The Impact of Support Staff on Pupils' "Positive Approaches to Learning" and Their Academic Progress

Autor/inn/en	Blatchford, Peter; Bassett, Paul; Brown, Penelope; Martin, Clare; Russell, Anthony; Webster, Rob
Titel	The Impact of Support Staff on Pupils' "Positive Approaches to Learning" and Their Academic Progress
Quelle	In: British Educational Research Journal, 37 (2011) 3, S.443-464 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0141-1926
Schlagwörter	Academic Achievement; Foreign Countries; Naturalistic Observation; Paraprofessional School Personnel; Teacher Aides; Teacher Effectiveness; Program Effectiveness; Individual Differences; Student Attitudes; Educational Attitudes; Learner Engagement; Educational Attainment; Student Characteristics; Academic Support Services; Educational Assessment; Educational Indicators; Learning Strategies; United Kingdom (England); United Kingdom (Wales) + Suchen Sie Ihr Suchwort? Schulleistung; Ausland; Naturbeobachtung; Handreichung; Lehrerhilfe; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Individueller Unterschied; Schülerverhalten; Educational attitude; Bildungsverhalten; Erziehungseinstellung; Bildungsabschluss; Bildungsgut; Education; assessment; Bewertungssystem; Educational indicato; Bildungsindikator; Learning methode; Learning techniques; Lernmethode; Lernstrategie
Abstract	In recent years there has been an unprecedented increase in support staff in schools in England and Wales. There were widespread expectations that this will be of benefit to teachers and pupils but there has been little systematic research to address the impact of support staff. This study used a naturalistic longitudinal design to investigate the relationship between the amount of support (measured by teacher estimates and systematic observation) and pupils' "Positive Approaches to Learning" (PAL) and academic progress. There were over 8000 pupils across two cohorts and seven age groups. Results on PAL were not straightforward by there was a consistent trend for those with most support to make less academic progress than similar pupils with less support, and this was not explained by characteristics of the pupils such as prior attainment or level of special educational need. (Contains 6 tables and 1 note.) (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10