The Wider Pedagogical Role of Teaching Assistants

Autor/inn/en	Webster, Rob; Blatchford, Peter; Bassett, Paul; Brown, Penelope; Martin, Clare; Russell, Anthony
Titel	The Wider Pedagogical Role of Teaching Assistants
Quelle	In: School Leadership & Management, 31 (2011) 1, S.3-20 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1363-2434
Schlagwörter	Role Models; Academic Achievement; Foreign Countries; School Support; Teaching Assistants; Teacher Role; Teacher Aides; Teacher Characteristics; Student Behavior; Longitudinal Studies; Teacher Effectiveness; Teacher Education; Instructional Effectiveness; Teaching Skills; United Kingdom (England); United Kingdom (Wales) + Suchen Sie Ihr Suchwort? Identifikationsfigur; Schulleistung; Ausland; Schulförderverein; Lehrerrolle; Handreichung; Lehrerhilfe; Student behaviour; Schülerverhalten; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Lehrerausbildung; Lehrerbildung; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung
Abstract	Teaching assistants (TAs) comprise a quarter of the school workforce in England and Wales. There has been controversy over TAs' deployment and appropriate role regarding supporting learning and these debates have been transformed by findings from the largest study of school support staff (the DISS project), which show that TA support has a negative impact on pupils' academic progress. This article conceptualises the most likely explanations for the negative effects of TA support in the form of the wider pedagogical role model, the components of which enable us to understand the effects of TA support in terms of the decisions made about TAs, rather than by them. (Contains 9 notes, 3 tables, and 1 figure.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10