University (Bowman & Klopf, 1968; Cruickshank & Herring, 1957; Gartner, 1971; Kaplan, 1977). The profession evolved as a result of a series of national events in the 1960s and 1970s, including the civil rights and women's rights movements. President Lyndon Johnson's education policies and the War on Poverty increased the need for instructional aides in Head Start, a federally supported early childhood program. The instructional aide's role was also defined in the Elementary and Secondary Education Act (ESEA) of 1965, the Scheurer Amendment of 1966, and the Economic Opportunity Act of 1964, which authorized the development of new careers for the traditionally undereducated underclass in economically distressed communities (Kaplan, 1977). …" @default.
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• W314497715 date "2004-04-01" @default.
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• W314497715 title "Instructional Aides: Colleagues or Cultural Brokers?." @default.
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