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<https://discovery.ucl.ac.uk/id/eprint/10020405> <http://purl.org/ontology/bibo/abstract> "This research has studied the role and context of teaching assistants (TAs) in one authority, and in\nparticular in two primary schools.\nThe purpose of the study was to find out how these assistants support the teaching and learning of\npupils in the classroom; to identify the factors which influence their effectiveness; and to identify\nstrategies which could enhance their work.\nThe study began with a literature review of the historical perceptions of the role, effectiveness and\ndevelopment of teaching assistants.\nIn order to gain further insight into the assistants' role and needs within the local authority\nemploying the researcher, the study proceeded with a survey of primary schools within the\nauthority, the results of which were circulated to these schools. The results provided sufficient\ninformation to enable a rationale for professional development to be defined.\nThe next stage was a close look at the work of TAs in two primary schools which differed in the\nrationale for employing assistants. An ethnographical approach was used, including observation\nstrategies, some video work, semi-structured interviews and field notes. The results were analysed\nand categorised.\nA reflective diary recorded the changes taking place during the period of study. This, along with an\nupdated literature review enabled the findings of the research to be set in a wider national context.\nThe key findings were:\n• that assistants support teaching and learning in a variety of ways, often operating concurrently,\nand which include many characteristics of qualified teachers;\n• their personal characteristics, opportunities for continuous professional development, and the\nschool climate are important factors in their effectiveness, regardless of the nature of their\nemployment; and\n• while external agencies need to recognise and support their work, the way in which they are\nemployed and deployed by the school is crucial."^^<http://www.w3.org/2001/XMLSchema#string> .
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