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dc.contributor.authorSmitten, Mary
dc.date.accessioned2016-06-02T00:45:26Z
dc.date.available2016-06-02T00:45:26Z
dc.date.issued2016-03
dc.identifier.urihttp://hdl.handle.net/20.500.11803/17
dc.description.abstractThere has been an increase in the utilization of educational assistants in Central Alberta schools. The author questions how best to maximize the use of the educational assistants in the classroom setting. This paper summarizes a selection of the current research which highlights the absence of a cohesive definition of the role of the educational assistant which, in turn, impacts access to relevant professional development opportunities. The research suggests that increasing an individual’s self-efficacy through relevant and engaging professional development has measurable positive effects in the education system. Review of the data presented in this paper may potentially guide school districts towards providing professional development opportunities that increase self-efficacy for educational assistants.en_US
dc.language.isoenen_US
dc.rightsAttribution-NonCommercial-NoDerivs 3.0 United States
dc.rightsopenAccess
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/3.0/us/
dc.subject.lcshTeachers' assistantsen_US
dc.titleA Comparative Analysis Increasing of Efficacy of Support Staff through Professional Developmenten_US
dc.typeThesisen_US
thesis.degree.disciplineEducational Leadershipen_US
thesis.degree.grantorCity University of Seattleen_US
thesis.degree.levelMastersen_US
thesis.degree.nameMaster of Educationen_US
cityu.schoolAlbright School of Educationen_US
cityu.siteCalgaryen_US
cityu.site.countryCanadaen_US


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