The wider pedagogical role of teaching aides/assistants

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

    Research output: Contribution to journalArticlepeer-review


    Teaching assistants (TAs) comprise a quarter of the school workforce in England and Wales. There has been controversy over TAs' deployment and appropriate role regarding supporting learning and these debates have been transformed by findings from the largest study of school support staff (the DISS project), which show that TA support has a negative impact on pupils' academic progress. This article conceptualises the most likely explanations for the negative effects of TA support in the form of the wider pedagogical role model, the components of which enable us to understand the effects of TA support in terms of the decisions made about TAs, rather than by them.
    Original languageEnglish
    Pages (from-to)3-20
    Number of pages18
    JournalSchool Leadership and Management
    Issue number1
    Publication statusPublished - 16 Feb 2011


    • deployment
    • impact
    • inclusion
    • teaching assistants


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