The Teaching Assistant's Guide to Effective Interaction

Bosanquet, Paula; Radford, JC; Webster, Russell

doi:10.4324/9781315719832

Cited by 5 publications

(3 citation statements)

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“…But even in the face of this explicit declaration of his word-finding difficulties, M continues to pursue her correct production sequence, redesigning her turn to incorporate a phonemic cue: 'He made a b-' (line 75). This use of hierarchical cueing, or scaffolding, is common in the interactions of Teaching Assistants and their pupils (Bosanquet, Radford, & Webster, 2016). However, it is less common in exchanges between parents and children.…”

Section: Videomentioning

confidence: 99%

‘Where does Granny live?’ The role of test questions in conversational remembering between mothers and their children with developmental language disorder

Hughes,

Corrin,

Newton

et al. 2022

JIRCD

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Background: Parent–child conversations form the primary context for language acquisition. This article investigates the role of test questions (TQs) in shaping turn construction opportunities for children with language disorder during conversational remembering with their mothers. Method: Video-recorded data from two mother–child dyads were evaluated using conversation analysis (CA). A recently proposed framework was used to examine TQ sequences initiated and developed from both a knowing and unknowing epistemic stance. Results: Our findings suggest that turn-taking and turn construction opportunities for the child are shaped by: congruity of mother’s epistemic stance within and across turns; positioning of mother’s remembering as shared, joint, or collaborative; availability of language elements in mother’s turn for the child’s next turn construction; and mother’s expectation of competence display by the child in their following turn. Discussion and conclusion: Our data reveal the potential of CA to inform understanding of TQ patterns and interventions which support parents in the refinement of conversation skills to help children with language disorder.

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Section: Videomentioning

confidence: 99%

‘Where does Granny live?’ The role of test questions in conversational remembering between mothers and their children with developmental language disorder

Hughes,

Corrin,

Newton

et al. 2022

JIRCD

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“…Previous research has highlighted the direct application of scaffolding theory to paraprofessional practice (Bowles, Radford, and Bakopoulou 2017;Radford et al 2015). This theory outlines the temporary nature of contingent pupil support, with the focus on gradually fading support and transferring responsibility to the child (Bosanquet, Radford, and Webster 2016). Various frameworks deconstruct the skillset required in this process including the Scaffolding Framework (Radford et al 2015) and the Planning and Assessing for Independence model (The Education Endowment Foundation, 2018, as adapted from Bosanquet, Radford, and Webster 2016).…”

Section: Sna Training In Evidence-based Practice and Frameworkmentioning

confidence: 99%

“…This theory outlines the temporary nature of contingent pupil support, with the focus on gradually fading support and transferring responsibility to the child (Bosanquet, Radford, and Webster 2016). Various frameworks deconstruct the skillset required in this process including the Scaffolding Framework (Radford et al 2015) and the Planning and Assessing for Independence model (The Education Endowment Foundation, 2018, as adapted from Bosanquet, Radford, and Webster 2016). Although framework adaptations may be required for application to the Irish context, they offer strong direction for informing future training and practice.…”

Section: Sna Training In Evidence-based Practice and Frameworkmentioning

confidence: 99%

Give them wings to fly: critiquing the Special Needs Assistant scheme through the lens of pupil independence

Griffin¹,

Blatchford

2021

European Journal of Special Needs Education

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A significant increase in the paraprofessional workforce has occurred internationally, aimed at facilitating inclusive education. Within Ireland, this is evidenced in the SNA scheme for pupils with significant care needs. This paper focuses on the constructs of SNA support and pupil independence, as based on large-scale research across 20 Irish mainstream primary classes. The study was modelled on Strand 2 Wave 1 of the UK's 'Deployment and Impact of Support Staff' project, involving systematic observations and case studies. Following qualitative and quantitative analysis, findings serve to expand the construct of pupil independence beyond adaptive behaviour to include themes of pupil voice and psychological empowerment. The research also highlights both positive and negative educational practices to support pupil independence including SNA rotation, SNA-pupil proximity and prompting. Results are discussed in light of previous national and international research. Future directions of the SNA scheme are presented, including the potential of scaffolding theory to advance applied practices. Limitations of the research are acknowledged, including implications for research, theory, policy and practice. This research presents as the first Irish study to examine the SNA role using systematic observations, serving to extend existing research on the complex relationship between paraprofessional support and pupil independence.

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WebIntera-classroom: an interaction-aware virtual learning environment for augmenting learning interactions

Chen

Tang

et al. 2016

Interactive Learning Environments

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Interaction is critical for successful teaching and learning in a virtual learning environment (VLE). This paper presents a web-based interaction-aware VLE -WebIntera-classroom -which aims to augment learning interactions by increasing the learner-to-content and learner-toinstructor interactions. We design a ubiquitous interactive interface that integrates a pen-and-paper interface with a web-based whiteboard to promote effective learner-to-content interactions. We develop a learning analytics tool that instantly shows learners' learning interactions, with which instructors can supervise learner-to-instructor interactions. We implement a high-granularity Learning Analytics Engine (hgLAE) to broadcast, record and play a lecture recording. The hgLAE identifies hotspots in a lecture recording and raises students' awareness of the hotspots when they watch the recording. WebIntera-classroom has been deployed in 11 universities in China. The system obtained high satisfaction in the questionnaires (N = 464) and face-to-face interviews (N = 60) conducted with the users from China Jiliang University. We compared the students' performance, respectively, achieved in traditional classroom and in WebIntera-classroom at China Jiliang University during 2012-2013. The result demonstrates that the students could gain performance improvement by using WebIntera-classroom. ARTICLE HISTORY

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The Teaching Assistant's Guide to Effective Interaction

Cited by 5 publications

References 0 publications

‘Where does Granny live?’ The role of test questions in conversational remembering between mothers and their children with developmental language disorder

‘Where does Granny live?’ The role of test questions in conversational remembering between mothers and their children with developmental language disorder

Give them wings to fly: critiquing the Special Needs Assistant scheme through the lens of pupil independence

WebIntera-classroom: an interaction-aware virtual learning environment for augmenting learning interactions

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