dc.contributor.author |
Davies, Christine |
en |
dc.contributor.author |
Blatchford, Peter |
en |
dc.contributor.author |
Webster, Rob |
en |
dc.contributor.author |
Koutsoubou, Maria |
en |
dc.contributor.author |
Bassett, Paul |
en |
dc.date.accessioned |
2014-12-15T21:52:03Z |
en |
dc.date.issued |
2010-12 |
en |
dc.identifier.citation |
School Effectiveness and School Improvement, 2010, 21 (4), pp. 429 - 449 |
en |
dc.identifier.issn |
0924-3453 |
en |
dc.identifier.uri |
http://hdl.handle.net/2292/23798 |
en |
dc.description.abstract |
In many countries, teaching assistants are working in schools in increasing numbers. While they formerly supported teachers by completing low-level administrative tasks, they are increasingly playing a pedagogical role and working directly with pupils, particularly those with special educational needs. However, little is known about the quality of the support that teaching assistants provide to these pupils. This paper systematically examines differences in the types and quality of interactions teaching assistants have with pupils compared with the interactions of teachers in the same classrooms. Differences were found, particularly in relation to the development of pupil thinking, and examples of the differential interactions are provided in the paper. Recommendations are made related to the need to examine existing models of teaching effectiveness to take account of the role of teaching assistants in classrooms and the role of teachers managing teaching assistants. |
en |
dc.language |
English |
en |
dc.publisher |
Taylor & Francis Ltd |
en |
dc.relation.ispartofseries |
School Effectiveness and School Improvement |
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://journalauthors.tandf.co.uk/permissions/reusingOwnWork.asp http://www.sherpa.ac.uk/romeo/issn/0924-3453/ |
en |
dc.rights.uri |
https://researchspace.auckland.ac.nz/docs/uoa-docs/rights.htm |
en |
dc.subject |
Social Sciences |
en |
dc.subject |
Education & Educational Research |
en |
dc.subject |
teaching assistants |
en |
dc.subject |
teacher aides |
en |
dc.subject |
educational personnel |
en |
dc.subject |
special education |
en |
dc.subject |
Reading-Comprehension |
en |
dc.subject |
Instruction |
en |
dc.subject |
Literacy |
en |
dc.subject |
Achievement |
en |
dc.subject |
Classrooms |
en |
dc.subject |
Students |
en |
dc.subject |
School |
en |
dc.title |
Enhancing learning? A comparison of teacher and teaching assistant interactions with pupils |
en |
dc.type |
Journal Article |
en |
dc.identifier.doi |
10.1080/09243453.2010.512800 |
en |
pubs.issue |
4 |
en |
pubs.begin-page |
429 |
en |
pubs.volume |
21 |
en |
dc.rights.holder |
Copyright:
Taylor & Francis Ltd |
en |
pubs.end-page |
449 |
en |
dc.rights.accessrights |
http://purl.org/eprint/accessRights/RestrictedAccess |
en |
pubs.subtype |
Article |
en |
pubs.elements-id |
183220 |
en |
pubs.org-id |
Education and Social Work |
en |
pubs.org-id |
Learning Development and Professional Practice |
en |
dc.identifier.eissn |
1744-5124 |
en |
pubs.record-created-at-source-date |
2010-11-24 |
en |