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Impacts of the Arizona System Ready/Child Ready Professional Development Project on Preschool Teachers' Self-Efficacy
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Ciyer, Aysegul; Nagasawa, Mark; Swadener, Beth Blue; Patet, Pradnya – Journal of Early Childhood Teacher Education, 2010
Funded through a No Child Left Behind of 2001 (NCLB) grant, this research examines the effects of the Arizona System Ready/Child Ready Early Childhood Professional Development Project (AzSRCR) on the self-efficacy of 256 educators who participated in AzSRCR over a 3-year period. The AzSRCR program was a federally funded, statewide higher education…
Descriptors: Early Childhood Education, Self Efficacy, Focus Groups, Associate Degrees
Maria's Rainbow
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Fisher, Scott M. – Academe, 2008
In this article, the author discusses the impact of promoting false ideas about what a degree will do for working-class students by relating the sad story of his student, Maria, who died after 30 years of joyful life, nonstop activity, and one year of cancer. Maria was a student in the author's evening English composition class at their community…
Descriptors: Community Colleges, Student Attitudes, Compensation (Remuneration), Teacher Attitudes
Training for Paraprofessionals: The Community College Role Preparing Tomorrow's Teachers to Use Technology (PT3). Policy Brief
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Shkodriani, Gina – Education Commission of the States, 2004
The job description for paraprofessionals is no longer limited to clerical responsibilities (e.g., recordkeeping, copying, cafeteria and bus duty). Paraprofessionals now support instruction and work under the direction and supervision of certified teachers. According to the Bureau of Labor Statistics, paraprofessionals provide instructional and…
Descriptors: Paraprofessional School Personnel, Certification, Federal Regulation, Community Colleges
Stretching to the Next Rung: NCLB Requirements Set the Bar for Many Paraprofessionals, while Several States and Districts Have Developed High-Quality Training that Surpasses the National Law
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Pardini, Priscilla – Journal of Staff Development, 2005
Under the No Child Left Behind Act, paraprofessionals must be certified as highly qualified. To meet the standard, they need a high school diploma as well as a two-year associate's degree, or two years of college credit, or a passing score on a state or local assessment that demonstrates knowledge of and ability to assist in teaching reading,…
Descriptors: Federal Legislation, Paraprofessional School Personnel, Teacher Aides, Associate Degrees