%0 Generic %1 Webster2010 %A Webster, Rob %A Blatchford, Peter %A Russell, Anthony %B BERA Annual Conference %D 2010 %I University of Warwick %K NWA pdf performance schools teachingassistants supportstaff prj-education %T Should teaching assistants have a pedagogical role?: lessons following the DISS project %U http://www.schoolsupportstaff.net/publications/otherpubs/BERA10.pdf %X The continued growth in teaching assistants(TAs) over the last decade has proceeded on the basis that positive learning outcomes flow from the ädditional" support that they provide to pupils. Findings from research into the role and impact of TAs challenge this assumption and demonstrate a clear need for re-evaluating the deployment of TAs in mainstream schools. To this end, the views of practitioners are useful for orientating researchers and identifying ways forward for future research and practice. This paper does not report new research findings, but rather presents reflections on discussions with groups of education professionals in light of findings from the Deployment and Impact of Support Staff (DISS) project. Work with practitioners following the DISS project has been useful informing a critical standpoint, presented here, concerning the appropriate role of TAs. Two pieces of further research are prefigured, both of which have been informed by, and are underpinned by, this standpoint.

@presentation{Webster2010, abstract = {The continued growth in teaching assistants(TAs) over the last decade has proceeded on the basis that positive learning outcomes flow from the "additional" support that they provide to pupils. Findings from research into the role and impact of TAs challenge this assumption and demonstrate a clear need for re-evaluating the deployment of TAs in mainstream schools. To this end, the views of practitioners are useful for orientating researchers and identifying ways forward for future research and practice. This paper does not report new research findings, but rather presents reflections on discussions with groups of education professionals in light of findings from the Deployment and Impact of Support Staff (DISS) project. Work with practitioners following the DISS project has been useful informing a critical standpoint, presented here, concerning the appropriate role of TAs. Two pieces of further research are prefigured, both of which have been informed by, and are underpinned by, this standpoint. }, added-at = {2011-01-17T15:07:25.000+0100}, author = {Webster, Rob and Blatchford, Peter and Russell, Anthony}, biburl = {https://www.bibsonomy.org/bibtex/2d11eb1cfc7b4581e3b6047b0cf41c348/nicoj}, booktitle = {BERA Annual Conference}, day = 1, interhash = {ad28ff497842dbac6c5e79aa07f48ff8}, intrahash = {d11eb1cfc7b4581e3b6047b0cf41c348}, keywords = {NWA pdf performance schools teachingassistants supportstaff prj-education}, month = sep, publisher = {University of Warwick}, timestamp = {2012-08-06T22:06:35.000+0200}, title = {Should teaching assistants have a pedagogical role?: lessons following the DISS project}, url = {http://www.schoolsupportstaff.net/publications/otherpubs/BERA10.pdf}, year = 2010 }