The employment and deployment of classroom support staff: head teachers’ perspectives

Moyles, Janet; Suschitzky, Wendy

doi:10.1177/003452379705800103

Cited by 10 publications

(13 citation statements)

References 3 publications

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“…Positive approaches to learning. because they prioritise outcomes of activities rather than encouraging pupils to think for themselves (Moyles & Suschitzky, 1997). Schlapp et al (2003) identify the benefits of classroom assistants more in terms of the range of learning experiences provided and effects on pupil motivation, confidence and self-esteem, and found less effect on pupil progress.…”

Section: Impact Of Support Staffmentioning

confidence: 99%

“…On the other hand, there is a well-established concern that TAs can encourage dependency, e.g. because they prioritise outcomes of activities rather than encouraging pupils to think for themselves (Moyles & Suschitzky, 1997). There are also concerns that support staff can have negative effects on pupils' learning identity, e.g.…”

Section: Impact Of Support Staffmentioning

confidence: 99%

“…As discussed in the Introduction, some research has indicated that one consequence of TA support may be that pupils become reliant on the TA and less willing to engage in independent work (e.g. Giangreco et al, 1997;Moyles & Suschitzky, 1997). The Year 9 0 0 0 0 0 English 1-10 −2.4 (−3.3, −1.5) −2.4 (−3.5, −1.3) −4.3 (−6.4, −2.2) −1.0 (−3.1, 1.1) 11-50 −1.7 (−2.8, −0.7) −4.0 (−5.4, −2.6) 0.0 (−1.7, 1.7) 0.8 (−1.5, 3.2) 51+ −1.7 (−2.8, −0.6) −1.5 (−3.2, 0.2) −1.1 (−2.9, 0.7) −1.6 (−3.5, 0.3) p-value < .001 < .001 .008…”

Section: Impact Of Support Staff On Pupils' 'Positive Approaches To Lmentioning

confidence: 99%

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The impact of support staff on pupils’ ‘positive approaches to learning’ and their academic progress

Blatchford¹,

Bassett²,

Brown³

et al. 2011

British Educational Research Journal

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In recent years there has been an unprecedented increase in support staff in schools in England and Wales. There were widespread expectations that this will be of benefit to teachers and pupils but there has been little systematic research to address the impact of support staff. This study used a naturalistic longitudinal design to investigate the relationship between the amount of support (measured by teacher estimates and systematic observation) and pupils’ ‘Positive Approaches to Learning’ (PAL) and academic progress. There were over 8000 pupils across two cohorts and seven age groups. Results on PAL were not straightforward by there was a consistent trend for those with most support to make less academic progress than similar pupils with less support, and this was not explained by characteristics of the pupils such as piror attainment or level of special educational need.

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Section: Impact Of Support Staffmentioning

confidence: 99%

Section: Impact Of Support Staffmentioning

confidence: 99%

Section: Impact Of Support Staff On Pupils' 'Positive Approaches To Lmentioning

confidence: 99%

See 1 more Smart Citation

The impact of support staff on pupils’ ‘positive approaches to learning’ and their academic progress

Blatchford¹,

Bassett²,

Brown³

et al. 2011

British Educational Research Journal

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show abstract

“…As a result, a growing army of parents, nursery nurses, classroom auxiliaries, sixth-formers, community volunteers (and even, potentially, the long-term unemployed), is being recruited to work alongside the class teacher in a supportive role. Moyles & Suschitzky (1997a) cite Department for Education and Employment (DfEE) statistics from 1996 which indicate that between 1991 and 1996 the number of education support staff in primary schools more than doubled. Since this time, an increase of approximately 6-7% has pertained for both (DfEE, 1998 and, given government intentions, it appears likely that the number will continue to grow substantially.…”

Section: Introductionmentioning

confidence: 99%

Volunteer Support in the Primary Classroom: The long‐term impact of one initiative upon children's reading performance

Elliott

Arthurs

Williams

2000

British Educational Res J

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This article reports an evaluation of the effectiveness of a volunteer tutor reading intervention. Volunteers were provided with instruction and supervision in order that they might assist class teachers in the teaching of reading. A strong emphasis upon phonological awareness and storytelling underpinned the programme. Intervention took place in reception classes in three socially disadvantaged schools that could provide parallel classes to serve as controls. Assessment immediately after the intervention, and 3 years later, indicated that children receiving the volunteer intervention failed to make greater progress than same‐school controls. The article considers a number of possible reasons for the apparent failure of the intervention and concludes by cautioning against simplistic expectations that additional adult support should necessarily lead to gains in children's learning.

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“…Učitelji navode da dodjeljivanje pomoćnika određenom učeniku u svrhu individualne podrške dovodi do razvoja samopouzdanja učenika, veće motivacije, stvaranja dobrih radnih navika i spremnosti za dovršenje zadatka (Blatchford, Russell i Webster, 2012). S druge strane postoji zabrinutost da pomoćnici u nastavi mogu poticati ovisnost o drugima jer kao prioritet stavljaju dovršavanje zadatka umjesto da potiču učenike na samostalno razmišljanje i djelovanje (Moyles i Suschitzky, 1997). Nadalje prisustvo pomoćnika u nastavi povezano je s poboljšanjem ponašajnih i emocionalnih aspekata ponašanja, ali loše utječe na socijalno ponašanje (Osborne i Reed, 2011).…”

Section: Uvodunclassified

Autizam i samopercepcija znanja pomoćnika u nastavi

Jurković

Jurković²,

Maglić

2020

Hrvat. rev. rehabil. istraž. (Online)

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Cilj istraživanja provedenog u šk. god. 2019/2020. na uzorku od 425 pomoćnika u nastavi bio je ustanoviti razinu samoprocijenjenog znanja o inkluziji te radu s učenicima s autizmom među pomoćnicima u nastavi. Također cilj istraživanja bio je i ustanoviti koji od sociodemografskih pokazatelja pridonose samoprocjeni znanja o radu s učenicima s autizmom, ali i inkluziji općenito. Za potrebe ovog istraživanja osmišljen je upitnik Samoprocjene znanja o inkluziji i autizmu (SZIA) koji se sastoji od 2 subskale. Prva subskala, Samoprocjena specifičnih znanja o autizmu, mjeri samoprocijenjeno znanje o radu s učenicima s autizmom, dok druga, Samoprocjena općih znanja o inkluziji, mjeri samoprocijenjeno znanje pomoćnika u nastavi o inkluziji općenito. Sastavljen je i Sociodemografski upitnik kojim su prikupljeni ostali podaci o sudionicima istraživanja. Prema dobivenim rezultatima početni motiv za rad te godine rada s učenicima s autizmom statistički su značajno pozitivno povezane, a završena edukacija za pomoćnika u nastavi te iskustvo rada s ovim učenicima statistički su značajno negativno povezani sa samoprocjenom znanja o radu s učenicima s autizmom, no nemaju bitnu ulogu u samoprocjeni znanja o inkluziji. Također među sudionicima istraživanja postoje statistički značajne razlike pri samoprocjeni znanja o radu s učenicima s autizmom. To se posebice odnosi na početni motiv za rad, završenu edukaciju za pomoćnika u nastavi te iskustvo rada s učenicima s autizmom, dok godine rada u ulozi pomoćnika ne čine statistički značajnu razliku. Na koncu pokazalo se i da samoprocijenjeno znanje o inkluziji statistički značajno pridonosi samoprocijenjenom znanju o radu s učenicima s autizmom. Ovakva istraživanja imaju izuzetan potencijal za dobivanje boljeg uvida u znanja i kompetencije pomoćnika, a samim tim i u kvalitetu rada istih.

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The employment and deployment of classroom support staff: head teachers’ perspectives

Cited by 10 publications

References 3 publications

The impact of support staff on pupils’ ‘positive approaches to learning’ and their academic progress

The impact of support staff on pupils’ ‘positive approaches to learning’ and their academic progress

Volunteer Support in the Primary Classroom: The long‐term impact of one initiative upon children's reading performance

Autizam i samopercepcija znanja pomoćnika u nastavi

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