Challenging and changing how schools use teaching assistants: Findings from the Effective Deployment of Teaching Assistants project

Rob Webster*, Peter Blatchford, Anthony Russell

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

Abstract

Following research on the negative impact of support from teaching assistants (TAs) on pupils' academic progress, there was a clear need for schools to fundamentally reassess the way they use TAs. This article reports on findings from a collaborative project aimed at developing and evaluating alternative strategies to using TAs. Practitioner-led development trials were structured using a coherent and empirically sound model. Over the year of the intervention, schools made marked improvements to the ways TAs were deployed in classrooms, prepared for lessons and interacted with pupils. The study led to much-needed guidance on how to review current practice and make substantive changes to TA use, as part of wider school improvement.

Original languageEnglish
Pages (from-to)78-96
Number of pages19
JournalSchool Leadership and Management
Volume33
Issue number1
Early online date9 Oct 2012
DOIs
Publication statusPublished - 1 Feb 2013

Keywords

  • classroom organisation
  • collaborative research
  • school improvement
  • special educational needs
  • teaching assistants

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