Paraeductors Transition From Silent Partners to Collaborators With Science Teachers in an Urban School District

• In Event: Communication and Communities

Abstract

In response to the call for increasing students entering STEM fields, diverse pathways must be provided to encourage and prepare students from culturally and linguistically diverse backgrounds and with exceptionalities to succeed in science. A total of 13 middle school science teachers and 11 paraeducators completed a three-year project forming collaborations designed to increase science achievement. The overall goal, using engineering concepts, was to identify and address key factors that influence limiting paraeducator support of inquiry-based science instruction. Quantitative and qualitative data results reveal significant areas disregarded in instructional design yet critical in the process of implementing inquiry-based science. This innovative model to form science teacher-paraeducator collaborative teams increased levels of achievement among middle level students in an urban district.

Author

• Kimberly A. Staples, Kansas State University