Item – Theses Canada

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OCLC number
471036916
Link(s) to full text
LAC copy
LAC copy
Author
Ramsay, Jennifer Jane,1971-
Title
A case study of an effective working relationship involving an educational assistant and an educator.
Degree
M. Ed. -- Queen's University, 2007
Publisher
Ottawa : Library and Archives Canada = Bibliothèque et Archives Canada, [2008]
Description
2 microfiches
Notes
Includes bibliographical references.
Abstract
The nature of the working relationship between an educational assistant and the classroom teacher can have a significant impact on the successful inclusion of students with exceptionalities (Giangreco & Broer, 2005). However, many teachers and educational assistants report feeling unprepared to work together (Riggs, 2001). Furthermore, the available publications for doing so are mostly recommendation papers based on a limited amount of empirical research (Giangreco, Edelman, Broer, & Doyle, 2001). Thus more research is needed to discover new ways, and to report on existing means, for educational assistants and teachers to effectively and collaboratively support students with exceptionalities in regular classrooms. The purpose of this study was to present a case study of an effective working relationship between a teacher and an educational assistant and to give an account of how the principal and special education resource teacher in the school supported this working relationship. Interviews and a classroom observation were used to collect the data. The three specific research questions were: (a) How do the educational assistant and classroom teacher describe their roles, beliefs, and practices that enable them to work together effectively, providing inclusive education for exceptional students? (b) How do the educational assistant and classroom teacher describe their beliefs about inclusive educational practice and how are these related to their practice? (c) How do the principal and special education resource teacher report they provide direct and indirect support to the working relationship between the teacher and educational assistant? The four themes that emerged from the data were: (a) Shared Beliefs About Working Together and With Students in a Caring Manner; (b) Responsive, StudentCentred Practice, Together, but in Distinct Roles; (c) Supportive Working Environment; in and (d) Inclusive School Culture. The findings supported previous research on effective working relationships between educational assistants and classroom teachers (Schnell, 2001) and also added the role of the principal and special education resource teacher. The case in this study provides the opportunity for educators to reflect on their own working relationships and learn from the models provided by their colleagues presented in the case study described. The findings from this research can inform the development of preservice and in-service training on creating and maintaining effective working relationships between EAs and classroom teachers and on the support provided by the special education resource teacher and principal.
ISBN
9780494302750
0494302755