Citations (17)
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Read on this site (11)
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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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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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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Rosemary Butt. (2018) ‘Pulled in off the street’ and available: what qualifications and training do Teacher Assistants really need?. International Journal of Inclusive Education 22:3, pages 217-234.
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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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Teresa Lehane. (2016) “Cooling the mark out”: experienced teaching assistants’ perceptions of their work in the inclusion of pupils with special educational needs in mainstream secondary schools. Educational Review 68:1, pages 4-23.
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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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Fiona Sally Baker. (2014) The role of the bilingual teaching assistant: alternative visions for bilingual support in the primary years. International Journal of Bilingual Education and Bilingualism 17:3, pages 255-271.
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Stanley Tucker. (2009) Perceptions and reflections on the role of the teaching assistant in the classroom environment. Pastoral Care in Education 27:4, pages 291-300.
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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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Carol Potter & Sharon Hodgson. (2007) Nursery nurses reflect: Sure Start training to enhance adult child interaction. Reflective Practice 8:4, pages 497-509.
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Articles from other publishers (6)
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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Emma Clarke & John Visser. (2016) Teaching Assistants managing behaviour - who knows how they do it? A review of literature. Support for Learning 31:4, pages 266-280.
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Jo Rycroft-Malone, Christopher R Burton, Lynne Williams, Stephen Edwards, Denise Fisher, Beth Hall, Brendan McCormack, Sandra Nutley, Diane Seddon & Roger Williams. (2016) Improving skills and care standards in the support workforce for older people: a realist synthesis of workforce development interventions. Health Services and Delivery Research 4:12, pages 1-114.
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Charlotte Cockroft & Cathy Atkinson. (2015) Using the Wider Pedagogical Role model to establish learning support assistants' views about facilitators and barriers to effective practice. Support for Learning 30:2, pages 88-104.
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Dianne Chambers. 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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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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