Hodgen, Jeremy;
Adkins, Michael;
Ainsworth, Shaaron Elizabeth;
(2022)
Can teaching assistants improve attainment and attitudes of low performing pupils in numeracy? Evidence from a large-scale randomised controlled trial.
Cambridge Journal of Education
10.1080/0305764x.2022.2093838.
(In press).
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Abstract
The use of teaching assistants (TAs) is widespread in many education systems, but the ways that TAs can support learning effectively are poorly understood. Much evidence indicates that most TA support has no, or negative, effects on pupil attainment. A small but growing body of evidence shows that structured TA intervention programmes can be effective. This paper reports the results of a large-scale randomised controlled trial of Catch Up® Numeracy, an intervention delivered one-to-one by TAs, compared to a control in which TAs provided matched-time numeracy support. The trial involved 1794 low-attaining pupils (aged 7–10) and 300 TAs from 150 English primary schools. Pupils in the intervention group showed no gains in attainment compared to the matched-time control, but there was some evidence to suggest a positive impact in pupils’ attitudes. The implications for future TA interventions to address low attainment in numeracy are discussed.
| Type: | Article |
|---|---|
| Title: | Can teaching assistants improve attainment and attitudes of low performing pupils in numeracy? Evidence from a large-scale randomised controlled trial |
| Open access status: | An open access version is available from UCL Discovery |
| DOI: | 10.1080/0305764x.2022.2093838 |
| Publisher version: | https://doi.org/10.1080/0305764X.2022.2093838 |
| Language: | English |
| Additional information: | This work is licensed under a Creative Commons Attribution 4.0 International License. The images or other third-party material in this article are included in the Creative Commons license, unless indicated otherwise in the credit line; if the material is not included under the Creative Commons license, users will need to obtain permission from the license holder to reproduce the material. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/ |
| Keywords: | Teaching assistants, education paraprofessionals, numeracy, low attainment, improving attainment, low-performing pupils |
| UCL classification: | 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 - Curriculum, Pedagogy and Assessment UCL > Provost and Vice Provost Offices > School of Education UCL |
| URI: | https://discovery.ucl.ac.uk/id/eprint/10158105 |
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