Date of Award
5-2025
Degree Type
Doctoral Dissertation
Degree Name
Doctor of Education (EdD)
Department
Education
Committee Chair
Deirdra A. Preis, Ed.D.
2nd Reader
David Title, Ed.D.
3rd Reader
Brenda Schrantz, Ed.D.
Abstract
Paraeducators play a vital role in supporting students with disabilities, contributing to their academic, social, and emotional success in both special education and general education classrooms. This ISDiP study employed a convergent mixed methods design and action research methodology to implement a tiered model of professional development aimed at increasing paraeducators’ feelings of self-efficacy in applying skills and knowledge to support students with disabilities. The tiered model of professional development incorporated didactic instruction, modeling, coaching, and feedback. As part of the intervention, paraeducators completed pre-and post-surveys, attended at least two of four training sessions, and provided qualitative feedback through exit slips and focus group interviews. To gain further perspectives at the school level, general education teachers completed pre- and post-surveys on their paraeducator's skills and knowledge in supporting their students' academic and social-emotional needs. Triangulated results revealed increased paraeducator feelings of self-efficacy, skill acquisition, and application of evidence-based practices. Limitations such as the researcher’s role as a supervisor, selfreported data by paraeducators, and the limited time for professional development with the paraeducators within working hours may have influenced the results. Despite these challenges, the study indicated that training on evidence-based practices through a tiered model of professional development is a positive intervention in fostering paraeducators’ increased feelings of self-efficacy and the potential for increased positive student outcomes academically, socially, and emotionally.
Recommended Citation
Barnes, C.A. (2025). An improvement science dissertation in practice: Empowering paraeducators working with students with disabilities in supporting student engagement and self-regulation [Doctoral dissertation, Sacred Heart University]. https://digitalcommons.sacredheart.edu/edd/57
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Comments
Presented to the Faculty of Sacred Heart University in Partial Fulfillment of the Requirements for the Degree of Doctor of Education