Browse by UCL Department: listings for include files
- UCL (195485)
- UCL (195485)
- Provost and Vice Provost Offices (194260)
- School of Education (17799)
- UCL Institute of Education (17799)
- IOE - Psychology and Human Development (1542)
- IOE - PHD Centre for Inclusive Educ (38)
- IOE - Psychology and Human Development (1542)
- UCL Institute of Education (17799)
- School of Education (17799)
- Provost and Vice Provost Offices (194260)
- UCL (195485)
Number of items at this level: 38.
Article
Baines, E;
Blatchford, P;
Webster, R;
(2015)
The challenges of implementing group work in primary school classrooms and including pupils with special educational needs.
Education 3-13
, 43
(1)
pp. 15-29.
10.1080/03004279.2015.961689.
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Blatchford, P;
Webster, R;
(2018)
Classroom contexts for learning at primary and secondary school: Class size, groupings, interactions and special educational needs.
British Educational Research Journal
, 44
(4)
pp. 681-703.
10.1002/berj.3454.
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Esposito, R;
Carroll, C;
(2019)
Special Educational Needs Coordinators' Practice in England 40 Years on From the Warnock Report.
Frontiers in Education
, 4
, Article 75. 10.3389/feduc.2019.00075.
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Jardí, A;
Webster, R;
Petreñas, C;
Puigdellívol, I;
(2022)
Building successful partnerships between teaching assistants and teachers: Which interpersonal factors matter?
Teaching and Teacher Education
, 109
, Article 103523. 10.1016/j.tate.2021.103523.
(In press).
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Mulvey, KL;
Palmer, SB;
Abrams, D;
(2016)
Race-Based Humor and Peer Group Dynamics in Adolescence: Bystander Intervention and Social Exclusion.
Child Development
, 87
(5)
pp. 1379-1391.
10.1111/cdev.12600.
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O’Brien, T;
Roberts, A;
(2019)
A domains-based approach to meeting social, emotional and mental health needs.
Support for Learning
, 34
(2)
pp. 179-192.
10.1111/1467-9604.12247.
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Radford, J;
Blatchford, P;
Webster, R;
(2011)
Opening up and closing down: How teachers and TAs manage turn-taking, topic and repair in mathematics lessons.
Learning and Instruction
, 21
(5)
pp. 625-635.
10.1016/j.learninstruc.2011.01.004.
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Radford, J;
Bosanquet, P;
Webster, R;
Blatchford, P;
(2015)
Scaffolding learning for independence: Clarifying teacher and teaching assistant roles for children with special educational needs.
Learning and Instruction
, 36
pp. 1-10.
10.1016/j.learninstruc.2014.10.005.
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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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Webster, R;
de Boer, A;
(2021)
Teaching assistants: their role in the inclusion, education and achievement of pupils with special educational needs.
European Journal of Special Needs Education: Special Issue of Teaching Assistants
, 36
(2)
pp. 163-167.
10.1080/08856257.2021.1901369.
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Webster, R;
de Boer, A;
(2021)
Where next for research on teaching assistants: the case for an international response.
European Journal of Special Needs Education
, 36
(2)
pp. 294-305.
10.1080/08856257.2021.1901368.
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Webster, R;
(2019)
A Blueprint for Evidence-Based Practice? Assessing the Warnock Inquiry's Proposals for Research and Development in Special Education 40 Years On.
Frontiers in Education
, 4
, Article 17. 10.3389/feduc.2019.00017.
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Webster, R;
(2019)
Leading without limits: The role of school culture in implementing evidence-based practices.
Impact
, 2019
(5)
pp. 6-9.
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Webster, R;
De Boer, A;
(2019)
Teaching assistants: their role in the inclusion, education and achievement of pupils with special educational needs.
European Journal of Special Needs Education
, 34
(3)
pp. 404-407.
10.1080/08856257.2019.1615746.
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Webster, RE;
Blatchford, P;
(2019)
Making sense of ‘teaching’, ‘support’ and ‘differentiation’: the educational experiences of pupils with Education, Health and Care Plans and Statements in mainstream secondary schools.
European Journal of Special Needs Education
, 34
(1)
pp. 98-113.
10.1080/08856257.2018.1458474.
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Book
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Bosanquet, P;
Radford, J;
Webster, R;
(2015)
The Teaching Assistant’s Guide to Effective Interaction How to maximise your practice.
[Book].
Routledge: Abingdon, UK.
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Webster, R;
Russell, A;
Blatchford, P;
(2015)
Maximising the Impact of Teaching Assistants: Guidance for School Leaders and Teachers.
[Book].
(2nd ed.).
Routledge: Abingdon, UK.
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Book chapter
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Webster, R;
Bosanquet, P;
Blatchford, P;
(2020)
Preparing Teaching Assistants for Including All Learners.
In:
Education.
Oxford University Press: Oxford, UK.
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Webster, Rob;
Blatchford, Peter;
(2012)
Supporting learning?: How effective are teaching assistants?
In: Adey, P and Dillon, J, (eds.)
Bad Education Debunking Myths in Education.
(pp. 77-92).
McGraw-Hill Education (UK): London, UK.
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Webster, RE;
Blatchford, P;
(2013)
The impact of teaching assistants on pupils.
In: Hattie, J and Anderman, E, (eds.)
International Guide to Student Achievement.
Routledge
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Report
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Blatchford, P;
Bassett, P;
Brown, P;
Martin, C;
Russell, A;
Webster, R;
(2009)
Research Brief: Deployment and Impact of Support Staff project.
(Research Brief
DCSF-RB1
).
Department for Children, Schools and Families: London, UK.
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Blatchford, P;
Webster, R;
Russell, A;
(2012)
Challenging the Role and Deployment of Teaching Assistants in Mainstream Schools: The Impact on Schools: Final Report on the Effective Deployment of Teaching Assistants (EDTA) project (https://www.ucl.ac.uk/ioe/, Trans.).
UCL Institute of Education: London, UK.
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Brackenbury, G;
Carroll, C;
Cameron, C;
Herbert, E;
Roberts, A;
Brown, K;
Elliott, K;
+ view all
(2017)
Promoting the achievement of looked after children and young people in the London Borough of Hounslow.
(Promoting the Achievement of Looked After Children (PALAC)
).
UCL Institute of Education: London, UK.
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Carroll, C;
Brackenbury, G;
Herbert, E;
Lee, F;
Roberts, A;
Cameron, C;
Freitag, S;
+ view all
(2018)
Promoting the achievement in schools of children and young people in care.
(Promoting the Achievement of Looked After Children (PALAC)
).
UCL Institute of Education: London, UK.
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London Leadership Strategy;
(2019)
Teaching Assistants Deployment: Review Guide.
UCL Institute of Education: London, UK.
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Moss, G;
Webster, R;
Bradbury, A;
Harmey, S;
(2021)
UNSUNG HEROES: The role of teaching assistants and classroom assistants in keeping schools functioning during lockdown.
International Literacy Centre, UCL Institute of Education: London, UK.
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Roberts, A;
Bradley, K;
(2021)
Back on Track: Guidance for schools and families on supporting pupils with SEND in response to Covid-19.
UCL Centre for Inclusive Education: London, UK.
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Roberts, A;
O'Brien, T;
Guiney, D;
Stallard, J;
Supporting Wellbeing, Emotional Resilience and Learning (SWERL).
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Sharples, J;
Blatchford, P;
Webster, R;
(2016)
Making best use of teaching assistants.
EEF (Education Endowment Foundation): London.
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Skipp, A;
Hopwood, V;
Tyers, C;
Webster, R;
Staunton, R;
(2021)
Special schools’ and colleges’ experiences of the Covid-19 pandemic in May 2021: What they need now.
Nuffield Foundation
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Skipp, A;
Hopwood, V;
Webster, R;
Julius, J;
McLean, D;
(2021)
Special education in lockdown: The experiences of school and college providers and families of pupils with Education, Health and Care Plans (EHCPs).
Nuffield Foundation
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Skipp, A;
Hopwood, V;
Webster, R;
Julius, J;
McLean, D;
(2021)
Special education during lockdown: Providers' and parents' experiences. Research summary.
Nuffield Foundation
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Tutt, R;
Wedell, K;
Roberts, A;
What is Knowledge Exchange and why should we care? UCL Centre for Inclusive Education Fellows Proceedings Paper.
IOE, UCL's Faculty of Education and Society: London, UK.
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UCL Centre for Inclusive Education;
(2019)
Whole School SEND Index: an analysis of SEND data nationally and by RSC region.
Whole School SEND
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Wall, K;
Van Herwegen, J;
Shaw, A;
Russell, A;
Roberts, A;
(2019)
A Study of the Drivers, Demand and Supply for Special Educational Needs and/or Disabilities (SEND)-Related Continuing Professional Development (CPD) for School Staff.
UCL Institute of Education: London, UK.
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Webster, R;
Blatchford, P;
(2017)
The Special Educational Needs in Secondary Education (SENSE) study: Final Report: A study of the teaching and support experienced by pupils with Statements and Education, Health and Care Plans in mainstream and special schools.
UCL Institute of Education: London, UK.
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Webster, R;
Blatchford, P;
(2013)
The Making a Statement project: Final Report: A study of the teaching and support experienced by pupils with a statement of special educational needs in mainstream primary schools.
UCL Institute of Education: London, UK.
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Thesis
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Roberts, Amelia;
(2010)
Embedding thinking skills in professional practice: can teachers' utilisation of CPD opportunities be explained by a meta-activity framework?
Doctoral thesis (Ph.D), Institute of Education, University of London.
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