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

Blatchford, Peter; Bassett, Paul; Brown, Penelope; Martin, Clare; Russell, Anthony; Webster, Rob

doi:10.1080/01411921003734645

Cited by 73 publications

(71 citation statements)

References 21 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Second, there is evidence that children with SEN spend less time interacting with teachers and far more time with teaching assistants (TAs), who are on average less well qualified than teachers. Indeed, research has indicated that pupils supported by TAs make less progress on average than their similarly able peers (Blatchford et al 2011;Webster and Blatchford 2013). This issue certainly applies to children with statements of SEN who are allocated TA time and may also apply to those children with significant needs who do not have statements but who tend to be supported by TAs.…”

Section: Choice Of Treatmentmentioning

confidence: 99%

Revisiting fixed- and random-effects models: some considerations for policy-relevant education research

Clarke

Crawford

Steele

et al. 2013

Education Economics

View full text Add to dashboard Cite

The use of fixed (FE) and random effects (RE) in two-level hierarchical linear regression is discussed in the context of education research. We compare the robustness of FE models with the modelling flexibility and potential efficiency of those from RE models. We argue that the two should be seen as complementary approaches. We then compare both modelling approaches in our empirical examples. Results suggest a negative effect of special educational needs (SEN) status on educational attainment, with selection into SEN status largely driven by pupil level rather than school-level factors.

show abstract

Section: Choice Of Treatmentmentioning

confidence: 99%

Revisiting fixed- and random-effects models: some considerations for policy-relevant education research

Clarke

Crawford

Steele

et al. 2013

Education Economics

View full text Add to dashboard Cite

show abstract

“…health and well-being). Most research, however, finds that teaching assistants have a limited effect on educational attainment (Blatchford et al, 2011). This may be because teaching assistants are used inefficiently, rather than because they have little effect per se.…”

Section: Long-run Trends In Per-pupil Expenditurementioning

confidence: 89%

Long-Run Trends in School Spending in England

Belfield¹,

Sibieta²

2016

View full text Add to dashboard Cite

show abstract

“…The evidence that does exist suggests they have had relatively weak eects on pupil attainment (Blatchford et al (2011);Farrell et al (2010) However, it is important to acknowledge that increases and changes in school resources can be still be valuable even if they do not increase attainment (Cellini et al (2010)). Non-teaching sta could have helped schools achieve wider social objectives, such as improved behaviour, attendance or health.…”

Section: Summary and Discussion Of Resultsmentioning

confidence: 99%

The distribution of school funding and inputs in England: 1993-2013

Sibieta¹

2015

View full text Add to dashboard Cite

Standard-Nutzungsbedingungen:Die Dokumente auf EconStor dürfen zu eigenen wissenschaftlichen Zwecken und zum Privatgebrauch gespeichert und kopiert werden.Sie dürfen die Dokumente nicht für öffentliche oder kommerzielle Zwecke vervielfältigen, öffentlich ausstellen, öffentlich zugänglich machen, vertreiben oder anderweitig nutzen.Sofern die Verfasser die Dokumente unter Open-Content-Lizenzen (insbesondere CC-Lizenzen) zur Verfügung gestellt haben sollten, gelten abweichend von diesen Nutzungsbedingungen die in der dort genannten Lizenz gewährten Nutzungsrechte. Terms of use: Documents in www.econstor.euThe distribution of school funding and inputs in England: 1993-2013 IFS Working Paper W15/10 Luke SibietaThe Institute for Fiscal Studies (IFS) is an independent research institute whose remit is to carry out rigorous economic research into public policy and to disseminate the findings of this research. IFS receives generous support from the Economic and Social Research Council, in particular via the ESRC Centre for the Microeconomic Analysis of Public Policy (CPP).The authors gratefully acknowledge a grant from the Nuffield Foundation (EDU/41701). The Nuffield Foundation is an endowed charitable trust that aims to improve social well-being in the widest sense. It funds research and innovation in education and social policy and also works to build capacity in education, science and social science research. More information is available at http://www.nuffieldfoundation.org.The views expressed and conclusions drawn are those of the authors, and not necessarily those of the Nuffield Foundation or any other individuals or institutions mentioned here, including the Institute for Fiscal Studies, which has no corporate view. All remaining errors and omissions are the responsibility of the authors. The distribution of school funding and inputs in England:1993-2013 * Luke Sibieta † March 2015Abstract School funding per pupil increased substantially between 1999-00 and 2012-13 in England. It also became more varied across schools with higher levels of funds targeted at more deprived schools. Real-terms increases in funding per pupil were much larger for the most deprived group of primary and secondary schools (83% and 93%, respectively) as compared with the least deprived primary and secondary schools (56% and 59%). In this paper, we decompose these increases in funding per pupil into the amount explained by quantities of dierent types of sta per pupil, their price and changes in non-stang costs. We nd that some of these increases in funding per pupil translated into larger numbers of teachers per pupil and a higher real-terms cost per teacher (about 20-30% of the increase in funding per pupil). However, a much larger portion of the increases in funding can be accounted for by higher levels and increased variation in the use of teaching assistants (largely lower skilled sta), other non-teaching sta and non-sta inputs (such as learning resources, professional services and energy). Furthermore, there is also evidence to sugg...

show abstract

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

Cited by 73 publications

References 21 publications

Revisiting fixed- and random-effects models: some considerations for policy-relevant education research

Revisiting fixed- and random-effects models: some considerations for policy-relevant education research

Long-Run Trends in School Spending in England

The distribution of school funding and inputs in England: 1993-2013

Contact Info

Product

Resources

About