You are not logged in.

An analysis of the role of teachers’ aides in a state secondary school: perceptions of teaching staff and teachers’ aides

Gibson, Dianne, Paatsch, Louise and Toe, Dianne 2016, An analysis of the role of teachers’ aides in a state secondary school: perceptions of teaching staff and teachers’ aides, Australasian journal of special education, vol. 40, no. 1, pp. 1-20, doi: 10.1017/jse.2015.11.

Attached Files
Name Description MIMEType Size Downloads

Title An analysis of the role of teachers’ aides in a state secondary school: perceptions of teaching staff and teachers’ aides
Author(s) Gibson, Dianne
Paatsch, LouiseORCID iD for Paatsch, Louise orcid.org/0000-0003-3978-9603
Toe, DianneORCID iD for Toe, Dianne orcid.org/0000-0002-0936-5933
Journal name Australasian journal of special education
Volume number 40
Issue number 1
Start page 1
End page 20
Total pages 20
Publisher Cambridge University Press
Place of publication Cambridge, Eng.
Publication date 2016-07
ISSN 1030-0112
1833-6914
Keyword(s) teachers’ aides
teachers
secondary schools
roles
perceptions
Summary In Victoria, Australia, one of the major roles of the teachers’ aide (TA) is to assist students with disabilities to access their education. Researchers have identified the inconsistencies in defining the roles of the TA, in a variety of settings, by TAs, teachers, parents, and other research participants. Four main themes that have been frequently reported in educational research related to the role of TAs formed the basis for this study: (a) inclusion in the school community, (b) curriculum, (c) classroom management, and (d) student support. Drawing on the results of a questionnaire administered to teachers and TAs at a government nonselective secondary school in Victoria, Australia, data were collected to explore the differing perspectives on the role of the TAs by the teaching staff and the TAs. In all, 65 individuals participated in this study. The participants formed 3 groups: TAs (n = 10), teachers (n = 49), and T/TAs (n = 6; participants in this group had worked as both a teacher and TA). The results of the study showed a diversity of views across the 4 themes. In 3 of the 4 themes that included inclusion, classroom management, and student support, the 3 groups agreed on the role of the TA. In the remaining theme, curriculum, opinions varied significantly. The results of the study reveal that a concerted effort to clarify the role of TAs would be beneficial to all stakeholders.
Language eng
DOI 10.1017/jse.2015.11
Field of Research 130312 Special Education and Disability
Socio Economic Objective 970113 Expanding Knowledge in Education
HERDC Research category C1 Refereed article in a scholarly journal
ERA Research output type C Journal article
Copyright notice ©2016, Cambridge University Press
Persistent URL http://hdl.handle.net/10536/DRO/DU:30078882

Document type: Journal Article
Collection: School of Education
Connect to link resolver
 
Unless expressly stated otherwise, the copyright for items in DRO is owned by the author, with all rights reserved.

Versions
Version Filter Type
Citation counts: TR Web of Science Citation Count  Cited 0 times in TR Web of Science
Scopus Citation Count Cited 0 times in Scopus
Google Scholar Search Google Scholar
Access Statistics: 145 Abstract Views, 0 File Downloads  -  Detailed Statistics
Created: Tue, 06 Oct 2015, 08:09:52 EST

Every reasonable effort has been made to ensure that permission has been obtained for items included in DRO. If you believe that your rights have been infringed by this repository, please contact drosupport@deakin.edu.au.