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ERIC Number: EJ1028581
Record Type: Journal
Publication Date: 2014
Pages: 11
Abstractor: As Provided
Reference Count: 12
ISBN: N/A
ISSN: ISSN-0266-7363
A Complete Circuit: The Role of Communication between Class Teachers and Support Staff and the Planning of Effective Learning Opportunities
Docherty, Rebecca
Educational Psychology in Practice, v30 n2 p181-191 2014
Interpretative Phenomenological Analysis was used to explore how support staff make sense of their experiences of assisting children with additional support needs in mainstream classes. Focussed and productive communication with the class teacher was perceived as being crucial to effective practice. A conclusion of this study is that absence of communication relating to pedagogy and pupil need between class teachers and support staff prevents effective planning on the part of the teacher and effective support practices on the part of the additional supporting adult.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A