Houssart, Jenny;
Croucher, Richard;
(2013)
Intervention programmes in mathematics and literacy : teaching assistants' perceptions of their training and support.
School Leadership & Management
, 33
(5)
pp. 427-439.
10.1080/13632434.2013.800475.
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Abstract
We approach the recent argument put in this journal that teaching assistants (TAs) should be more strongly trained, monitored and supervised when teaching om intervention programmes. We suggest that the argument sits uneasily with wider management and educational literature. We examine TA's experience of delivering important intervention programmes in mathematics and literacy. TAs report considerable variation in both their training and the quality of management involvement in their teaching. Consequently, we argue for an approach that includes TAs in a form of distributed leadership which recognises their specific capabilities rather than the model advocated both by government documents and some researchers.
| Type: | Article |
|---|---|
| Title: | Intervention programmes in mathematics and literacy : teaching assistants' perceptions of their training and support |
| Open access status: | An open access version is available from UCL Discovery |
| DOI: | 10.1080/13632434.2013.800475 |
| Publisher version: | https://doi.org/10.1080/13632434.2013.800475 |
| Language: | English |
| Additional information: | This version is the author accepted manuscript. For information on re-use, please refer to the publisher’s terms and conditions. |
| Keywords: | Schools and Teaching, Governance and policy, Business, Management and Accounting(all) |
| UCL classification: | UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education |
| URI: | https://discovery.ucl.ac.uk/id/eprint/10012161 |
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