09 SES 11 B, Social Networks and Professional Cooperation
The goal of our paper is to investigate the intensity and quality of the cooperation between class teachers and special education assistants in inclusive school settings. Since the pan-European commencement of the United Nations Convention on the Rights of Persons with Disabilities (2006), schools face manifold challenges regarding the inclusion of students with disabilities into the regular teaching and learning systems. According to the UN Convention, the overall goal must lie in the establishment and maintenance of a learning environment that suits the needs of every student and provides equal opportunities for all (UN Convention, § 24).In order to achieve these goals, the cooperation of teachers – especially class teachers – and further educational personnel in schools seems to be vital (Meyer, 2016). This idea is not only plausible from a practical point of view, it is also in line with the essential assumptions made in different models of school effectiveness and improvement (Creemers & Kyriakides, 2008; Scheerens & Bosker, 1997), in which teacher cooperation is an important variable of school quality and school effectiveness. Accordingly, research concerning the preconditions, the organization, and the effects of teacher cooperation has grown substantially in the past (Fussangel, 2008). However, the major body of research regarding cooperative practices and methods in school is mostly limited to the cooperation between teachers. Research focusing on the preconditions, organization, and effects of a successful inter-professional cooperation, i.e. on the cooperation between different occupational groups in schools, is only emerging gradually, especially when it comes to questions about the cooperation between regular (class) teachers and special education assistants (internationally also known as teaching assistants for students with special needs). First results from international research indicate, that teachings assistants for students with special needs can indeed help in promoting the learning and development of students with special needs (Farrell, Alborz, Howes & Pearson, 2010). However, individual (case) studies show that teaching assistants seem to suffer from certain degrees of role-confusion and hence need to be integrated into the professional structure of a school more consistently (e.g. Blatchford, Webster, Russell, 2012; Butt & Lowe, 2011; Fischer & Pleasants, 2012; Webster, Blatchford & Russell, 2013). The aim of our study is threefold: (1) First we aim at adapting an established model of teacher cooperation developed by Fussangel (2008) to the context of the cooperation between teaching assistants for students with special needs on the one hand and class teachers on the other hand. (2) Subsequently, we focus on the development of appropriate instruments for measuring diverse aspects of the intensity and quality of the cooperation of teaching assistants and class teachers in inclusive school settings. Finally (3), we pursue the following research questions: (i) With whom do teaching assistants work together in an inclusive school setting and how do they evaluate the respective cooperation? (ii) How do teaching assistants and class teachers shape their cooperation in practice? In how far is the intensity and quality of cooperation connected to the evaluation of the teaching assistants’ job-related experiences? (iii) How strongly are teaching assistants integrated into the professional community of individual schools? Which factors are important for their integration?
Blatchford, P., Webster, R. & Russell, A. (2012). Challenging the Role and Deployment of Teaching Assistants in Mainstream Schools: The Impact on Schools. Final Report on the Effective Deployment of Teaching Assistants (EDTA) project. Butt, R. & Lowe, K. (2012). Teaching assistants and class teachers. Differing perceptions, role confusion and the benefits of skills-based training. International Journal of Inclusive Education, 16 (2), 207-219. Creemers, B. & Kyriakides, L. (2008). The dynamics of educational effectiveness. New York: Routledge. Farrell, P., Alborz, A., Howes, A. & Pearson, D. (2010). The impact of teaching assistants on improving pupils’ academic achievement in mainstream schools. A review of the literature. Educational Review, 62 (4), 435-448. Fisher, M. & Pleasants, S. L. (2012). Roles, Responsibilities, and Concerns of Paraeducators. Findings From a Statewide Survey. Remedial and Special Education, 33 (5), 287-297. Fussangel, K. (2008). Subjektive Theorien von Lehrkräften zur Kooperation. Eine Analyse der Zusammenarbeit von Lehrerinnen und Lehrern in Lerngemeinschaften [Subjective theories of teachers regarding cooperational practices: An analysis of teacher cooperation in professional learning communities]. Inaugural Dissertation, University of Wuppertal (Germany). Meyer, Karina (2016): Multiprofessionalität in der inklusiven Schule: Eine empirische Studie zur Kooperation von Lehrkräften und Schulbegleiter/innen (Göttinger Schulbegleitungsstudie GötS). [Interprofessional cooperation in inclusive school: An empirical investigation on the cooperation between class teachers and special education assistants - GötS]. Göttingen: Universitätsverlag. Scheerens, J. & Boskers, R. J. (1997). The foundations of educational effectiveness. Oxford: Pergamon. United Nations (2006). Convention on the Rights of Persons with Disabilities. http://www.un.org/disabilities/documents/convention/convoptprot-e.pdf. Webster, R., Blatchford, P. & Russell, A. (2013). Challenging and changing how schools use teaching assistants. Findings from the Effective Deployment of Teaching Assistants project. School Leadership & Management, 33 (1), 78-96.
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
Network 7. Social Justice and Intercultural Education
Network 8. Research on Health Education
Network 9. Assessment, Evaluation, Testing and Measurement
Network 10. Teacher Education Research
Network 11. Educational Effectiveness and Quality Assurance
Network 12. LISnet - Library and Information Science Network
Network 13. Philosophy of Education
Network 14. Communities, Families and Schooling in Educational Research
Network 15. Research Partnerships in Education
Network 16. ICT in Education and Training
Network 17. Histories of Education
Network 18. Research in Sport Pedagogy
Network 19. Ethnography
Network 20. Research in Innovative Intercultural Learning Environments
Network 22. Research in Higher Education
Network 23. Policy Studies and Politics of Education
Network 24. Mathematics Education Research
Network 25. Research on Children's Rights in Education
Network 26. Educational Leadership
Network 27. Didactics – Learning and Teaching
The programme is updated regularly (each day in the morning)
- Search for keywords and phrases in "Text Search"
- Restrict in which part of the abstracts to search in "Where to search"
- Search for authors and in the respective field.
- For planning your conference attendance you may want to use the conference app, which will be issued some weeks before the conference
- If you are a session chair, best look up your chairing duties in the conference system (Conftool) or the app.