Teaching Teams: The Roles of Lead Teachers, Teaching Assistants, and Curriculum Demand in Pre-kindergarten Instruction

Mowrey, Sascha C.; Farran, Dale C.

doi:10.1007/s10643-021-01261-7

Cited by 7 publications

(6 citation statements)

References 30 publications

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“…Paraprofessionals, alongside teachers, need to be trained to manage behaviors because paraprofessionals often share instructional and noninstructional responsibilities with the lead teacher (Gerber et al, 2001; Mowrey & Farran, 2021). Evidence suggests that educators receive widely varying preparation regarding the use of classroom management strategies (Emmer & Stough, 2001; Freeman et al, 2014).…”

Section: Discussionmentioning

confidence: 99%

“…Paraprofessionals, also referred to as teaching assistants, are an ever-growing population especially in early childhood education (Mowrey & Farran, 2021;U.S. Bureau of Labor Statistics, 2022).…”

Section: Paraprofessionalsmentioning

confidence: 99%

“…Paraprofessionals are often responsible for both small-group instruction and classroom management (Gerber et al, 2001;Hauerwas & Goessling, 2008;Jones et al, 2021;Mowrey & Farran, 2021). The training and education level of paraprofessionals appears to vary (Friedman-Krauss et al, 2019;U.S.…”

Section: Paraprofessionalsmentioning

confidence: 99%

“…Paraprofessionals, also referred to as teaching assistants, are an ever‐growing population especially in early childhood education (Mowrey & Farran, 2021; U.S. Bureau of Labor Statistics, 2022). Current estimates suggest there are over one million paraprofessionals in schools across America (U.S. Bureau of Labor Statistics, 2022).…”

Section: Paraprofessionalsmentioning

confidence: 99%

“…Current estimates suggest there are over one million paraprofessionals in schools across America (U.S. Bureau of Labor Statistics, 2022). Paraprofessionals are often responsible for both small‐group instruction and classroom management (Gerber et al, 2001; Hauerwas & Goessling, 2008; Jones et al, 2021; Mowrey & Farran, 2021). The training and education level of paraprofessionals appears to vary (Friedman‐Krauss et al, 2019; U.S. Department of Health and Human Services, 2013), but evidence suggests they generally receive less training than teachers (Freeman et al, 2014; Sosinsky & Gilliam, 2011) and limited training on the use of classroom management strategies (Ratcliff et al, 2011; Stough & Montague, 2014; Wiggs et al, 2021).…”

Section: Paraprofessionalsmentioning

confidence: 99%

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Paraprofessionals' use of classroom management in a small‐group intervention

Mesa

Phillips

Lonigan

2023

Psychology in the Schools

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Although previous research suggests the use of classroom management strategies can support student engagement and learning, gaps in the literature still exist including the frequency of classroom management strategies in small‐group instruction. The purpose of this descriptive study was to measure the frequency of paraprofessionals' (n = 94) classroom management strategies within the context of a small‐group intervention for kindergarteners at‐risk of reading difficulties. This study contributes to the field by finding that trends described in previous studies continue to be demonstrated in this targeted instructional setting, in particular, regarding the infrequent use of praise with students at‐risk of academic failure. The results of paired‐sample sign tests suggest that when providing corrective feedback, paraprofessionals were more likely to specifically label the behavior being reprimanded. However, paraprofessionals infrequently labeled the specific behavior being reinforced when praising students.

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