Opening up and closing down: How teachers and TAs manage turn-taking, topic and repair in mathematics lessons

Radford, Julie; Blatchford, Peter; Webster, Rob

doi:10.1016/j.learninstruc.2011.01.004

Cited by 47 publications

(44 citation statements)

References 32 publications

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“…In reality, the TAs' role is primarily oral, conducted on a moment-by-moment basis (Radford et al, 2011) and often involves verbal differentiation of teacher talk or printed material .…”

Section: Pedagogical Role Of the Tamentioning

confidence: 99%

“…TAs do not know how to make the best use of the extended, more frequent interactions they have with pupils and this could have longer-term implications for creating passive learners (Radford et al, 2011).…”

Section: Pedagogical Role Of the Tamentioning

confidence: 99%

“…Forty-two recordings were made in 15 schools (8 primary, 7 secondary) of the teacher and the TA during the same lessons. 16 teacher-TA pairs were chosen for transcription and selected for further study (see Radford et al, 2011;Rubie-Davies et al, 2010). The selection was purposive in so far as there were two primary (year 5) and two secondary classes (year 8) but, otherwise, it was random.…”

Section: A the Diss Projectmentioning

confidence: 99%

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Fostering learner independence through heuristic scaffolding: A valuable role for teaching assistants

Radford

Bosanquet

Webster

et al. 2014

International Journal of Educational Research

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Teaching assistants currently play a key pedagogical role in supporting learners with special educational needs. Their practice is primarily oral, involving verbal differentiation of teacher talk or printed materials. In order to help students think for themselves, this paper argues that their practice should be informed by heuristic scaffolding. A substantial dataset from three teaching assistant projects was scrutinised for examples of heuristics. Using conversation analysis, the paper shows how assistance is negotiated and adjusted over a sequence of discourse. Four patterns of heuristic scaffolding are shown: heuristic modelling represents the highest level of support; heuristic questioning and prompting are jointly negotiated with the student. Self-scaffolding by students shows them taking responsibility for their own learning strategies. Implications for the school system are explored.

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“…In reality, the TAs' role is primarily oral, conducted on a moment-by-moment basis (Radford et al, 2011) and often involves verbal differentiation of teacher talk or printed material .…”

Section: Pedagogical Role Of the Tamentioning

confidence: 99%

Section: Pedagogical Role Of the Tamentioning

confidence: 99%

Section: A the Diss Projectmentioning

confidence: 99%

See 1 more Smart Citation

Fostering learner independence through heuristic scaffolding: A valuable role for teaching assistants

Radford

Bosanquet

Webster

et al. 2014

International Journal of Educational Research

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“…Radford et al (2011) summarised these as the difference between "opening up and closing down" (p. 625). Teachers' talk was…”

mentioning

confidence: 99%

“…TAs, on the other hand, were more likely to use closed questions, provide students with answers, and focus on task completion over learning. Describing the TA role as one that is primarily oral, Radford et al (2011) discussed the negative implications for students' learning of working with TAs whose verbal interactions "'close down' students, both linguistically and cognitively" (p. 632).…”

mentioning

confidence: 99%

Autonomy-supportive teaching and its antecedents: differences between teachers and teaching assistants and the predictive role of perceived competence

2016

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Research predicated on self-determination theory (SDT) has established a positive relationship between autonomy-supportive teaching and a range of desired student outcomes.Therefore, the enhancement of autonomy-supportive teaching is a legitimate focus of efforts to improve student outcomes. In this study we compared self-reported levels of autonomysupportive teaching among different educational professionals and explored the relationships between four hypothesised antecedents of autonomy support: constraints at work, perceived competence for teaching, perceptions of students' autonomous motivation towards school, and autonomous motivation for teaching. Questionnaire data from 429 teachers and teaching assistants (TAs) working in schools in the United Kingdom (UK) revealed that teachers report significantly more autonomy-supportive teaching than do TAs. Structural equation modelling indicated that the more teachers feel competent the more their teaching is autonomy-supportive.Among a range of other significant findings, teachers, but not TAs, who experience fewer constraints at work are more autonomously motivated towards teaching. The findings suggest that differences in autonomy-supportive teaching may account, at least in part, for the differential impact of teachers and TAs on academic progress as revealed by recent large-scale research in the UK. Furthermore, they identify social-contextual variables that should be considered when attempting to promote autonomy-supportive teaching and educators' motivation towards teaching.

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Worlds apart? The nature and quality of the educational experiences of pupils with a statement for special educational needs in mainstream primary schools

Webster

Blatchford

2014

British Educational Res J

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from the Deployment and Impact of Support Staff (DISS) project showed that support from teaching assistants (TAs) had a strong negative impact on the academic progress of pupils, and this applied particularly to pupils with a statement of special educational needs (SEN). Although the DISS project found that such pupils experienced less contact with teachers, little is known about school-and classroom-level decision-making relating to provision. This paper addresses the nature and quality of the educational experiences of pupils with statements, and who has responsibility for putting in place and delivering provision for these pupils within schools. Results come from the Making a Statement (MAST) project, which tracked the educational experiences of 48 9-and 10-year-old pupils with the highest level of SEN, attending mainstream primary schools in England. The study involved the thematic analysis of 48 detailed pupil case studies, drawing on interview, documentation and field note data. Results are presented in terms of four key themes: (1) the explicit and subtle forms of separation these pupils experience daily; (2) the high level of pedagogical decision-making TAs have for pupils with statements; (3) the impoverished pedagogical diet pupils with statements receive, compared to their peers; and (4) the gaps in teachers' and TAs' knowledge concerning meeting the needs of pupils with statements. The findings have particular implications for the deployment of TAs and for provision for pupils with SEN, with and without statements.

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Opening up and closing down: How teachers and TAs manage turn-taking, topic and repair in mathematics lessons

Cited by 47 publications

References 32 publications

Fostering learner independence through heuristic scaffolding: A valuable role for teaching assistants

Fostering learner independence through heuristic scaffolding: A valuable role for teaching assistants

Autonomy-supportive teaching and its antecedents: differences between teachers and teaching assistants and the predictive role of perceived competence

Worlds apart? The nature and quality of the educational experiences of pupils with a statement for special educational needs in mainstream primary schools

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