Qualitative Case Study In Education

Qualitative Case Study In Education-77
Additionally, most respondents perceived the supervision of paraprofessionals to be adequate, although they desired improvements to the supervisory methods including scheduled and pre-designed meetings with supervising special educators and more interaction with administrative staff who provide evaluations.

Additionally, most respondents perceived the supervision of paraprofessionals to be adequate, although they desired improvements to the supervisory methods including scheduled and pre-designed meetings with supervising special educators and more interaction with administrative staff who provide evaluations.

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This chapter makes the case that case study research is making a comeback in educational research because it allows researchers a broad range of methodological tools to suit the needs of answering questions of “how” and “why” within a particular real-world context.

As Stake (1995) suggests, case study is often a preferred method of research because case studies may be epistemologically in harmony with the reader’s experience and thus to that person a natural basis for generalization.

Researchers have identified educator concerns about inadequate paraprofessional training and supervision in PK-12 schools.

Studies also show special educators are not adequately prepared to train and supervise the paraprofessionals.

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Additionally, the voices of special educators and paraprofessionals are narrowly represented in the literature.

Therefore, the purpose of this study was to document the most effective methods of training and supervision, as perceived by special educators and paraprofessionals in the case study school district.

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