Paraeducator Dissertations

Amos, B. A. (2008). Exploring communication between paraprofessional and teacher. Dissertation Abstracts International, 69 (05A), 145. (UMI No. AAI3307984)

Aragon L. (2003). Factors to consider when selecting paraprofessionals for participation in a teacher preparation program. Unpublished doctoral dissertation, University of Colorado at Denver.

Archibald, D. (2008). The roles and responsibilities of the Georgia special education paraprofessionals and the impact of the NCLB mandates: An assessment by Georgia administrators, special education teachers, and special education paraprofessionals. Doctoral Dissertation, Georgia Southern University.

Austin, K. (2013). Training needs of paraprofessionals supporting students with autism spectrum disorders. Doctoral Dissertation, Virginia Commonwealth University.

Bingham, M. A. (2005). The effect of paraeducator training on the promotion of augmentative communication by students with severe communication disabilities. Dissertation Abstracts International, 66 (01A), 86. (UMI No. AAI3162078)

Boudreau, J. A. (2011). Paraprofessionals as educators: differing perceptions, responsibilities, and training. Northeastern University, Doctoral Thesis.

Bourke, Patricia E. (2008) The experiences of teacher aides who support students with disabilities and learning difficulties : A phenomenological study. [Queensland University of Technology, Doctoral Thesis]

Boyle, A. (2019). Supporting paraeducators’ treatment integrity to behavior support plans through implementation planning. Doctoral Dissertations. 2200.

Treatment integrity is a critical component to fully understanding the relationship between implementation of evidence-based interventions and student outcomes. Research shows that school-based implementers require support beyond what is typically provided to consistently implement interventions with adequate levels of treatment integrity, and thus be more likely to achieve desired student outcomes. There are several implementation supports that have shown to be effective at increasing teachers’ levels of treatment integrity. One such support with emerging evidence is Implementation Planning. The present study, which employed a multiple-baseline across participants design, aimed to investigate the effects of providing Implementation Planning on paraeducators’ adherence to existing Behavior Support Plans. Across participant dyads, results revealed increases in adherence to “high” levels of implementation and improved student outcomes (i.e., increased academic engagement, decreased disruptive behavior) following the provision of implementation supports. A discussion of these findings, directions for future research and practice, and limitations to the current study are presented.

Bryan, R. R. (2009). The role of the paraeducator in the general physical education environment. Doctoral Dissertation, Oregon State University.

Buynak, M. E. (2014). Paraeducators' perceptions of their responsibilities based on the Utah standards. All Theses and Dissertations. 4359

Castro, L. (2018). Effects of behavior management training with paraprofessionals in a special day class. Capstone Projects and Master's Theses. 305..

Causton-Theoharis J. (2003). Increasing Interactions between students with severe disabilities and their peers via paraprofessional training. Unpublished doctoral dissertation, University of Wisconsin-Madison.

Chopra R.V. (2002). Parent-paraeducator collaboration in inclusion: reality and issues. Unpublished doctoral dissertation, University of Colorado at Denver.

Christenson, A. M. (2013). A Systematic Analysis of Paraprofessional Job Expectations: Development of the Paraprofessional Survey of Expectations Tool (P-SET). Doctoral Dissertation, Minnesota State University.

Conti, A. M. (2004). A qualitative inquiry into the responsibilities and supports of paraeducators in special education. Dissertation Abstracts International, 65 (12A), 256. (UMI No. AAI3159330)

Curry, C. J. (2019). The current training practices and perceived training needs of special education assistants in Texas" (2019). Ed.D. Dissertations. 321. https://commons.cu-portland.edu/edudissertations/321.

Cutts, S. (2010). Improving working relationships between special education teachers and paraprofessionals: development of a quick-reference guide for beginning special educators. Capstone Projects and Theses.

D’Aquanni M. M. (1997). The role of paraprofessionals in quality inclusive educational programs. Unpublished doctoral dissertation, Syracuse University.

Devlin, P. A. (2002). The effect of continuous improvement training for teacher-paraprofessional teams on interaction and engagement of special education students in general education classrooms. Dissertation Abstracts International, 63 (09A), 125. (UMI No. AAI3065543)

Dover W. F. (2001). Instructional management of paraeducators in inclusive classrooms: The perspectives of the teachers. Unpublished doctoral dissertation, Kansas State University.

Doyle M. B. (1995). A qualitative inquiry into the roles and responsibilities of paraeducators who support students with sever disabilities in inclusive classrooms. Unpublished doctoral dissertation, University of Minnesota.

Duran, L. K. (2008). An analysis of verbal interactions during dialogic reading with Spanish-speaking children enrolled in a Head Start home visiting program. Dissertation Abstracts International, 69 (01A), 112. (UMI No. AAI3295684)

[Flynn, A. R.] (2020). Positionality of paraeducators: A phenomenological study in a public school district in the Pacific Northwest. (Electronic Theses or Dissertation) Retrieved from https://etd.ohiolink.edu/.

Frantz, R.J. (2018). Coaching teaching assistants to implement naturalistic behavioral teaching strategies to enhance social communication skills during play in the preschool classroom. University of Oregon, The Office of Research, Innovation and Graduate Education, Theses and Dissertations.

Genzuk S. M. (1995). Integration factors affecting commitment to educational and occupational goals for latino paraeducators. Unpublished doctoral dissertation, University of Southern California.

Ghere, G. S. (2003). Employing, directing, and supporting paraprofessionals in inclusive education programs for students with disabilities: A multi-site case study. Dissertation Abstracts International, 64 (01A), 254. (UMI No. AAI3078016)

Hallmeeyer L. (2019). Positive behavior intervention support handbook for paraeducators. Theses, Dissertations, and Graduate Research / Special Education.

Hawkins, S. R. (2004). A study of the perceptions of special education teachers and paraeducators regarding the training of paraeducators (Washington, D.C.). Dissertation Abstracts International, 65 (08A), 82. (UMI No. AAI3142355)

Hogeweide, K. (2019). Preparing pre-service paraprofessionals to respond to young readers: a single-day workshop. Master of Education in Special Education. http://hdl.handle.net/10613/11499

Hsu, S, (2007) Legislation, litigation, regulation, and implementation of paraprofessional supervision in school settings. All Theses and Dissertations. 831. https://scholarsarchive.byu.edu/etd/831

Johnson, W. A. (2018). Reframing the development of paraeducators: Examining the effects of purposeful planning and training with policy and leadership implications. Available from ProQuest Dissertations & Theses A&I. (2136282035).

Keane, T. E. (2007). The relationship between paraprofessional job satisfaction and student academic and co-curricular success for secondary school students in special education. Dissertation Abstracts International, 68 (04A), 122. (UMI No. AAI3259837)

Kipfer, A. C. (2015). Educational assistants supporting inclusive education in secondary schools. Master Thesis, University of Western Ontario. . Electronic Thesis and Dissertation Repository. 3363.

Klein, E.F. (2006). Training Paraprofessionals to Facilitate Social Interactions Between Children with Autism and their Typically Developing Peers. Dissertation Abstracts International, 68 (04A), 1409. (UMI AAI3263766)

Kuhn, K. K. (2018). Inclusive practices: a study of high school general education teacher and paraeducator collaborative partnerships. Unpublished doctoral dissertation, Wichita State University.

Lanoux, F. (2007). Paraprofessionals: Instructional support in the elementary schools. Dissertation Abstracts International, 68 (11A), 261. (UMI No. AAI3289801)

Lavadenz M. C. (1994). Factors related to the teaching aspirations of chicano/latino paraprofessionals. Unpublished doctoral dissertation, University of Southern California.

Massafra, A. L. (2019). A qualitative investigation of preservice special education teacher programs’ preparation of preservice special education teachers to work with paraprofessionals. Dissertations. 561.

Milner C. A. (1998). Paraprofessionals in inclusive classrooms: Working without a net. Unpublished doctoral dissertation, The University of North Dakota.

Mueller P. H. (1997). A study of the roles, training needs, and support needs of Vermont’s paraeducators. Unpublished doctoral dissertation, University of Vermont.

Marjan N. (2019). The relationship between employee engagement and length of employment among special education paraprofessionals. ProQuest Dissertations & Theses A&I.

Pacleb, L. G. (2019). Understanding the fundamentals of special education and the importance of paraprofessional roles: A paraprofessional training handbook. ProQuest Dissertations & Theses A&I.

Parvey, M. C. (2008). Teacher assistants in classrooms and schools: Roles, collaboration, and responsibilities. Dissertation Abstracts International, 69 (02A), 178. (UMI No. AAI3303098)

Perez, J. C. (1998) Investigating the effects of a paraprofessional teaching sharing behaviors to young children with special needs in an inclusive kindergarten classroom. Dissertation Abstracts International, 59 (08A), 2928. (University Microfilms No. AAG99-00965)

Plagge, B. A. (1999). Dimensions of roles, responsibilities, training background and needs, policies, and procedures for paraeducators dealing with students with special needs. Dissertation Abstract International, 60, no. 12A

Prigge D. J. (1996). Supervising the special education paraprofessional in inclusionary settings. Unpublished doctoral dissertation, University of Washington.

Reamer R. B. (1995). The effects of video self-modeling and self-assessment training on the delivery of instructional strategies provided by paraeducators working with children with developmental delays. Unpublished doctoral dissertation, University of Houston.

Riggs C. G. (1996). Dimensions of the paraeducator experience: Facilitating the inclusion of children with identified special education needs in general education classes. Unpublished doctoral dissertation, Lesley College.

Robinson, S. E. (2007) Training Paraprofessionals of Students with Autism to Implement Pivotal Response Treatment Using a Video Feedback Training Package. Dissertation Abstracts International, 68 (10A), 4255. (UMI No. AAI3283763)

Rosness, L. D. (1998) Characteristics of successful paraeducator-to-teacher programs (Minority Teachers, Teacher Diversity). Dissertation Abstracts International, 59 (08A), 2934. (University Microfilms No. AAG99-00782)

Rudzroga, J. (2018). Why mindfullness matters: How mindfullness pf paraprofessionals affects personal and professional well-being. Electronic version published by Vancouver Island University.

Rutherford, G. (2008). Different ways of knowing? Understanding disabled students’ and teacher aides’ school experiences within a context of relational social justice. Doctoral dissertation. University of Otago, Dunedin, NZ.

Saccoccio, C. (2018). The para predicament: investigating the intersectionality of race, disability, and paraeducator assignment. Doctoral Dissertations. 1741.

Sandoval-Lucero E.M. (2004). The role of self-efficacy in paraeducators’ career decisions. Unpublished doctoral dissertation, University of Colorado at Denver.

Schneider, G. (2018). The unsung heroes and silent partners of the educational world. Dissertations. 197.

Schonewise E. A. (2001). [The current training practices and perceived training needs of paraprofessionals in special education programs in Nebraska](. Dissertation Abstracts International, 62 (05A), 228. (UMI No. AAI3015853)

Simpson, L. A. (2008). Social facilitation as a clinical intervention for children with nonverbal learning disability and Asperger’s Disorder: A theory review. Dissertation Abstracts International, 68 (12B), 253. (UMI No. AAI3294297)

Skulina, J. A. (2003). Paraprofessionals in general education environments: A comparison of parent perceptions and classroom observations. Dissertation Abstracts International, 64 (02A), 163. (UMI No. AAI3079390)

Slider, N. J. (2004). Cost effective and sequential methods for teaching educational paraprofessionals to implement behavior management strategies in preschool classrooms. Dissertation Abstracts International, 65 (10A), 105. (UMI No. AAI3151852)

Smith, H. (2007). Why do they go? Reasons for the attrition of paraeducators working with high school students having severe disabilities. Dissertation Abstracts International, 68 (10A), 158. (UMI No. AAI3283778)

Smith S. D. (2000). From paraprofessional to credentialed teacher: Motivational factors that influence career pathways in special education. Unpublished doctoral dissertation, University of San Francisco.

Stallings C.F. (2000). The identification of paraprofessional training needs within the context of inclusive education. Unpublished doctoral dissertation. North Carolina State University.

Stieg, C. D. (2019). Training and supervision of paraprofessionals in special education: a qualitative case study. All Theses And Dissertations. 191. https://dune.une.edu/theses/191

Stratton, P. C. (2014). Paraprofessional perceptions of training and professional development. Theses, Dissertations and Capstones. Paper 891. Marshall University.

Sullivan, J. P. (1995) The relationship between the actual role and ideal role of paraprofessionals in secondary schools. Unpublished doctoral dissertation, University of San Francisco

Sullivan, K. O. (1998) Meeting the challenge of paraprofessional training: An application of the competence model. Dissertation Abstracts International, 59 (02B), 0889. (University Microfilms No. AAG98-24803)

Swenson, T. G. (2020). Examining the role frequency, ability, and training needs of paraeducators supporting students with disabilities in physical education settings. ProQuest Dissertations Publishing.

Tindall, D. W. S. (2005). The effects of three knowledge interventions on novice volunteer tutors’ teaching performance with children with developmental disabilities in a motor development lab setting. Dissertation Abstracts International, 66 (05A), 101. (UMI No. AAI3175999)

Theodotou, J, (2018). Educational Assistants and classroom management: Increasing self-efficacy. School of Education Student Capstone Projects. 155.

Torres R. L. (1998) Meeting the demands for quality teachers: A case study of bilingual paraprofessional-to-bilingual-teacher training program. Unpublished doctoral dissertation. University of Colorado at Boulder.

True J. (2016) From para-educators to veteran master teachers: evaluation of special educators' perceived experiences of school district and university partnership programs. Unpublished Doctoral Dessertation, John Hopkins University.

Wallace T. L. (1997). The role of paraprofessionals in effective transition programs. Unpublished doctoral dissertation. University of Minnesota.

Walters-Remaly, M. A. (2003). A study of essential characteristics of paraeducators who work with students with severe/profound cognitive and/or multiple disabilities. Dissertation Abstracts International, 64 (03A), 346. (UMI No. AAI3085107)

Ward, D. L. (2000). An investigation of the role of paraeducators with students with mild disabilities. Dissertation Abstract International, 61, no. 09A

Wenzel, J. D. (2019). Training job coaches in systematic methods of instruction. ProQuest Dissertations & Theses A&I. (2231164984).

Werts M. G. (1998) Child academic engagement related to proximity of paraprofessionals. Unpublished Doctoral Dissertation. University of Pittsburgh.

Whiting, A. (2014). Training paraeducators to use behavior management strategies: implementation and evaluation of a brief targeted Intervention. All Graduate Plan B and other Reports. 446.

Wiese, B. J. (2004). Knowledge and skills for the utilization and supervision of paraeducators across Iowa: Trends in special education teacher preparation and inservice needs. Dissertation Abstracts International, 65 (07A), 153. (UMI No. AAI3139406)

Winstead, R. A. (2013). The road from paraprofessional to certified teacher: a state, school district, and university partnership. Electronic Theses and Dissertations. Paper 2297. http://dc.etsu.edu/etd/2297. East Tennessee State University.

Woodman, D. (2019). Middle school paraprofessionals describing their experiences teaching students in inclusive classroom: a case study. ProQuest Dissertations & Theses A&I. (2228854125).