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https://www.tandfonline.com/doi/abs/10.1080/13632434.2010.540562
May 18, 2012 · This article conceptualises the most likely explanations for the negative effects of TA support in the form of the wider pedagogical role model, the components of which enable us to understand the effects of TA support in terms of the decisions made about TAs, rather than by them. ... All full time equivalent teachers and support staff in ...Cited by: 71
http://maximisingtas.co.uk/assets/content/wpr-paper.pdf
findings from the largest study of school support staff (the DISS project), which show that TA support has a negative impact on pupils’ academic progress. This article conceptualises the most likely explanations for the negative effects of TA support in the form of the wider pedagogical role model, the components of
https://www.researchgate.net/publication/241738860_The_wider_pedagogical_role_of_teaching_assistants
The wider pedagogical role of teaching assistants ... by findings from the largest study of school support staff (the DISS project), which show that TA support has a negative impact on pupils ...
https://eric.ed.gov/?id=EJ915035
Teaching assistants (TAs) comprise a quarter of the school workforce in England and Wales. There has been controversy over TAs' deployment and appropriate role regarding supporting learning and these debates have been transformed by findings from the largest study of school support staff (the DISS project), which show that TA support has a negative impact on pupils' academic progress.Cited by: 71
https://discovery.ucl.ac.uk/id/eprint/10018743/7/RB88_Teaching_Assistants_Blatchford.pdf
Support staff: the role and effective deployment of teaching ... The quality of pedagogical experiences (approaches to teaching and learning) was less appropriate and ... schools in two local authorities (LAs). The ‘Wider Pedagogical Role’ (WPR) model, developed in the …
https://www.researchgate.net/publication/280971251_Using_the_Wider_Pedagogical_Role_model_to_establish_learning_support_assistants'_views_about_facilitators_and_barriers_to_effective_practice
Using the Wider Pedagogical Role model to establish learning support assistants' views about facilitators and barriers to effective practice Article (PDF Available) in Support for Learning 30(2 ...
https://discovery.ucl.ac.uk/id/eprint/1478326/
This article conceptualises the most likely explanations for the negative effects of TA support in the form of the wider pedagogical role model, the components of which enable us to understand the effects of TA support in terms of the decisions made about TAs, rather than by them.Cited by: 71
https://orca.cf.ac.uk/38110/1/2012HeslopLDEdPsy.pdf.pdf
iii ABSTRACT Support staff are perceived to be highly important to schools in Britain (Department for Education (DfE), 2011; Department for Educational and Skills (DfES), 2000).
http://maximisingtas.co.uk/research/the-diss-project.php
The DISS project is the largest study of teaching assistants and other school support staff carried out in the world. The research, conducted between 2003 and 2009, was named by the British Educational Research Association as one of 40 landmark studies to have had a significant impact on education in last 40 years. It is the first longitudinal study to analyse the impact of TAs on teachers ...
https://www.teachingtimes.com/articles/teaching-assistants-less-progress.htm
The practice of support staff: More work on conceptualising the pedagogical role of TAs in their everyday interactions with pupils is required and needs to be built into professional development, school deployment decisions and the management, support and monitoring of support staff. The impact of support staff: Schools need to explicitly and ...
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