The Role and Effects of Teaching Assistants in English Primary Schools (Years 4 to 6) 2000 - 2003: Results from the Class Size and Pupil-Adult Ratios (CSPAR) KS2 Project

Blatchford, Peter; Russell, Anthony; Bassett, Paul; Brown, Penelope; Martin, Clare

doi:10.1037/e620512007-001

Cited by 32 publications

(65 citation statements)

References 3 publications

(5 reference statements)

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Research on other types of classrooms (elementary school, classrooms that include special needs children) suggests that assistants may have an indirect effect on classroom quality by providing valuable support to the lead teacher (Blatchford et al, 2007;Grisham-Brown & Pretti-Frontczak, 2003). However, suggestive of a difference between elementary school and prekindergarten classrooms is that the number of children with an IEP for special needs was not a significant predictor of the usefulness of assistant teachers in the current study.…”

Section: Discussioncontrasting

confidence: 62%

See 1 more Smart Citation

Assistant Teachers in Prekindergarten Programs: What Roles Do Lead Teachers Feel Assistants Play in Classroom Management and Teaching?

Sosinsky¹,

Gilliam²

2011

Early Education & Development

View full text Add to dashboard Cite

Section: Discussioncontrasting

confidence: 62%

“…However, neither the presence of assistant teachers nor any characteristic such as training or experience evidenced a direct measurable effect on student attainment (Blatchford, Moriarty, Edmonds, & Martin, 2002;Blatchford, Russell, Bassett, Brown, & Martin, 2007).…”

Section: Roles Of Assistant Teachersmentioning

confidence: 98%

Assistant Teachers in Prekindergarten Programs: What Roles Do Lead Teachers Feel Assistants Play in Classroom Management and Teaching?

Sosinsky¹,

Gilliam²

2011

Early Education & Development

View full text Add to dashboard Cite

“…Despite disappointing findings about the consequence of TA employment for pupil outcomes, Blatchford et al (2004) note that in studies reporting a more positive effect of learning assistants on pupil outcomes (such as Wasek & Slavin, 1993), the difference appears to be that these were controlled experimental studies and/or connected to structured curriculum initiatives. It is such a structured initiative on which this paper reports.…”

Section: Introductionmentioning

confidence: 89%

“…Numbers of TAs more than doubled in the seven years between 1997 and 2004, with 86,000 employed in primary schools and 24,000 in secondary schools in 2004(DfES, 2004a. Figure 1 shows the expansions in the numbers of assistants between 1997 and 2004.…”

Section: Introductionmentioning

confidence: 99%

Working with teaching assistants: three models evaluated

Cremin

Thomas

Vincett

2005

Research Papers in Education

View full text Add to dashboard Cite

Questions about how best to deploy teaching assistants (TAs) are particularly apposite given the greatly increasing numbers of TAs in British schools and given findings about the difficulty effecting adult teamwork in classrooms. In six classrooms, three models of team organisation and planning for the work of teaching assistants -'room management', 'zoning' and 'reflective teamwork' -were evaluated using a repeated measures design for their effects on children's engagement. Detailed interview feedback was also gained from participating teachers and assistants about the perceived benefits of each model and possible adaptations to the models for future classroom use. All three models were found to effect significant improvements in engagement in all of the classrooms, and each was evaluated positively by participants, with useful commentary concerning adaptation.

show abstract

“…The open-ended, ambiguous nature of their role (Blatchford et al 2007) and lack of a coherent career structure means equipping these students with the capacity to be proactive in their own development is vital for their own personal and professional growth. We hope to provide an environment rich with ideas relevant to their own work, in a spirit of mutual enquiry and support (Knowles 1980).…”

Section: Developing Meta-cognitive Capacitymentioning

confidence: 98%

Enabling the journey from experienced practitioner to para‐professional: using reflective dialogue in action learning triads

Graves

Jones

2008

Journal of Further and Higher Education

View full text Add to dashboard Cite

This article explores whether using reflective dialogue in action learning sets on a foundation degree (FD) in educational support can develop the capacity for reflective practice of the students. Developing a reflective stance in relation to professional practice is a central theme of the programme, which is reinforced by the work-based learning module providing a space for reflective dialogue and the inclusion of an employer's perspective for establishing links between university and work. By adopting a case-study approach, this study focuses on 24 female students who work as teaching assistants or higher level teaching assistants (TAs/ HLTAs) in state primary and secondary schools, and reports findings from their and their tutors' perspectives. In view of the rapidly changing educational landscape, apparent in the implementation and development of Integrated Children's Services, the Schools Remodelling Agenda and Workforce Agreement are in effect one policy. Such a programme is essential in creating appropriate opportunities for the continuing professional development of the new workforce. Given the non-traditional background of the majority of the students and the perceived ambiguity surrounding their roles as teaching assistants within schools, such a programme poses considerable challenges to higher education institutions in terms of appropriateness of content and mode of delivery.

show abstract

The Role and Effects of Teaching Assistants in English Primary Schools (Years 4 to 6) 2000 - 2003: Results from the Class Size and Pupil-Adult Ratios (CSPAR) KS2 Project

Cited by 32 publications

References 3 publications

Assistant Teachers in Prekindergarten Programs: What Roles Do Lead Teachers Feel Assistants Play in Classroom Management and Teaching?

Assistant Teachers in Prekindergarten Programs: What Roles Do Lead Teachers Feel Assistants Play in Classroom Management and Teaching?

Working with teaching assistants: three models evaluated

Enabling the journey from experienced practitioner to para‐professional: using reflective dialogue in action learning triads

Contact Info

Product

Resources

About