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in: Education and training occupations, Educational personnel, Paraprofessional personnel

Teacher aides

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A teaching assistant (TA) (or paraprofessional educator, para-pros, instructional assistants or classroom assistants, is an individual who assists a professor or teacher with instructional responsibilities. TAs include graduate teaching assistants (GTAs), who are graduate students; undergraduate teaching assistants (UTAs), who are undergraduate students; secondary school TAs, who are either high school students or adults; and elementary school TAs, who are adults (also known as educational paraprofessionals or teacher's aides).

By definition, TAs assist with classes, but many graduate students serve as the sole instructor for one or more classes each semester as a teaching fellow or graduate student instructor[1][2][3] Graduate and adult TAs generally have a fixed salary determined by each contract period (usually a semester or an academic year); however, undergraduates and high school students are sometimes unpaid and receive course credits in return for their assistance.

Graduate Teaching Assistants

Graduate teaching assistants (often referred to as GTAs or simply TAs) are graduate students employed on a temporary contract by a college or university in teaching-related responsibilities. In New Zealand, Australian, and some Canadian universities, graduate TAs are known as tutors. TA responsibilities vary greatly and may include tutoring; holding office hours; grading homework or exams; administering tests or exams; and assisting a professor with a large lecture class by teaching students in recitation, laboratory, or discussion sessions. Graduate TAs should not be confused with teaching fellows (TFs) or graduate student instructors (GSIs), who are graduate students who serve as the primary instructor for a course.

Undergraduate Teaching Assistants

UTAs usually serve as true assistants to a class; they typically have taken the course with which they are assisting, often with the same professor, and have performed well in it. This case is less common for GTAs, since many would have been undergraduates at other institutions. Unlike professors and GTAs, UTAs generally do not have a fixed salary but instead are paid by the hour, earn credit hours, or volunteer their time.

High School Teaching Assistants

The term teaching assistant is used in the high school and middle school setting for students or adults that assist a teacher with one or more classes. The responsibilities, situations, and conditions of these individuals' involvement differ from those in higher education. A less formal position, a TA job in secondary education is generally determined by the supervising teacher. Common tasks include grading tests and papers, assisting students with their work, and taking attendance. Some teaching assistants at this level may teach portions of the class lessons, or teach lessons to small groups of students who need extra instruction. Many TAs work "one-on-one" with special needs students; these TAs shadow their student and assist with classwork, organization, and behavior management. In some parts of the United States it is customary or even required that each classroom have one certified teacher and one or more co-teachers or teaching assistants.

Elementary School Teaching Assistants

An elementary school teaching assistant is an adult who is hired to help a teacher with class-related duties, which are similar to those encountered in middle and high school settings. They are sometimes referred to as paraprofessionals ('paras' for short) or teacher's aides. Elementary school teaching assistants are generally hired on a contract that lasts the entire academic year.

Recruitment

Selection

Training

Use with different categories of children

Use in teaching in mental retardation

Use in the teaching of pupils with learning difficulties

See also

Template:Wikiversity2

References

  1. ↑ Allred, K.N., J.B. Belnap (2006). Mathematics Teaching Assistants: Ascertaining their involvement in university instruction. (Manuscript in preparation).
  2. ↑ Butler, D.D., J.F. Laumer Jr. & M. Moore (1993). A content analysis of pedagogical and policy information used in training graduate teaching assistants. Journal for Higher Education Management, 9 1: 27–37.
  3. ↑ Gray, P.L.; N. Buerkel-Rothfuss (1991). "Teaching assistant training: A view from the trenches" J. D. Nyquist, R. D. Abbott, D. H. Wulff, & J. Sprague (Eds.) Preparing the professorate of tomorrow to teach, 40–51, Dubuque, Iowa: Kendall/Hunt.

Further reading

Books

  • Brookson, M. (2006). Working as a teaching assistant. Thousand Oaks, CA: Sage Publications Ltd.
  • Mendenhall, M. E. (1996). The foreign teaching assistant as expatriate manager. Thousand Oaks, CA: Sage Publications, Inc.
  • Nyquist, J. D., & Wulff, D. H. (1996). Working effectively with graduate assistants. Thousand Oaks, CA: Sage Publications, Inc.
  • Scharff, L. F. V. (2006). Using Teaching Assistants Effectively. Malden, MA: Blackwell Publishing.
  • Scott, J. (1996). Recruiting, selecting, and training teaching assistants. Austin, TX: Pro-Ed.
  • Wortman, C. B., & Smyth, J. M. (1997). Using one's own passion and undergraduate TAs to transform the large-lecture introductory psychology course. Washington, DC: American Psychological Association.

Papers

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  • Haring, K. A., Saren, D., Lovett, D. L., & Shelton, M. N. (1992). A study of the demographic and attitudinal differences between paraprofessionals and teachers in self-contained special education classrooms: Journal of Developmental and Physical Disabilities Vol 4(1) Mar 1992, 51-73.
  • Hughes, M., & Westgate, D. (1997). Assistants as talk-partners in early-years classrooms: Some issues of support and development: Educational Review Vol 49(1) Feb 1997, 5-12.
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Dissertations

  • Barrett, S. C. (1981). An analysis of role conflict in teaching assistants: Dissertation Abstracts International.
  • Barron, J. (1980). Issues in bilingual education affecting performance needs of teacher aides with implications for teacher training programs: Dissertation Abstracts International.
  • Bartoli, P. V. (2002). Burnout and job performance among education professionals and paraprofessionals. Dissertation Abstracts International: Section B: The Sciences and Engineering.
  • Bower, N. J. (1978). A comparison of two models for training personnel for teaching the moderately and severely retarded: Dissertation Abstracts International.
  • Bullerman, M. F. (1974). Parental perception of the educational program in certain selected schools: Dissertation Abstracts International.
  • Christenberry, M. A. (1975). An exploratory study to investigate the relationship between teaching effectiveness and level of empathic understanding of paraprofessional teachers of young children: Dissertation Abstracts International.
  • Clemons, W. H. (1973). Variations in role expectations and role realization as perceived by teacher aide trainees, teachers of teacher aide trainees, teacher aides and teachers utilizing teacher aides: Dissertation Abstracts International.
  • Dalea, I. L. (1973). Change in self-perception in student teacher-aides following a work program: Dissertation Abstracts International Vol.
  • DiBartolomeo, T. R. (1980). The effects of modeling and discrimination training with expert generated feedback or self-generated feedback on teacher performance: Dissertation Abstracts International.
  • Dill, A. V. (1994). Instructional assistants in special education: An experiential study of stress arising from a gap between "what is" and "what ought to be". Dissertation Abstracts International Section A: Humanities and Social Sciences.
  • Doidge, D. A. (1975). Teacher perceptions of teacher behavior as related to paraprofessional teacher aides: Dissertation Abstracts International.
  • Ferguson, R. C. (1977). Teachers and teacher aides: A case study of innovation in an elementary school: Dissertation Abstracts International.
  • Feuchtbaum, G. (1976). Relationships of self concept, interpersonal values, and role expectations of indigenous classroom paraprofessionals in selected elementary schools in New York City and Philadelphia: Dissertation Abstracts International.
  • Goodwin, S. S. (1983). The use of global and specific items in evaluating teaching in a teaching assistant training program: Dissertation Abstracts International.
  • Grangaard, D. R. (1977). Perceptions of the functions of paraprofessionals in the kindergarten: Dissertation Abstracts International.
  • Harris, S. L. (1979). Health misconceptions of elementary school teachers and teacher aides: Dissertation Abstracts International.
  • Hockett, J. C. (1973). An examination of changes in teacher behaviors and learner perceptions associated with a program for teaching assistants at the Florida State University: A pilot study: Dissertation Abstracts International Vol.
  • Hudson, W. L. (1975). An investigation of students' attitudes in teacher preparation: With and without the teacher aid program: Dissertation Abstracts International.
  • Huggins, J. W. (1985). A study to determine the teaching competencies needed by instructional assistants working with special needs students in area vocational centers in Michigan: Dissertation Abstracts International.
  • Kelly, D. (1975). A study of the effects of high school students acting as instructional aides in elementary classrooms on the development of positive self-concepts in children with whom they work: Dissertation Abstracts International.
  • Kuhirun, K. (1986). Job satisfaction of teaching assistants in the departments of mathematics in selected universities as related to their students' achievement: Dissertation Abstracts International.
  • Lawrence, C. A. (1974). An analysis of selected presage characteristics of teacher aides: Dissertation Abstracts International.
  • Miller, N. I. (1984). Paraprofessionals' job satisfaction and their teachers' leadership style: Dissertation Abstracts International.
  • O'Connell, C. P. (1977). Leader behaviors, leader styles, and management effectiveness of elementary teachers as related to paid teacher aides and volunteer teacher aides: Dissertation Abstracts International.
  • Ortiz, M. N. (1978). Bilingual-bicultural instructional aide roles as perceived by teachers, administrators, and instructional aides: Dissertation Abstracts International.
  • Palmer, M. F. (1987). Student teachers as aides for middle school mathematics classes: An exploration: Dissertation Abstracts International.
  • Pekofsky, M. (1989). A comparison of perceived teaching styles in international teaching assistants receiving cross-cultural perceptiveness training: Dissertation Abstracts International.
  • Peters, R. M. (1973). A study of teacher aide impact and the economics of aide usage: Dissertation Abstracts International.
  • Prest, G. S. (1993). A study of instructional assistants' job satisfaction and supervising teachers' leadership behavior: Dissertation Abstracts International.
  • Ritzman, E. R. (1973). Identity formation and effects of volunteer work experiences in community college students: An exploratory study with implications for counseling and education: Dissertation Abstracts International Vol.
  • Roberts, C. A. (1974). An analysis of role definition consensus between teacher-coordinators and teacher aides in a career opportunities program: Dissertation Abstracts International.
  • Robertson, M. K. (1980). An assessment of the effects of a college aide program on selected motor skills of second and fifth graders: Dissertation Abstracts International.
  • Ryan, E. F. (1976). A comparison of the perceptions of the role of teacher aides in special education classes for trainable and severely/profoundly mentally retarded children: Dissertation Abstracts International.
  • Sears, M. H. (1982). Intellectual and creative talents in young children as perceived by teachers, teacher aides and parents: Dissertation Abstracts International.
  • Shannon, G. C. (1978). An analysis of the administration of the Education Aide Program in the Los Angeles Unified School District: Dissertation Abstracts International.
  • Schneiman, R. S. (1973). An evaluation of structured learning and didactic learning as methods of training behavior modification skills to low and middle socioeconomic level teacher-aides: Dissertation Abstracts International.
  • Sutton, G. W. (1982). The effects of behavioral and process models of consultation on the performance of professional and paraprofessional consultees: Dissertation Abstracts International.
  • Swartzendruber, L. (1979). Gains in moral reasoning through two discussion methods under teaching assistants varying in Socratic skill: Dissertation Abstracts International.
  • Taylor-Way, D. G. (1981). Adaptation of interpersonal process recall and a theory of educating for the conceptualization of college instruction: Dissertation Abstracts International.
  • Thomas, F. M. (2005). In-service for teachers and teacher aides working with children on the autistic spectrum. Dissertation Abstracts International Section A: Humanities and Social Sciences.
  • Truxaw, K. O. (1974). Recidivism differences among delinquent teacher aides: Dissertation Abstracts International.
  • Wheeler, V. R. (1976). Measuring human development activities in an individually guided education workshop: Dissertation Abstracts International.
  • Wilson, B. J. (1972). A proposed training program for special education teacher aides in Virginia as a basis for behavioral objectives: Dissertation Abstracts International Vol.


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