The Effect of Support Staff on Pupil Engagement and Individual Attention

Autor/inn/en	Blatchford, Peter; Bassett, Paul; Brown, Penelope; Webster, Rob
Titel	The Effect of Support Staff on Pupil Engagement and Individual Attention
Quelle	In: British Educational Research Journal, 35 (2009) 5, S.661-686 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0141-1926
Schlagwörter	Secondary Schools; Educational Needs; Inclusive Schools; Teaching Assistants; Learner Engagement; Special Needs Students; Elementary Schools; Teacher Student Relationship; Student Behavior; Foreign Countries; Program Effectiveness; Teacher Aides; Individual Instruction; Teaching Methods; Educational Strategies; Educational Practices; Classroom Techniques; Comparative Analysis; Instructional Effectiveness; Educational Policy; United Kingdom + Suchen Sie Ihr Suchwort? Sekundarschule; Educational need; Bildungsbedarf; Inclusive school; Integrative Schule; Sonderpädagogischer Förderbedarf; Elementary school; Grundschule; Volksschule; Teacher student relationships; Lehrer-Schüler-Beziehung; Student behaviour; Schülerverhalten; Ausland; Handreichung; Lehrerhilfe; Individuelles Lernen; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrstrategie; Bildungspraxis; Klassenführung; Unterrichtserfolg; Politics of education; Bildungspolitik; Großbritannien
Abstract	Despite an unprecedented increase in classroom-based support staff, there are confusing messages about their appropriate deployment and a lack of systematic evidence on their impact. This article addresses the deployment and impact on pupil engagement and individual attention of support staff, commonly known as teaching assistants (TAs), in terms of: (1) a comparison between TAs and teachers; (2) differences between pupils with and without special educational needs (SEN); and (3) differences between primary and secondary schools. Systematic observations of pupil behaviour in 49 primary and secondary schools showed that support staff presence resulted in increased individualisation of attention and overall teaching, easier classroom control, and that pupils showed more engagement and a more active role in interaction with adults. This supports teachers' positive view of support staff, but their presence also meant pupils' contact with teachers declined and at secondary level there was less individual and active interactions between teachers and pupils. (Contains 17 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10