Abstract
The use of learning support assistants in schools has becomeincreasingly common in England, partly as a result of governmentsupport for this strategy. One suggested advantage of the deploymentof learning support assistants is to provide additional supportto low achieving pupils. However, so far research on the effectsof this strategy is very limited. In this study the effect of usingtrained learning support assistants to help pupils underachievingin mathematics is examined using a quasi-experimental design wherebypupils receiving support were matched to those not receiving supporton prior achievement and pupil background factors.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
