All about…: teaching assistants

Abstract

Nursery WorldVol. 2017, No. 9 PracticeAll about…: teaching assistantsMarion DowlingMarion DowlingSearch for more papers by this authorMarion DowlingPublished Online:10 May 2017https://doi.org/10.12968/nuwa.2017.9.21AboutSectionsView articleView Full TextPDF/EPUB ToolsAdd to favoritesDownload CitationsTrack CitationsPermissions ShareShare onFacebookTwitterLinked InEmail View articleAbstractNew research shows that when used in the best way, teaching assistants can have a positive impact on children's learning and their transition to school, as Marion Dowling explains1 DfES (2003-9) The Deployment and Impact of Support Staff (DISS): a research project funded by the Department of Children, Schools and Families Google Scholar2 https://educationendowmentfoundation.org.uk/news/compelling-evidence-to-make-sure-4bn-spent-annually-on-tas Google Scholar3 Barrett G (1986) Starting School: An evaluation of the experience. University of East Anglia Google Scholar4 Turner-Cobb J, Rixon L and Jessop DS (2008) ‘A prospective study of diurnal and cortisol responses to the social experience of school transition in four-year-old children: anticipation, exposure and adaptation.’ Developmental Psychology, 50 (4), 377–89 Crossref, Google Scholar5 Bosanquet P, Radford J and Webster R (2015) The Teaching Assistant's Guide to Effective Interaction: How to Maximise Your Practice. Routledge Google Scholar6 Oxford School Improvement (2012) Impact of Support Staff in Primary Schools. Oxford University Press Google Scholar7 www.telegraph.co.uk/education/educationnews/11506438/Unqualified-teaching-assistants-harming-pupils-education-teachers-say.html Google Scholar FiguresReferencesRelatedDetails 1 May 2017Volume 2017Issue 9ISSN (print): 0029-6422ISSN (online): 2059-9358 Metrics History Published online 10 May 2017 Published in print 1 May 2017 Information© MA Education LimitedPDF download