Understanding the role of the Teaching Assistant: comparing the views of pupils with SEN and TAs within mainstream primary schools          下载免费PDF全文

Alison Wren 《Support for Learning》2017,32(1):4-19

The number of teaching assistants (TAs) in schools in the UK has risen in recent years, but there remains a lack of clarity about the roles being undertaken by these support staff. This article reports findings from a study investigating how the TA role is understood both by the pupils being supported and by TAs themselves. Eleven students with SEN were interviewed regarding the support received from TAs within school. Following this, the TAs were also interviewed and asked to explain how they viewed their main support role. The data suggest a difference in the understanding of the role between the two groups, with pupils primarily focused on academic support and TAs focusing instead on behavioural support. Implications for practice include the need to clarify the TA role to support consistency across settings, and the importance of ensuring that pupils with SEN are supported to understand the role of TAs within schools.  相似文献   

Which IVF test is best for baby?     

Motluk A 《New scientist (1971)》2005,188(2523):10

  相似文献   

A Sketch of the Life of Thomas Bond,Clinician and Surgeon     

J. Alison Scott 《Journal of the Medical Library Association》1906,4(1):14-41

  相似文献   

The development of a small-scale survey instrument of UK teachers to study professional use (and non-use) of and attitudes to social media     

Nathaniel Owen  Alison Fox  Terese Bird 《International Journal of Research & Method in Education》2016,39(2):170-193

This paper documents the creation, implementation and analysis of a survey instrument designed to reveal patterns of use and attitudes towards the value of social media by UK teachers. The study was motivated to discover which teachers use social media professionally, how they use it (both personally and professionally) and attitudes to social media as a professional tool (for their students' and their own professional use). The instrument was created from verbal data from two focus group discussions regarding the use of social media in education. Attitude statements were included verbatim when practical. This instrument was placed online and practising teachers invited to complete it (n?=?216). Exploratory factor analysis and hierarchical clustering identified 9 factors from 54 attitude statements and 5 distinct teacher groups. The rich data allowed each group to be carefully defined, providing potentially invaluable information to school leaders when developing social media projects to recognize and accommodate the full range of teacher concerns and experience. The paper also addresses methodological concerns regarding instrument creation, dealing with missing data and the impact of missing data on subsequent analysis.  相似文献   

Gene counsellors say what's 'best     

Day M 《New scientist (1971)》1997,153(2068):7

  相似文献   

A Two-State Study of Family Child Care Engagement in Quality Rating and Improvement Systems: A Mixed-Methods Analysis     

Rena Hallam  Alison Hooper  Kaitlin Bargreen  Martha Buell  Myae Han 《Early education and development》2017,28(6):669-683

ABSTRACT

Research Findings. The current study is a mixed-methods investigation of family child care provider participation in voluntary Quality Rating and Improvement Systems (QRIS) in 2 states. Study 1 is an analysis of matched QRIS and child care licensing administrative data extracted from both states in May, 2014. Poverty and population density variables were added to the dataset by aligning U.S. Census data and Rural Urban Commuting Area codes (RUCA) to the matched state child care data. Participation patterns differed in the 2 states relative to provider characteristics (subsidy receipt, years licensed, and location). Study 2 consists of focus groups with participating (n = 22) and non-participating (n = 19) providers. Professionalism and financial incentives emerged as significant in attracting family child care providers to QRIS. Although family child care providers identified several clear benefits to QRIS, many more challenges emerged that negatively impact their participation. Practice or Policy. As most states are employing a QRIS framework to integrate quality improvement efforts, perspectives from this sector of early care and education are often overlooked. Study findings suggest that QRIS can be more responsive and effective with family child care providers if more consideration of their unique features are considered in systems design and implementation.  相似文献   

Relations of Children's Effortful Control and Teacher-Child Relationship Quality to School Attitudes in a Low-Income Sample     

Silva KM  Spinrad TL  Eisenberg N  Sulik MJ  Valiente C  Huerta S  Edwards A  Eggum ND  Kupfer AS  Lonigan CJ  Phillips BM  Wilson SB  Clancy-Menchetti J  Landry SH  Swank PR  Assel MA  Taylor HB;School Readiness Consortium 《Early education and development》2011,22(3):434-460

RESEARCH FINDINGS: The purpose of this study was to examine the relations of children's effortful control and quality of relationships with teachers to school attitudes longitudinally in an ethnically diverse and economically disadvantaged sample. Data were collected as part of a larger intervention project during mid-fall, winter, and late spring (ns = 823, 722, and 758, respectively) for 2 cohorts of 3- to 5-year-olds (collected during 2 different school years). Children's effortful control was assessed in the fall with parents' and teachers' reports and 2 behavioral measures. Teacher-child relationship quality was assessed mid-year with teachers' reports of closeness and conflict. Attitudes toward school were assessed in late spring using teachers' and students' reports of school avoidance and liking. Effortful control, in general, was positively correlated with teacher-child closeness and school liking and negatively correlated with conflict and school avoidance. Using structural equation modeling and controlling for sex and ethnicity, we found that effortful control was positively related to teacher-child relationship quality, which in turn was positively related to school attitudes. Furthermore, the relation of effortful control to school attitudes was mediated by teacher-child relationship quality. PRACTICE OR POLICY: Results provide evidence for the importance of relational processes that take place within the classroom context and have implications for teachers and clinicians working to increase school success in ethnic minority and low-income children.  相似文献   

(Re)theorising laddish masculinities in higher education     

Alison Phipps 《Gender and education》2017,29(7):815-830

In the context of renewed debates and interest in this area, this paper reframes the theoretical agenda around laddish masculinities in UK higher education, and similar masculinities overseas. These can be contextualised within consumerist neoliberal rationalities, the neoconservative backlash against feminism and other social justice movements, and the postfeminist belief that women are winning the ‘battle of the sexes’. Contemporary discussions of ‘lad culture’ have rightly centred sexism and men's violence against women: however, we need a more intersectional analysis. In the UK a key intersecting category is social class, and there is evidence that while working-class articulations of laddism proceed from being dominated within alienating education systems, middle-class and elite versions are a reaction to feeling dominated due to a loss of gender, class and race privilege. These are important differences, and we need to know more about the conditions which shape and produce particular performances of laddism, in interaction with masculinities articulated by other social groups. It is perhaps unhelpful, therefore, to collapse these social positions and identities under the banner of ‘lad culture’, as has been done in the past.  相似文献   

Reconsidering the evidence base,considering the rural: Aiming for a better understanding of the education and training needs of Sub-Saharan African teachers     

Alison Buckler 《International Journal of Educational Development》2011

  相似文献   

Swallows and Amazons Forever: How Adults and Children Engage in Reading a Classic Text     

Fiona Maine  Alison Waller 《Children‘s Literature in Education》2011,42(4):354-371

  相似文献