scholarly journals Teacher-teacher aide teaming: investigating collaboration using cogenerative dialoguing and CHAT

2018 ◽  
Author(s):  
Elizabeth Tatum
Keyword(s):  
Teacher Aide

Reciprocity in the Teacher-Pupil and Peer Verbal Interactions of Learning Disabled, Behavior-Disordered, and Regular Education Students

1984 ◽  
Vol 7 (1) ◽  
pp. 30-38 ◽  
Author(s):  
Steven R. Moore ◽  
Richard L. Simpson
Keyword(s):  
Regular Education ◽  
Learning Disabled ◽  
Education Students ◽  
Student Interactions ◽  
Verbal Interactions ◽  
Teacher Aide ◽  
Target Behaviors ◽  
Observation Instrument ◽  
Teacher Student ◽  
Behavior Disordered

The purpose of this study was to examine the reciprocal interactions of learning disabled (LD), behavior-disordered (BD), and regular education students. The interactions of 15 students from each diagnostic group (LD, BD, regular education) and their peers, teachers, and classroom aides were observed using a behavior observation instrument designed to monitor (a) frequency of 14 target behaviors, (b) direction of the interaction (i.e., given to or received from), and (c) status of the party involved in the interaction (i.e., peer, teacher, aide). A correlational analysis indicated that negative peer-student interactions were reciprocal. In contrast, neither positive or negative teacher-student interactions nor positive peer-student interactions were reciprocal. First-order conditional probabilities (i.e., the probability of a statement being followed by a selected response) showed that BD, LD, and regular students responded to others in a similar manner. Likewise, the teachers of the three groups were similar in their responses to students. In all groups, positive, negative, and neutral statements were most likely to be followed either by an absence of a response or by a neutral response.

Aboriginal Culture in a Victorian School

1979 ◽  
Vol 7 (1) ◽  
pp. 16-18
Author(s):  
G. Barry
Keyword(s):  
Aboriginal People ◽  
Focal Point ◽  
Negative Attitude ◽  
School To Work ◽  
Complex Nature ◽  
Migrant Population ◽  
Teacher Aide ◽  
New School ◽  
Aboriginal Children

On Friday July 7, Jungai Day was held at Bell Primary School, Preston, to mark the beginning of N.A.D.O.C. week for 1978. Bell has an enrolment of just under 500 and has a high and expanding migrant population.In early 1977, the first Aboriginal child arrived at the school, to add to the already complex nature of the school’s ethnic structure. Children from other Aboriginal families soon followed as the Housing Commission pursued its policy of providing houses that would match the finances of Aboriginal people.The Aboriginal children made an immediate impact on the school. For some teachers and children, it was their first encounter with Aboriginal people. The children also brought their own problems, apart from those usually faced by any child starting at a new school.It would hardly be overstating the case to say that the Aboriginal families would not have accepted the houses that they did, if they had not been in dire straits financially. The houses generally were small, cold, and inadequately furnished.During their first winter at the school, the children were absent for much of the time, due to illnesses that were almost certainly related to the quality of the housing. The long breaks in the children’s attendances, however, were also indicative of a negative attitude to school, an attitude that proved very difficult to change as the children were away so often.The situation didn’t really begin to improve until Pam Pederson arrived at the school to work as a teacher aide. Pam filled a crucial liaison role between the school and the Aboriginal families, as well as being a focal point of support for the Aboriginal children within the school.

The Fennville Teacher Aide Experiment

1962 ◽  
Vol 13 (2) ◽  
pp. 189-190
Author(s):  
Donald A. Davis
Keyword(s):  
Teacher Aide

The Effect of a Teacher-Aide Experience on Mathematics Aptitude

1980 ◽  
Vol 80 (3) ◽  
pp. 245-250
Author(s):  
M. A. Robinson ◽  
H. W. Straley
Keyword(s):  
Teacher Aide ◽  
Mathematics Aptitude

The Bilingual Teacher Aide: Classroom Asset

1977 ◽  
Vol 77 (4) ◽  
pp. 265-267 ◽  
Author(s):  
Douglas C. Godwin
Keyword(s):  
Teacher Aide ◽  
Bilingual Teacher

An Aboriginal Teacher-Aide in a Large Metropolitan School

1975 ◽  
Vol 3 (4) ◽  
pp. 45-46
Author(s):  
J. Barney
Keyword(s):  
Aboriginal People ◽  
Teacher Aide ◽  
Experimental Project ◽  
Aboriginal Children

I wanted to become a teacher-aide after I heard of an experimental project in a Brisbane school where Aboriginal people were asked to be part of the school and part of the classrooms to help the Aboriginal children attending the school. I applied at three schools in the Inala district because I live in this district, my children go to school here, and my sister-in-law is a teacher-aide at one of the schools in the district.I thought it would be really great if I could get a job like that. I could be at the school with my two children and work the same hours as them. After I found out that I had got the job at the same school that my children attend, I didn’t have a clue what work I’d be doing. My sister-in-law told me a few things, and after I had been for an interview, I had a better idea. But I still didn’t expect to be working with the children – doing sums and reading.

Teacher-Pupil and Peer Verbal Interactions of Learning Disabled, Behavior-Disordered, and Nonhandicapped Students

1983 ◽  
Vol 6 (3) ◽  
pp. 273-282 ◽  
Author(s):  
Steven R. Moore ◽  
Richard L. Simpson
Keyword(s):  
Educational Practice ◽  
Learning Disabled ◽  
Observation System ◽  
Verbal Interactions ◽  
Teacher Aide ◽  
Target Behaviors ◽  
Observation Instrument ◽  
Behavior Observation ◽  
Negative Statements ◽  
Behavior Disordered

The purpose of this study was to compare the interactions of learning disabled (LD), behavior-disordered (BD), and nonhandicapped students. The interaction of 15 pupils from each diagnostic group and their peers, teachers, and classroom aides were observed by means of a behavior observation instrument. The observation system was designed to monitor (a) frequency of 14 target behaviors, (b) direction of the interaction (i.e., given to or received from), and (c) status of the party involved in the interaction (i.e., peer, teacher, aide). The results indicated that BD and LD students emitted significantly more negative statements to teachers than did regular education students. The teachers of the three groups of students did not differ in positive and negative statements directed to students; however, BD teachers emitted significantly more neutral statements to their students than did LD and regular teachers. Finally, the three groups did not differ in types of statements emitted. The results are discussed in terms of their implications for current educational practice.

The value of “teacher-aide” participation in the elementary school

1963 ◽  
Vol 10 (2) ◽  
pp. 84-87
Author(s):  
A. W. Scrivner ◽  
R. Urbanek
Keyword(s):  
Elementary School ◽  
Professional Education ◽  
College Of Education ◽  
South Florida ◽  
Teacher Aide ◽  
Laboratory Experiences ◽  
First Time

In the fall of 1960 the faculty of the college of education met together for the first time to plan a program of professional education for the new University of South Florida. One aspect of the program which was distinctly different from other comparable programs was a sequential series of professional laboratory experiences which had depth, breadth, and continuity.

Teacher Aide: Mother

1961 ◽  
Vol 62 (3) ◽  
pp. 134-138
Author(s):  
Jan Grayson
Keyword(s):  
Teacher Aide
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