dc.contributor.author |
Radford, J |
en |
dc.contributor.author |
Bosanquet, P |
en |
dc.contributor.author |
Webster, R |
en |
dc.contributor.author |
Blatchford, P |
en |
dc.contributor.author |
Davies, Christine |
en |
dc.date.accessioned |
2014-11-26T01:19:23Z |
en |
dc.date.issued |
2014 |
en |
dc.identifier.citation |
International Journal of Educational Research, 2014, 63 pp. 116 - 126 |
en |
dc.identifier.issn |
0883-0355 |
en |
dc.identifier.uri |
http://hdl.handle.net/2292/23586 |
en |
dc.description.abstract |
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. |
en |
dc.relation.ispartofseries |
International Journal of Educational Research |
en |
dc.rights |
Items in ResearchSpace are protected by copyright, with all rights reserved, unless otherwise indicated. Previously published items are made available in accordance with the copyright policy of the publisher. Details obtained from http://www.sherpa.ac.uk/romeo/issn/0883-0355/ |
en |
dc.rights.uri |
https://researchspace.auckland.ac.nz/docs/uoa-docs/rights.htm |
en |
dc.title |
Fostering learner independence through heuristic scaffolding: A valuable role for teaching assistants |
en |
dc.type |
Journal Article |
en |
dc.identifier.doi |
10.1016/j.ijer.2013.02.010 |
en |
pubs.begin-page |
116 |
en |
pubs.volume |
63 |
en |
pubs.end-page |
126 |
en |
dc.rights.accessrights |
http://purl.org/eprint/accessRights/RestrictedAccess |
en |
pubs.subtype |
Article |
en |
pubs.elements-id |
417686 |
en |
pubs.org-id |
Education and Social Work |
en |
pubs.org-id |
Learning Development and Professional Practice |
en |
dc.identifier.eissn |
1873-538X |
en |
pubs.record-created-at-source-date |
2014-11-26 |
en |