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Survey of job roles, training needs, and self-efficacy in paraprofessionals

Descriptive

TitleInfo
Title
Survey of job roles, training needs, and self-efficacy in paraprofessionals
Name (type = personal)
NamePart (type = family)
Levine
NamePart (type = given)
Jordan
NamePart (type = date)
1991
DisplayForm
Levine, Jordan, 1991-
Role
RoleTerm (authority = RULIB); (type = text)
author
Name (type = personal)
NamePart (type = family)
Lekwa
NamePart (type = given)
Adam
DisplayForm
Adam Lekwa
Affiliation
Advisory Committee
Role
RoleTerm (authority = RULIB)
chair
Name (type = personal)
NamePart (type = family)
Segal
NamePart (type = given)
Jeffrey
DisplayForm
Jeffrey Segal
Affiliation
Advisory Committee
Role
RoleTerm (authority = RULIB)
co-chair
Name (type = corporate)
NamePart
Rutgers University
Role
RoleTerm (authority = RULIB)
degree grantor
Name (type = corporate)
NamePart
Graduate School of Applied and Professional Psychology
Role
RoleTerm (authority = RULIB)
school
TypeOfResource
Text
Genre (authority = marcgt)
theses
OriginInfo
DateCreated (encoding = w3cdtf); (keyDate = yes); (qualifier = exact)
2020
DateOther (encoding = w3cdtf); (qualifier = exact); (type = degree)
2020-08
Language
LanguageTerm (authority = ISO 639-3:2007); (type = text)
English
Abstract
This study investigated the experience of paraprofessionals in the school setting by examining their job roles, self-efficacy, and training needs. To investigate these constructs, a 22-question survey was developed and distributed to 20 paraprofessionals across two school districts. The data collected from the survey was analyzed using descriptive, quantitative, and qualitative methods. The research indicated that paraprofessionals regularly undertake a wide variety of job roles, with the most frequently completed roles being Social Skills Facilitation, Providing Behavioral Support, and Academic Instruction. The data showed that, on average, paraprofessionals felt less effective and desired more training in these often-completed roles, relative to their other job roles. Of the paraprofessionals that sought further training, several indicated a desire for training specific to the needs of the students with whom they work. Qualitative data also revealed that paraprofessionals often felt more effective in completing their roles after establishing positive relationships with students. Implications for future research and for school administrators are discussed.
Subject (authority = local)
Topic
Paraprofessionals
Subject (authority = RUETD)
Topic
School Psychology
RelatedItem (type = host)
TitleInfo
Title
Rutgers University Electronic Theses and Dissertations
Identifier (type = RULIB)
ETD
Identifier
ETD_11056
PhysicalDescription
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InternetMediaType
application/pdf
InternetMediaType
text/xml
Extent
1 online resource (vi, 67 pages)
Note (type = degree)
Psy.D.
Note (type = bibliography)
Includes bibliographical references
RelatedItem (type = host)
TitleInfo
Title
Graduate School of Applied and Professional Psychology Electronic Theses and Dissertations
Identifier (type = local)
rucore10001800001
Location
PhysicalLocation (authority = marcorg); (displayLabel = Rutgers, The State University of New Jersey)
NjNbRU
Identifier (type = doi)
doi:10.7282/t3-jj8y-9s44
Genre (authority = ExL-Esploro)
ETD doctoral
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Rights

RightsDeclaration (ID = rulibRdec0006)
The author owns the copyright to this work.
RightsHolder (type = personal)
Name
FamilyName
Levine
GivenName
Jordan
Role
Copyright Holder
RightsEvent
Type
Permission or license
DateTime (encoding = w3cdtf); (qualifier = exact); (point = start)
2020-07-22 17:50:35
AssociatedEntity
Name
Jordan Levine
Role
Copyright holder
Affiliation
Rutgers University. Graduate School of Applied and Professional Psychology
AssociatedObject
Type
License
Name
Author Agreement License
Detail
I hereby grant to the Rutgers University Libraries and to my school the non-exclusive right to archive, reproduce and distribute my thesis or dissertation, in whole or in part, and/or my abstract, in whole or in part, in and from an electronic format, subject to the release date subsequently stipulated in this submittal form and approved by my school. I represent and stipulate that the thesis or dissertation and its abstract are my original work, that they do not infringe or violate any rights of others, and that I make these grants as the sole owner of the rights to my thesis or dissertation and its abstract. I represent that I have obtained written permissions, when necessary, from the owner(s) of each third party copyrighted matter to be included in my thesis or dissertation and will supply copies of such upon request by my school. I acknowledge that RU ETD and my school will not distribute my thesis or dissertation or its abstract if, in their reasonable judgment, they believe all such rights have not been secured. I acknowledge that I retain ownership rights to the copyright of my work. I also retain the right to use all or part of this thesis or dissertation in future works, such as articles or books.
Copyright
Status
Copyright protected
Availability
Status
Open
Reason
Permission or license
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Technical

RULTechMD (ID = TECHNICAL1)
ContentModel
ETD
OperatingSystem (VERSION = 5.1)
windows xp
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1.4
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Mac OS X 10.13.3 Quartz PDFContext
DateCreated (point = end); (encoding = w3cdtf); (qualifier = exact)
2020-07-22T21:45:34
DateCreated (point = end); (encoding = w3cdtf); (qualifier = exact)
2020-07-22T21:45:34
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