This report discusses findings from a study that examined issues surrounding the collaborative relationship between Latino paraeducators and the classroom teachers with whom they worked. The researchers assessed the roles of the paraeducators in the classroom, the nature of the paraeducator-teacher relationship, and the institutional factors affecting collaboration. They found that paraeducators did engage in teaching students, but there was a lack of interaction between the teachers and paraeducators due to the social structures in the school culture. Moreover, teachers did not tap into paraeducators’ knowledge of students’ culture and community. The report briefly discusses the policy implications of these findings. 2000. 22 pp.
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