“…The most frequently used data collection strategies were interviews (n=35/57%), observations (n=22/36%), surveys (n=19/31%), standardized assessment (n=12/20%), artifacts (n=5/8%), audio recordings (n=4/7%), journal/diaries (n=2/3%), timelogs (n=1/2%), and case studies (n=1/2%), with 31 (51%) of the studies using multiple data collection strategies. Nine of the studies were based on larger data sets (Radford, Blatchford & Webster, 2011;Rubie-Davies, Blatchford, Webster, Koutsoubou, & Bassett, 2010;Rutherford, 2011;2012;Symes & Humphrey, 2011;2012;Webster & Blatchford, 2013;Webster, Blatchford, Bassett, Brown, Martin, & Russell, 2010) and one article reported on two studies (Vadasy, Sanders, & Peyton, 2006a). The number of participants in the studies ranged from 3 to 1867, with 49 (80%) studies composed of TAs, 31 (51%) studies composed of students, 29 (48%) studies composed of teachers (i.e., general education, mainstream, special education, and head teachers), 13 (21%) studies composed of administrators (i.e., school principals, line managers), and 7 (11%) studies composed of parents/carers.…”