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Teachers and teacher assistants : building effective relationships

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dc.contributor.advisor Townsend, David
dc.contributor.author Thompson, Dawn M
dc.contributor.author University of Lethbridge. Faculty of Education
dc.date.accessioned 2010-01-27T22:03:53Z
dc.date.available 2010-01-27T22:03:53Z
dc.date.issued 2002
dc.identifier.uri http://hdl.handle.net/10133/840
dc.description ix, 59 leaves ; 29 cm. -- en
dc.description.abstract The purpose of this study was to determine the conditions necessary for the development of effective relationships between teachers and teacher assistants. A sample of five teachers and five teacher assistants from a rural school jurisdiction in Alberta participated in the study. The primary method of data collection was interviewing. Data were analyzed thematically and findings presented systematically in order of importance. Key finds from teachers included the importance of communication, the necessity of establishing clear expectations for teacher assistants, the need for collaborative planning time for teacher/teacher assistant teams and the importance of training for both themselves and teacher assistants. Key findings from teacher assistants were not dissimilar and included the important of communication, the necessity of clear expectations and the importance of being seen as valuable members of the educational team. The results of this study have implications for all school authorities in which teacher and teacher assistants are increasingly expected to share responsibility for providing educational services for students. en
dc.language.iso en_US en
dc.publisher Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 2002 en
dc.relation.ispartofseries Project (University of Lethbridge. Faculty of Education) en
dc.subject Teachers' assistants assistants en
dc.subject Teachers en
dc.subject Communication in education en
dc.title Teachers and teacher assistants : building effective relationships en
dc.type Thesis en
dc.publisher.faculty Education en

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