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The Paraprofessional-to-Teacher Pipeline: Barriers and Accomplishments

Jorgelina Abbate-Vaughn and Patricia C. Paugh
Journal of Developmental Education
Vol. 33, No. 1 (FALL 2009), pp. 14-16, 18, 26-27
Stable URL: http://www.jstor.org/stable/42775670
Page Count: 6
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Abstract

This study examined barriers experienced by veteran school paraprofessionals attempting to complete a 4-year degree leading to public school teaching credentials. The study followed culturally and linguistically diverse, nontraditional student-participants through their 1st and 2nd years as sophomore/junior students in a large urban university. The population exhibited a variety of academic, organizational, financial, and counseling needs typical of developmental learners. With significant numbers of adult learners re-entering baccalaureate degree-granting institutions, the notion of developmental education might be applied to such students; they bring a mix of academic needs and success through resilience based in their cultural funds of knowledge.

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