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Teaching Assistants, Computers and Classroom Management

Savage, R; (2019) Teaching Assistants, Computers and Classroom Management. Labour Economics , 58 pp. 21-36. 10.1016/j.labeco.2019.02.006. Green open access

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Abstract

Many students still leave school without a good grasp of basic literacy, despite the negative implications for future educational and labour market outcomes. We evaluate how resources may be used within classrooms to reinforce the teaching of literacy. Specifically, teaching assistants are trained to deliver a tightly structured package of materials to groups of young children aged 5–6. The training is randomly allocated between and within schools. Within schools, teaching assistants are randomly assigned to receive training in either computer-aided instruction or the paper equivalent. Both interventions have a short-term impact on children's reading scores, although the effect is bigger for the paper intervention and more enduring in the subsequent year. This paper shows how teaching assistants can be used to better effect within schools, and at a low cost.

Type: Article
Title: Teaching Assistants, Computers and Classroom Management
Open access status: An open access version is available from UCL Discovery
DOI: 10.1016/j.labeco.2019.02.006
Publisher version: https://doi.org/10.1016/j.labeco.2019.02.006
Language: English
Additional information: Copyright © 2019 The Authors. Published by Elsevier B.V. This is an open access article under the CC BY license. (http://creativecommons.org/licenses/by/4.0/)
Keywords: Literacy, ICT, Teaching assistants
UCL classification: UCL > Provost and Vice Provost Offices
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
URI: https://discovery.ucl.ac.uk/id/eprint/10068861
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