Radford, J;
Bosanquet, P;
Webster, R;
Blatchford, P;
Rubie-Davies, C;
(2014)
Fostering learner independence through heuristic scaffolding: A valuable role for teaching assistants.
International Journal of Educational Research
, 63
pp. 116-126.
10.1016/j.ijer.2013.02.010.
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Abstract
Teaching assistants currently play a key pedagogical role in supporting learners with special educational needs. Their practice is primarily oral, involving verbal differentiation of teacher talk or printed materials. In order to help students think for themselves, this paper argues that their practice should be informed by heuristic scaffolding. A substantial dataset from three teaching assistant projects was scrutinised for examples of heuristics. Using conversation analysis, the paper shows how assistance is negotiated and adjusted over a sequence of discourse. Four patterns of heuristic scaffolding are shown: heuristic modelling represents the highest level of support; heuristic questioning and prompting are jointly negotiated with the student. Self-scaffolding by students shows them taking responsibility for their own learning strategies. Implications for the school system are explored.
| Type: | Article |
|---|---|
| Title: | Fostering learner independence through heuristic scaffolding: A valuable role for teaching assistants |
| Open access status: | An open access version is available from UCL Discovery |
| DOI: | 10.1016/j.ijer.2013.02.010 |
| Publisher version: | http://dx.doi.org/10.1016/j.ijer.2013.02.010 |
| Language: | English |
| Additional information: | © 2014. This manuscript version is published under a Creative Commons Attribution Non-commercial Non-derivative 4.0 International licence (CC BY-NC-ND 4.0). This licence allows you to share, copy, distribute and transmit the work for personal and non-commercial use providing author and publisher attribution is clearly stated. Further details about CC BY licences are available at http://creativecommons.org/licenses/by/4.0. |
| Keywords: | Classroom talk; Scaffolding; Teaching assistants; Paraprofessionals; Conversation analysis; Pedagogy |
| UCL classification: | UCL UCL > Provost and Vice Provost Offices > School of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Psychology and Human Development UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Psychology and Human Development > IOE - PHD Centre for Inclusive Educ |
| URI: | https://discovery.ucl.ac.uk/id/eprint/1476333 |
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