Citations (61)
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Read on this site (28)
Zhenzhen Zhang, Weihao Xin, Lei Wang, Tingrui Yan & Chunling Liu. (2023) Teaching assistant support for students with intellectual and developmental disabilities in Chinese elementary schools: general education teachers’ perceptions. International Journal of Developmental Disabilities 0:0, pages 1-15.
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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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Peter Blatchford. (2021) Rethinking class size. A question and answer session with Peter Blatchford about a new book and approach to the class size issue. Education 3-13 49:4, pages 387-397.
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Franziska Vogt, Annette Koechlin, Annina Truniger & Bea Zumwald. (2021) Teaching assistants and teachers providing instructional support for pupils with SEN: results from a video study in Swiss classrooms. European Journal of Special Needs Education 36:2, pages 215-230.
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Claire Griffin & Peter Blatchford. (2021) Give them wings to fly: critiquing the Special Needs Assistant scheme through the lens of pupil independence. European Journal of Special Needs Education 36:2, pages 198-214.
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Emma Clarke & John Visser. (2019) Pragmatic research methodology in education: possibilities and pitfalls. International Journal of Research & Method in Education 42:5, pages 455-469.
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Guy Roberts-Holmes & Eleanor Kitto. (2019) Early years ability grouping and the pedagogical constraints upon children’s learning identities. Education 3-13 47:7, pages 854-861.
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Emma Clarke & John Visser. (2019) Is a good Teaching Assistant one who ‘knows their place’?. Emotional and Behavioural Difficulties 24:4, pages 308-322.
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Pauline Kerins, Ann Marie Casserly, Evelyn Deacy, Deirdre Harvey, Dolores McDonagh & Bairbre Tiernan. (2018) The professional development needs of special needs assistants in Irish post-primary schools. European Journal of Special Needs Education 33:1, pages 31-46.
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Krishtine Phillips & Jason Downer. (2017) Classroom Context and Years of Teaching Experience as Predictors of Misalignment on Ratings of Preschoolers’ Classroom Engagement. Early Education and Development 28:3, pages 343-367.
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Efthymia Efthymiou & Alison Kington. (2017) The development of inclusive learning relationships in mainstream settings: A multimodal perspective. Cogent Education 4:1.
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Andreas O. Kyriakides & Jenny Houssart. (2016) Paraprofessionals in Cyprus and England: perceptions of their role in supporting primary school mathematics. Research in Mathematics Education 18:3, pages 249-266.
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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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Zbyněk Němec, Klára Šimáčková-Laurenčíková, Vanda Hájková & Iva Strnadová. (2015) ‘When I need to do something else with the other children, then I can rely on her’: teaching assistants working with socially disadvantaged students. European Journal of Special Needs Education 30:4, pages 459-473.
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Julian Brown & Mary Doveston. (2014) Short sprint or an endurance test: the perceived impact of the National Award for Special Educational Needs Coordination. Teacher Development 18:4, pages 495-510.
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Susan Graves. (2014) New roles, old stereotypes – developing a school workforce in English schools. School Leadership & Management 34:3, pages 255-268.
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Clare Wardman. (2013) Interactions between EAL pupils, specialist teachers and TAs during withdrawal from the mainstream in UK primary schools. Education 3-13 41:6, pages 647-663.
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Jenny Houssart & Richard Croucher. (2013) Intervention programmes in mathematics and literacy: teaching assistants' perceptions of their training and support. School Leadership & Management 33:5, pages 427-439.
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Rob Webster & Peter Blatchford. (2013) The educational experiences of pupils with a Statement for special educational needs in mainstream primary schools: results from a systematic observation study. European Journal of Special Needs Education 28:4, pages 463-479.
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Rosa Valls & Leonidas Kyriakides. (2013) The power of Interactive Groups: how diversity of adults volunteering in classroom groups can promote inclusion and success for children of vulnerable minority ethnic populations. Cambridge Journal of Education 43:1, pages 17-33.
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Jenny Houssart. (2013) ‘Give me a lesson and I’ll deliver it’: Teaching Assistants’ experiences of leading primary mathematics lessons in England. Cambridge Journal of Education 43:1, pages 1-16.
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Gale Macleod, James MacAllister & Anne Pirrie. (2012) Towards a broader understanding of authority in student–teacher relationships. Oxford Review of Education 38:4, pages 493-508.
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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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Rosemary Butt & Kaye Lowe. (2012) Teaching assistants and class teachers: differing perceptions, role confusion and the benefits of skills-based training. International Journal of Inclusive Education 16:2, pages 207-219.
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Diana Burton & Ruth Goodman. (2011) Perspectives of SENCos and support staff in England on their roles, relationships and capacity to support inclusive practice for students with behavioural emotional and social difficulties. Pastoral Care in Education 29:2, pages 133-149.
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Peter Blatchford, Paul Bassett, Penelope Brown, Clare Martin, Anthony Russell & Rob Webster. (2011) The impact of support staff on pupils’ ‘positive approaches to learning’ and their academic progress. British Educational Research Journal 37:3, pages 443-464.
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Rob Webster, Peter Blatchford, Paul Bassett, Penelope Brown, Clare Martin & Anthony Russell. (2011) The wider pedagogical role of teaching assistants. School Leadership & Management 31:1, pages 3-20.
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ChristineM. Rubie-Davies, Peter Blatchford, Rob Webster, Maria Koutsoubou & Paul Bassett. (2010) Enhancing learning? A comparison of teacher and teaching assistant interactions with pupils. School Effectiveness and School Improvement 21:4, pages 429-449.
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Articles from other publishers (33)
Laura Boundy, Stephanie Hargreaves, Rebecca Baxter, Sarah Holton & Kelly Burgoyne. (2023) Views of educators working with pupils with Down syndrome on their roles and responsibilities and factors related to successful inclusion. Research in Developmental Disabilities 142, pages 104617.
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Amy Russell, Aideen Scriney & Sinéad Smyth. (2022) Educator Attitudes Towards the Inclusion of Students with Autism Spectrum Disorders in Mainstream Education: a Systematic Review. Review Journal of Autism and Developmental Disorders 10:3, pages 477-491.
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Kathryn E. Bates, Ashley Y. Williams, Katie A. Gilligan‐Lee, Catherine Gripton, Andrea Lancaster, Helen Williams, Alison Borthwick, Sue Gifford & Emily K. Farran. (2023) Practitioners' perspectives on spatial reasoning in educational practice from birth to 7 years. British Journal of Educational Psychology 93:2, pages 571-590.
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Jeanette Quill & Ella R. Kahu. (2022) Building a Bridge to Learning: The Critical Importance of Teacher Aide–Student Relationships in the Primary School Classroom. Australasian Journal of Special and Inclusive Education, pages 1-14.
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Carla Finesilver, Lulu Healy & Ann Bauer. 2022. Enabling Mathematics Learning of Struggling Students. Enabling Mathematics Learning of Struggling Students
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Emma Clarke. (2021) Methodological Pragmatism—Freedom from the Squeeze?. International Journal of Multiple Research Approaches 13:3, pages 267-282.
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Özge ÇULHAOĞLU & Deniz Ayşegül SÖĞÜT. (2021) Students with Autism Spectrum Conditions in Inclusive Educational Settings: Barriers and SolutionsStudents with Autism Spectrum Conditions in Inclusive Educational Settings: Barriers and Solutions. Ihlara Eğitim Araştırmaları Dergisi 6:2, pages 235-250.
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Helen Benstead. (2021) Primary initial teacher trainees' perceptions of and perspectives on the role of the teaching assistant in English primary contexts. Support for Learning 36:4, pages 630-649.
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Julia Lederer, Caroline Breyer & Barbara Gasteiger-Klicpera. (2020) Concept of knowledge boxes – a tool for professional development for learning and support assistants. Improving Schools 24:2, pages 137-151.
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Mike Wray. (2021) Additional support services and the utilisation of teaching assistants in university settings: dissuading inclusive practice or improving academic outcomes?. Support for Learning 36:1, pages 102-115.
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Nadine Spörer, Thorsten Henke & Stefanie Bosse. (2021) Is there a dark side of co-teaching? A study on the social participation of primary school students and their interactions with teachers and classmates.. Learning and Instruction 71, pages 101393.
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Suzanne Murphy, Victoria Joffe, Louisa Donald, Jessica Radley, Sailaa Sunthararajah, Charlie Welch, Kerry Bell, David Messer, Sarah Crafter, Caroline Fairhurst, Belen Corbacho, Sara Rodgers & David Torgerson. (2021) Evaluating ‘Enhancing Pragmatic Language skills for Young children with Social communication impairments’ (E-PLAYS): a feasibility cluster-randomised controlled trial. Pilot and Feasibility Studies 7:1.
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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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Emma Clarke & John Visser. (2019) Teaching assistants managing behaviour – who knows how they do it? Agency is the answer. Support for Learning 34:4, pages 372-388.
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Helen CurranHelen Curran. 2019. How to Be a Brilliant SENCO. How to Be a Brilliant SENCO
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David Bowles, Julie Radford & Ioanna Bakopoulou. (2018) Scaffolding as a key role for teaching assistants: Perceptions of their pedagogical strategies. British Journal of Educational Psychology 88:3, pages 499-512.
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Mayra Muller Spaniol, Lilach Shalev, Lila Kossyvaki & Carmel Mevorach. (2017) Attention Training in Autism as a Potential Approach to Improving Academic Performance: A School-Based Pilot Study. Journal of Autism and Developmental Disorders 48:2, pages 592-610.
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Emilie Cappe, Mélanie Bolduc, Nathalie Poirier, Maria-Antoneta Popa-Roch & Emilie Boujut. (2017) Teaching students with Autism Spectrum Disorder across various educational settings: The factors involved in burnout. Teaching and Teacher Education 67, pages 498-508.
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Geoff Lindsay. (2016) Grand Challenge: Priorities for Research in Special Educational Needs. Frontiers in Education 1.
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Julie Radford, Paula Bosanquet, Rob Webster & Peter Blatchford. (2015) Scaffolding learning for independence: Clarifying teacher and teaching assistant roles for children with special educational needs. Learning and Instruction 36, pages 1-10.
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Rob Webster & Peter Blatchford. (2015) 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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Derek Hurrell & Lorraine Day. 2015. Working with Teaching Assistants and Other Support Staff for Inclusive Education. Working with Teaching Assistants and Other Support Staff for Inclusive Education
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Chris Warhurst, Dennis Nickson, Johanna Commander & Kay Gilbert. (2014) ‘Role stretch’: assessing the blurring of teaching and non-teaching in the classroom assistant role in Scotland. British Educational Research Journal 40:1, pages 170-186.
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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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Anke de Boer, Sip Jan Pijl, Wendy Post & Alexander Minnaert. (2012) Peer Acceptance and Friendships of Students with Disabilities in General Education: The Role of Child, Peer, and Classroom Variables. Social Development, pages n/a-n/a.
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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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Julie Radford, Peter Blatchford & Rob Webster. (2011) Opening up and closing down: How teachers and TAs manage turn-taking, topic and repair in mathematics lessons. Learning and Instruction 21:5, pages 625-635.
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Wendy Symes & Neil Humphrey. (2011) The deployment, training and teacher relationships of teaching assistants supporting pupils with autistic spectrum disorders (ASD) in mainstream secondary schools. British Journal of Special Education 38:2, pages 57-64.
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Jean-Yves Rochex, Guadalupe Francia, David Greger & Joce Le Breton. 2011. Les politiques d’éducation prioritaire en Europe. Tome II. Les politiques d’éducation prioritaire en Europe. Tome II
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CRISTINA DEVECCHI & MARTYN ROUSE. (2010) An exploration of the features of effective collaboration between teachers and teaching assistants in secondary schools. Support for Learning 25:2, pages 91-99.
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