New roles, old stereotypes – developing a school workforce in English schools

Graves, Susan

doi:10.1080/13632434.2013.813456

Cited by 17 publications

(34 citation statements)

References 40 publications

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“…Earlier research had lacked empirical research and mainly focused on ‘describing at the classroom level’ what TAs did (Cremin, Thomas & Vincett, ; Devecchi, ). However, research into TA's efficacy at improving educational standards and deployment has increased (Alborz, Pearson, Farrell & Howes, ; Blatchford et al ., ; Blatchford et al ., ; Blatchford, Russell & Webster, ; Cockroft & Atkinson, ; DfES, ; Graves, ; Hammersley‐Fletcher & Adnett ; Hammersley‐Fletcher & Qualter ; HMI, ; Radford, Bosanquet, Webster, & Blatchford, ; Russell, Webster & Blatchford, ; Sharples, Webster, & Blatchford, ; Webster et al ., ; Webster & Blatchford, 2013; Webster ). However, despite the increase in research there are still issues within the body of existing research.…”

Section: Paucitymentioning

confidence: 99%

“…Thirteen years ago Howes () suggested that research had been focussed too narrowly, and had not considered the broader support for ‘soft‐skills’ TAs offered, including their role in managing behaviour. This continues to be the case with calls to address ‘key deficiencies in this body of research’ (Giangreco et al ., ; Graves, ; Rubie‐Davies, Blatchford, Webster, Koutsoubou, & Bassett, ). Sharples et al .…”

Section: Paucitymentioning

confidence: 99%

“…Moves to improve training were made, specifically with the introduction of national professional standards for HLTAs (DfES, ), yet uptake for the training was low (Burgess & Mayes, ). This was compounded by the withdrawal of funding for some HLTA programmes (Burgess & Mayes, ; Graves ). For those without HLTA status, there was a paucity of training as well as issues in accessing what was available (Galton & MacBeath, ).…”

Section: Paucitymentioning

confidence: 99%

“…For those without HLTA status, there was a paucity of training as well as issues in accessing what was available (Galton & MacBeath, ). Graves () stated that the ‘lack of a national pay and career structure’ had resulted in ‘ad‐hoc’ training actively hampering TAs’ progression.…”

Section: Paucitymentioning

confidence: 99%

“…A key issue in contextualising TAs’ responsibility for managing behaviour is the conflict over a shared understanding of what constitutes their role, beyond the agreed ‘multifaceted’ nature of it (Collins & Simco, ; Fraser & Meadows, ; Graves ; Kerry ; Moran & Abbott, ; Smith et al ., ). Graves () cautioned the role was defined only in the negative, that TAs ‘are not teachers’, which obscures ‘what exactly the nascent role is’. Sharples et al .…”

Section: Conflictmentioning

confidence: 99%

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Teaching Assistants managing behaviour – who knows how they do it? A review of literature

Clarke

Visser²

2016

Support for Learning

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This article revisits a previous publication which questioned how Teaching Assistants (TAs) manage behaviour in mainstream English primary schools (Clarke and Visser, 2016). That paper highlighted the lack of specific research in the area and noted, that despite increases in research on TAs work, there remained a lack of understanding in relation to how TAs supported children’s non‐academic or ‘soft skills’. Following on from that, this article details the findings of a doctoral research project that investigated factors that constrained and supported TAs’ management of behaviour. Using the findings from that research, this article offers answers to the to the question I outlined in the previous publication ‘Teaching Assistants managing behaviour – who knows how they do it?’ (Clarke and Visser, 2016). Concepts including TAs’ understanding of their ‘place’, the impact of agency and how consistency in a range of areas influenced the agency TAs experienced in managing behaviour will be discussed.

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Section: Paucitymentioning

confidence: 99%

Section: Paucitymentioning

confidence: 99%

Section: Paucitymentioning

confidence: 99%

Section: Paucitymentioning

confidence: 99%

Section: Conflictmentioning

confidence: 99%

See 3 more Smart Citations

Teaching Assistants managing behaviour – who knows how they do it? A review of literature

Clarke

Visser²

2016

Support for Learning

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From Theory to Practice: Teaching Assistants’ Role in Multi-campus Education

Bahmani

Hjelsvold

2019

Lecture Notes in Computer Science

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Teaching Assistants (TAs) are an indispensable part of higher education. TAs have two identities simultaneously: those of a student and of a teacher. However, the role of TAs' may not be clearly defined, resulting in a role ambiguity. In this study, we have researched the TAs' role in multi-campus education. Data for this research was collected through interviews with eight TAs at a Scandinavian multi-campus university who took a multi-campus TA role for the first time. This paper summarizes these TAs' work tasks in multi-campus courses. Their tasks included setting up technology, dealing with technical problems, and communicating with other TAs in the course. Our study suggests that TAs' challenges may be reduced if technical staff is caring for ICT equipment and technical problems, if direct interaction is provided between teacher and students, and if local teaching staff is involved in the activities at the remote campus.

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