Modernizing the roles of support staff in primary schools: changing focus, changing function

Butt, Graham; Lance, Ann

doi:10.1080/0013191042000308323

Cited by 33 publications

(28 citation statements)

References 4 publications

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“…The findings in these reports are supported by other publications (e.g. Lee 2002;Butt and Lance 2005) both of which express positive views about the impact of TAs on pupils' learning.…”

Section: Background To the Reviewsupporting

confidence: 85%

The impact of teaching assistants on improving pupils’ academic achievement in mainstream schools: a review of the literature

et al. 2010

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This paper discusses key findings from one aspect of a systematic review of the literature carried out by the Inclusion Review Group at Manchester University, on behalf of the Evidence for Policy and Practice Information (EPPI) Centre. The specific focus of this element of the review was on the impact of teaching assistants (TAs) (or their equivalent) on improving pupils' academic achievement that had been measured in some way before and after a period of intervention/ support from a TA. The synthesis of findings from the review indicates that the academic achievements of primary aged pupils with identified difficulties in learning, typically in literacy, improve significantly following a period of targeted intervention from TAs. However findings from studies, where support is of a more general nature and not directed at pupils with identified difficulties, are more equivocal suggesting that the presence of TAs in mainstream classes may not have a positive impact on the achievements of all pupils. These findings have major implications for the ongoing training, management, support and deployment of TAs in mainstream schools.

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“…The findings in these reports are supported by other publications (e.g. Lee 2002;Butt and Lance 2005) both of which express positive views about the impact of TAs on pupils' learning.…”

Section: Background To the Reviewsupporting

confidence: 85%

The impact of teaching assistants on improving pupils’ academic achievement in mainstream schools: a review of the literature

et al. 2010

View full text Add to dashboard Cite

show abstract

“…This was also found in Butt and Lance (2005) who believed that the potential contribution of teaching assistants was being hindered by preconceptions about their abilities and hierarchical patterns of employment in teaching.…”

Section: Literature Reviewmentioning

confidence: 74%

“…It was identified as common practice for essential communication to take place at times when the teaching assistant was not being paid (Butt and Lance 2005). In this respect working with a teaching assistant was also found to add to the teacher's load in terms of managing their work.…”

Section: Literature Reviewmentioning

confidence: 95%

“…On the one hand is the authoritarian head, on the other the head shares decision-making; both retain the notion of 'expert' (Grace 1995). Research indicated that where schools had adopted the idea of effective team working grounded in the notion of inclusive partnership and distributed leadership, they were able to interpret what was valuable, superfluous or damaging in current roles (Butt and Lance 2005). Additionally, schools had to be knowledgeable of potential resistance to change which might be grounded in fears of uncertainty, loss of control, inconvenience, loss of status and loss of confidence.…”

Section: Literature Reviewmentioning

confidence: 96%

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‘New Partnerships for Learning’: teachers and teaching assistants working together in schools – the way forward

Wilson¹,

Bedford

2008

Journal of Education for Teaching

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“…The e is so e e ide e that the o e s e p essed O Go a et al An increase in the development of classroom para-professionals working alongside teachers has been reported internationally (Butt and Lance 2005;Giangreco and Doyle 2007). In many countries the role of non teaching staff working in classrooms has been focused on direct provision for pupils with SEN. Often, as is the case in the UK this includes involvement in pedagogical activity with pupils under the supervision of a teacher (Groom 2006).…”

Section: As Discussion Around the Influence Of Teacher Training On Imentioning

confidence: 99%

Special and inclusive education in the Republic of Ireland: reviewing the literature from 2000 to 2009

Rose

Shevlin

Winter

et al. 2010

European Journal of Special Needs Education

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Modernizing the roles of support staff in primary schools: changing focus, changing function

Cited by 33 publications

References 4 publications

The impact of teaching assistants on improving pupils’ academic achievement in mainstream schools: a review of the literature

The impact of teaching assistants on improving pupils’ academic achievement in mainstream schools: a review of the literature

‘New Partnerships for Learning’: teachers and teaching assistants working together in schools – the way forward

Special and inclusive education in the Republic of Ireland: reviewing the literature from 2000 to 2009

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