Teacher-Paraeducator Classroom Relationships: A Scoping Review (Poster 33)

• In Event: Sunday Poster Session 11:25 am
  In Poster Session: Special and Inclusive Education Research SIG Poster Session B

Abstract

Frequent teacher and paraeducator turnover negatively influence students with disabilities. It is vital, therefore, to further explore organizational support, such as collegial relationships, to prevent burnout and sustain the workforce. The purpose of this paper is to examine the research evidence available on teacher-paraeducator relationships to better understand the evidence-base and determine established areas of knowledge and gaps in the literature for future research. Our scoping review yielded 47 articles that were coded using deductive and inductive codes. Delegation of staff was the most studied aspect of teacher-paraeducator relationships, followed by solidarity, respect, and disrespect. Researchers often used qualitative methods to study teacher-paraeducator relationships, but mixed methods and descriptive quantitative methods with no intervention were also used.

Authors

• Tia Navelene Barnes, University of Delaware

• Melissa Stoffers, University of Nevada - Las Vegas

• Rosa Julia Mykyta-Chomsky, University of Delaware

• Jurni Jackson, University of Delaware

• Yu Xia, University of Delaware

• Christina Cipriano, Yale University

• Miranda Wood, University of Missouri

• Kaveri Sehgal, Northeastern University

• Melissa Funaro, Yale School of Medicine

• Lauren M Strickland, University of Delaware