Browse by UCL people
Group by: Type | Date
Number of items: 5.
Article
Bosanquet, P;
Radford, J;
(2019)
Teaching assistant and pupil interactions: The role of repair and topic management in scaffolding learning.
British Journal of Educational Psychology
, 89
(1)
pp. 177-190.
10.1111/bjep.12231.
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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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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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Book chapter
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Bosanquet, P;
Durning, A;
(2022)
Maximising the work of teaching assistants: building an inclusive community of research-led practice.
In: Black-Hawkins, K and Grinham-Smith, A, (eds.)
Expanding Possibilities for Inclusive Learning.
(pp. 125-140).
Routledge: London, UK.
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