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Loh, Pek Ru
Despite the growth of international research on paraeducator deployment, the understanding of its working in Singapore remains nascent.
This study seeks to address the limited knowledge of paraeducator deployment in Singapore by examining how Allied Educator (Learning and Behavioural Support) [AED(LBS)] spend their time in school, how they work with the school community of teachers and school leaders, and the factors that affect the process of working together using Wenger’s (1998) community of practice framework.
This study adopted a multiple case-study design with two phases. Phase One employed a survey questionnaire to determine how AEDs(LBS) spend their time in school. Its findings provided an objective understanding of the AED(LBS) role which is currently lacking in the literature. Its findings also assisted in the shortlisting of cases for Phase Two of the multiple-case study i.e. the interviews. Phase Two consisted of a multiple-case study involving in-depth interviews with AEDs(LBS), teachers and school leaders to understand how AEDs(LBS) worked with the school community. Both phases were piloted to refine the tools used in the main study. Data collected was analysed using the thematic analysis approach.
Findings revealed that AEDs(LBS) had an intangible impact on their school community in the form of voice and visibility. Voice enabled AEDs(LBS) to express their participation, proficiency, initiative or confidence while visibility enabled colleagues to see their role-related participation, through their physical presence and the products of their participation. AEDs(LBS) who demonstrated voice and visibility, gained the trust of the school community and were better able to influence the school community to take ownership of students with SEN. Leadership and AED(LBS) factors were found to influence voice and visibility.
Crucially, the study found that AEDs’(LBS) voice and visibility can be influenced to improve partnership outcomes in school. The findings encourage a reimagination of the paraeducator role as an agent of change who can influence the school community to assume a shared responsibility in SEN.
|Appears in Collections:||Doctor in Education (Ed.D.)|
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checked on Nov 24, 2022
checked on Nov 24, 2022
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