Citations (59)
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Lindsay Dennis, Jennifer Eldridge, Nanette C. Hammons, Audrey Robbins & Taryn Wade. (2024) The effects of practice-based coaching on paraprofessional implementation of shared book reading strategies. Preventing School Failure: Alternative Education for Children and Youth 68:1, pages 70-80.
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Jeremy Hodgen, Michael Adkins & Shaaron Elizabeth Ainsworth. (2023) Can teaching assistants improve attainment and attitudes of low performing pupils in numeracy? Evidence from a large-scale randomised controlled trial. Cambridge Journal of Education 53:2, pages 215-235.
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Rebecca J Ward, Hanna Kovshoff & Jana Kreppner. (2021) School staff perspectives on ADHD and training: understanding the needs and views of UK primary staff. Emotional and Behavioural Difficulties 26:3, pages 306-321.
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Michael F. Giangreco. (2021) Maslow’s Hammer: teacher assistant research and inclusive practices at a crossroads. European Journal of Special Needs Education 36:2, pages 278-293.
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Joe D. Nichols, Il-hee Kim & Get W. Nichols. (2020) The effect of parent and community volunteerism on early literacy development. Educational Review 72:4, pages 411-426.
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Kamila Angelika Hynek, Ira Malmberg-Heimonen & Anne Grete Tøge. (2020) Improving interprofessional collaboration in Norwegian primary schools: A cluster-randomized study evaluating effects of the LOG model on teachers’ perceptions of interprofessional collaboration. Journal of Interprofessional Care 0:0, pages 1-10.
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Charlotte W. Greenway & Alison Rees Edwards. (2020) Knowledge and attitudes towards attention-deficit hyperactivity disorder (ADHD): a comparison of teachers and teaching assistants. Australian Journal of Learning Difficulties 25:1, pages 31-49.
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Mark Carter, Jennifer Stephenson & Amanda Webster. (2019) A survey of professional tasks and training needs of teaching assistants in New South Wales mainstream public schools. Journal of Intellectual & Developmental Disability 44:4, pages 447-456.
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Anne van Bysterveldt, Marleen Westerveld & Susanne Garvis. (2019) Parents’ and teacher aides’ perceptions and expectations of the language and communication abilities of children with Down syndrome. Speech, Language and Hearing 22:3, pages 160-171.
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Dominic Griffiths & Kathleen Kelly. (2018) Beyond the broom cupboard: teaching assistants’ reflections upon the wider impact of their specialist dyslexia training. Reflective Practice 19:3, pages 345-357.
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Paul H. Smith. (2018) The paradox of higher vocational education: the teaching assistant game, the pursuit of capital and the self. Educational Review 70:2, pages 188-207.
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Min-Yu Liao. (2018) Taiwanese students’ perceptions of teaching assistants’ effectiveness in group work education. Social Work Education 37:2, pages 250-264.
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Rosemary Butt. (2016) Teacher assistant support and deployment in mainstream schools. International Journal of Inclusive Education 20:9, pages 995-1007.
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Birna M. Svanbjörnsdóttir, Allyson Macdonald & Guðmundur H. Frímannsson. (2016) Views of learning and a sense of community among students, paraprofessionals and parents in developing a school culture towards a professional learning community. Professional Development in Education 42:4, pages 589-609.
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Anthony John Maher. (2016) Special educational needs in mainstream secondary school physical education: learning support assistants have their say. Sport, Education and Society 21:2, pages 262-278.
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Rosemary Butt. (2016) Employment procedures and practices challenge teacher assistants in mainstream schools. School Leadership & Management 36:1, pages 63-79.
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Lois Ruth Harris & Kerry Therese Aprile. (2015) ‘I can sort of slot into many different roles’: examining teacher aide roles and their implications for practice. School Leadership & Management 35:2, pages 140-162.
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Julian Brown & Cristina Devecchi. (2013) The impact of training on teaching assistants’ professional development: opportunities and future strategy. Professional Development in Education 39:3, pages 369-386.
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Rob Webster, Peter Blatchford & Anthony Russell. (2013) Challenging and changing how schools use teaching assistants: findings from the Effective Deployment of Teaching Assistants project. School Leadership & Management 33:1, pages 78-96.
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J. Porter, J. Georgeson, H. Daniels, S. Martin & A. Feiler. (2013) Reasonable adjustments for disabled pupils: what support do parents want for their child?. European Journal of Special Needs Education 28:1, pages 1-18.
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Wendy Symes & Neil Humphrey. (2012) Including pupils with autistic spectrum disorders in the classroom: the role of teaching assistants. European Journal of Special Needs Education 27:4, pages 517-532.
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Cristina Devecchi, Filippo Dettori, Mary Doveston, Paul Sedgwick & Johnston Jament. (2012) Inclusive classrooms in Italy and England: the role of support teachers and teaching assistants. European Journal of Special Needs Education 27:2, pages 171-184.
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Lan Yang, John Chi-Kin Lee, Di Zhang & Junjun Chen. Examining the relationships among teaching assistants’ self-efficacy, emotional well-being and job satisfaction. Teachers and Teaching 0:0, pages 1-27.
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Articles from other publishers (36)
Lindsay Hastings, Hannah Sunderman & Nick Knopik. (2024) Maximizing the role of undergraduate teaching assistants (UTAs) to match signature pedagogies in leadership education. Journal of Leadership Education 23:1, pages 78-90.
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Lingxi Li, Sayed M. Ismail, Indrajit Patra & Desta Lami. (2024) Not a passive learner but an active one: a focus on the efficacy of philosophy-based language instruction and its consequences on EFL learners’ critical thinking, engagement, and academic achievement. BMC Psychology 12:1.
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Shangqing Tu, Zheyuan Zhang, Jifan Yu, Chunyang Li, Siyu Zhang, Zijun Yao, Lei Hou & Juanzi Li. (2023) LittleMu: Deploying an Online Virtual Teaching Assistant via Heterogeneous Sources Integration and Chain of Teach Prompts. LittleMu: Deploying an Online Virtual Teaching Assistant via Heterogeneous Sources Integration and Chain of Teach Prompts.
Mikkel Helding Vembye, Felix Weiss & Bethany Hamilton Bhat. (2023) The Effects of Co-Teaching and Related Collaborative Models of Instruction on Student Achievement: A Systematic Review and Meta-Analysis. Review of Educational Research.
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Sascha C. Mowrey & Dale C. Farran. (2021) Teaching Teams: The Roles of Lead Teachers, Teaching Assistants, and Curriculum Demand in Pre-kindergarten Instruction. Early Childhood Education Journal 50:8, pages 1329-1341.
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Grzegorz Szumski, Joanna Smogorzewska & Paweł Grygiel. (2022) Academic achievement of students without special educational needs and disabilities in inclusive education–Does the type of inclusion matter?. PLOS ONE 17:7, pages e0270124.
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Sheila Bennett, Tiffany Gallagher, Monique Somma & Rebecca White. (2021) Transitioning towards inclusion: a triangulated view of the role of educational assistants. Journal of Research in Special Educational Needs 21:3, pages 187-197.
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Jennifer Stephenson, Leah Browne, Mark Carter, Trevor Clark, Debra Costley, Jon Martin, Katrina Williams, Susan Bruck, Louise Davies & Naomi Sweller. (2020) Facilitators and Barriers to Inclusion of Students With Autism Spectrum Disorder: Parent, Teacher, and Principal Perspectives. Australasian Journal of Special and Inclusive Education 45:1, pages 1-17.
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Matthew Lee. (2021) Do learning support assistants’ perceptions of their role support the capability approach? A small-scale study in a Jordanian international school. Journal of Research in International Education 20:1, pages 19-32.
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Adam J. Lekwa & Linda A. Reddy. (2021) Current status and future directions in assessment of paraprofessional practices. Psychology in the Schools 58:4, pages 648-668.
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Linda A. Reddy, Adam J. Lekwa & Todd A. Glover. (2020) Supporting paraprofessionals in schools: Current research and practice. Psychology in the Schools 58:4, pages 643-647.
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Anthoula Kefallinou, Simoni Symeonidou & Cor J. W. Meijer. (2020) Understanding the value of inclusive education and its implementation: A review of the literature. PROSPECTS 49:3-4, pages 135-152.
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Henrik Lindqvist, Rickard Östergren & Lotta Holme. (2020) Elevassistenter i skolan. Pedagogisk forskning i Sverige 25:2-3, pages 114-137.
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Pamela Snow, Emina McLean & Margarita Frederico. (2020) The language, literacy and mental health profiles of adolescents in out-of-home care: An Australian sample. Child Language Teaching and Therapy 36:3, pages 151-163.
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Reda Salamon. (2020) A 10-Year Prospective Study of Socio-Professional and Psychological Outcomes in Students From High-Risk Schools Experiencing Academic Difficulty. Frontiers in Psychology 11.
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Oussama Metatla, Sandra Bardot, Clare Cullen, Marcos Serrano & Christophe Jouffrais. (2020) Robots for Inclusive Play: Co-designing an Educational Game With Visually Impaired and sighted Children. Robots for Inclusive Play: Co-designing an Educational Game With Visually Impaired and sighted Children.
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Claire Bonnard, Jean-François Giret & Céline Sauvageot. (2018) Effects of a French remedial program on pupils’ educational outcomes. International Journal of Educational Research 90, pages 95-106.
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Jill Opie, Joanne Deppeler & Jane Southcott. (2017) ‘You have to be like everyone else’: Support for students with vision impairment in mainstream secondary schools. Support for Learning 32:3, pages 267-287.
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Tawanda Majoko. (2017) Practices That Support the Inclusion of Children With Autism Spectrum Disorder in Mainstream Early Childhood Education in Zimbabwe. SAGE Open 7:3, pages 215824401773038.
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Lois Ruth Harris, Christina Ruth Davidson & Kerry Therese Aprile. (2015) Understanding teacher aides’ definitions of reading: implications for classroom practice. The Australian Educational Researcher 42:5, pages 627-644.
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Rob Webster & Peter Blatchford. (2014) Worlds apart? The nature and quality of the educational experiences of pupils with a statement for special educational needs in mainstream primary schools. British Educational Research Journal 41:2, pages 324-342.
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Rebecca Soto-Chodiman, Julie Ann Pooley, Lynne Cohen & Myra Frances Taylor. (2012) Students With ASD in Mainstream Primary Education Settings: Teachers' Experiences in Western Australian Classrooms. Australasian Journal of Special Education 36:2, pages 97-111.
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Wendy Symes & Neil Humphrey. (2011) School factors that facilitate or hinder the ability of teaching assistants to effectively support pupils with autism spectrum disorders (ASDs) in mainstream secondary schools. Journal of Research in Special Educational Needs 11:3, pages 153-161.
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