Citations (30)
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Emma Clarke. (2021) Paint pot washers or pedagogues? Is gender an issue for teaching assistants?. Educational Review 73:3, pages 263-278.
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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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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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Sandra Leaton Gray & Geoff Whitty. (2010) Social trajectories or disrupted identities? Changing and competing models of teacher professionalism under New Labour. Cambridge Journal of Education 40:1, pages 5-23.
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Tim Simkins, Bronwen Maxwell & Kath Aspinwall. (2009) Developing the whole‐school workforce in England: building cultures of engagement. Professional Development in Education 35:3, pages 433-450.
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Sheelagh Drudy. (2008) Gender balance/gender bias: the teaching profession and the impact of feminisation. Gender and Education 20:4, pages 309-323.
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Ayelet Becher & Adam Lefstein. (2020) Teaching as a Clinical Profession: Adapting the Medical Model. Journal of Teacher Education 72:4, pages 477-488.
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Yarrow Andrew. (2015) Beyond professionalism: Classed and gendered capital in childcare work. Contemporary Issues in Early Childhood 16:4, pages 305-321.
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Helen M. Gunter. (2008) Policy and Workforce Reform in England. Educational Management Administration & Leadership 36:2, pages 253-270.
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