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ERIC Number: EJ910748
Record Type: Journal
Publication Date: 2010-Dec
Pages: 21
Abstractor: As Provided
Reference Count: 51
ISSN: ISSN-0924-3453
Enhancing Learning? A Comparison of Teacher and Teaching Assistant Interactions with Pupils
Rubie-Davies, Christine M.; Blatchford, Peter; Webster, Rob; Koutsoubou, Maria; Bassett, Paul
School Effectiveness and School Improvement, v21 n4 p429-449 Dec 2010
In many countries, teaching assistants are working in schools in increasing numbers. While they formerly supported teachers by completing low-level administrative tasks, they are increasingly playing a pedagogical role and working directly with pupils, particularly those with special educational needs. However, little is known about the quality of the support that teaching assistants provide to these pupils. This paper systematically examines differences in the types and quality of interactions teaching assistants have with pupils compared with the interactions of teachers in the same classrooms. Differences were found, particularly in relation to the development of pupil thinking, and examples of the differential interactions are provided in the paper. Recommendations are made related to the need to examine existing models of teaching effectiveness to take account of the role of teaching assistants in classrooms and the role of teachers managing teaching assistants. (Contains 1 table and 1 note.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom