Working with teaching assistants: Three models evaluated

Research Papers in Education

Volumn 20, Issue 4, 2005, Pages 413-432

  Cremin, Hilary ^a   Thomas, Gary ^b   Vincett, Karen ^c  

^a UNIVERSITY OF LEICESTER   (United Kingdom)

^b UNIVERSITY OF BIRMINGHAM   (United Kingdom)

^c ESSEX COUNTY COUNCIL   (United Kingdom)

Author keywords

Aides; Effectiveness; Reflective teamwork; Room management; Teaching assistants; Zoning

Indexed keywords

EID: 61449090997     PISSN: 02671522     EISSN: 14701146     Source Type: Journal    
DOI: 10.1080/02671520500335881     Document Type: Article

References (31)

1. Barber, M. & Brighouse, T. (1992) Partners in change: enhancing the teaching profession (London, IPPR).
2. Becker, W. C., Madsen, C. H., Arnold, C. R. & Thomas, D.R. (1967) The contingent use of teacher attention and praise in reducing classroom behaviour problems, Journal of Special Education, 1, 287-307.
3. Blatchford, P., Martin, C., Moriarty, V., Bassett, P. & Goldstein, H. (2002) Pupil ratio differences and educational progress over reception and Key Stage 1 (Research report RR 335) (London, DfES).
4. Blatchford, P., Russell, A., Bassett, P., Brown, P. & Martin, C. (2004) The role and effects of teaching assistants in English primary schools (Years 4 to 6) 2000 - 2003: results from the Class Size and Pupil-Adult Ratios (CSPAR) KS2 Project (Research Report RR 605) (London, DfES).
5. Clayton, T. (1993) From domestic helper to assistant teacher, European Journal of Special Needs Education, 8, 32-44.
6. Cremin, H. (2000) An investigation into whether the ‘Iceberg’ system of peer mediation training, and peer mediation, reduce levels of bullying, raise self-esteem, and increase pupil empowerment amongst upper primary age children. Unpublished PhD thesis, University of Leicester, Leicester, UK.
7. DeVault, M. L., Hamischfeger, A. & Wiley, D. E. (1977) Curricula, personnel resources and grouping strategies (St. Ann, MO, ML-GROUP for Policy Studies in Education, Central Midwestern Regional Lab).
8. DfEE (1997) Higher education in the learning society (The Dearing Report) (London, HMSO).
9. DfES (2004a) Statistics of education, schools in England (London, DfES).
10. DfES (2004b) School support staff training and development (London, DfES).
11. Farrell, P., Balshaw, M. H. & Polat, F. (1999) The management, role and training of learning support assistants (London, DfEE Publications).
12. Geen, A. G. (1985) Team teaching in the secondary schools of England and Wales, Educational Review, 37(1), 29-38.
13. Gerber, S. B., Finn, J. D., Achilles, C. M. & Boyd-Zaharias, J. (2001) Teacher aides and students’ academic achievement, Educational Evaluation and Policy Analysis, 23(2), 123-142.
14. Giangreco, M. F., Edelman, S. W., Broer, S. M. & Doyle, M. B. (2001) Paraprofessional support of students with disabilities: literature from the past decade, Exceptional Children, 68(1), 45-63.
15. Hancock, R., Swann, W., Marr, A., Turner, J. & Cable, C. (2002) Classroom assistants in primary schools: employment and deployment. Report for ESRC project: R000237803 (Milton Keynes, The Open University).
16. Hart, B. & Risley, T. R. (1976). Environmental reprogramming: implications for the severely handicapped. Unpublished paper, Kansas, Centre for Applied Behaviour Analysis.
17. Inglese, J. (1996) Special teachers? Perceptions of the special expertise required for effective special educational needs teaching and advisory work, Support for Learning, 11(2), 83-87.
18. Lacey, P. (2001) The role of learning support assistants in the inclusive learning of pupils with severe and profound learning difficulties, Educational Review, 53(2), 157-167.
19. LeLaurin, K. & Risley, T.R. (1972) The organisation of day care environments: ‘zone’ v. ‘man to man’ staff assignments, Journal of Applied Behaviour Analysis, 5(3), 225-232.
20. Loxley, A., Bhatti, G. & Swann, W. (1997) Moving beyond the fringe: school based training for classroom assistants, in: S. Shah (Ed.) Centre for equality issues in education inaugural conference (Watford, University of Hertfordshire).
21. McBrien, J. & Weightman, J. (1980) The effect of room management procedures on the engagement of profoundly retarded children, British Journal of Mental Subnormality, 26(1), 38-46.
22. McBumey, D. H. (1994) Research methods (3rd edn) (Pacific Grove, CA, Brooks/Cole).
23. Moyles, J. & Suschitzky, W. (1997) Jills of all trades? Classroom assistants in KS 1 classes (London, ATL Publications).
24. Ofsted (1995) Class size and the quality of education (London, Ofsted).
25. Penn, H. & McQuail, S. (1997) Childcare as a gendered occupation (London, DfEE).
26. Swann, W. & Loxley, A. (1998) The impact of school-based training on classroom assistants in primary schools, Research Papers in Education, 13(2), 141-160.
27. Thomas, G. (1987) Extra people in the primary classroom, Educational Research, 29(3), 173-182.
28. Thomas, G. (1991) Defining role in the new classroom teams, Educational Research, 33(3), 186-199.
29. Thomas, G. (1992) Effective classroom teamwork: support or intrusion (London, Routledge).
30. Thomas, G., Walker, D. & Webb, J. (1998) The making of the inclusive school (London, Routledge).
31. Wasik, B. A. & Slavin, R. E. (1993) Preventing early reading failure with one-to-one tutoring: a review of five programs, Reading Research Quarterly. 28(2), 179-200.