Introduction and Overview: The New Face of Teaching in the 21st Century: Are We Ready for the Challenge?

Brown, Joan Wilson; Hughes, Gerunda B.; Vance, Paul L.

doi:10.2307/2668098

Cited by 1 publication

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“…Most paraeducators also have a strong commitment to community schools and to the school-community relationship (Brandick, 2001;National Education Association, 1997). This cultural congruence is a key reason why some see the "paraeducator-toteacher" pipeline as a potential answer to both the challenge of recruiting teachers for these schools (Brandick, 2001;Brown, Hughes, & Vance, 1999;Eubanks, 2001;Genzuk, 1997;Genzuk & Baca, 1998;McGowan & Brandick, 1999;National Education Association, 1997;Recruiting New Teachers, 2000;Villegas & Clewell, 1998) and the escalating ethnic mismatch between students and faculty in urban schools (Genzuk, 1997;Recruiting New Teachers, 2000;Villegas & Clewell, 1998).…”

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confidence: 99%

The Urban Paraeducator Goes to College

Wall

Davis

Crowley

et al. 2005

Remedial and Special Education

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The ParaMet training program was jointly established by an urban university, a disability service provider, and an urban public school system to assist the school system in complying with the paraeducator training and supervision requirements of the Individuals with Disabilities Education Act (IDEA) Amendments of 1997 and, eventually, the No Child Left Behind Act (NCLB) of 2001. This article analyzes the strengths and needs of the first 2 cohorts of paraeducators accepted into the ParaMet program. The findings indicate that the paraeducators, who are predominantly from the minority group served by the local public schools, bring unique strengths to the special education teams. However, many will also require extraordinary academic supports to be successful in undergraduate-level training.

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