Teaching assistants and pupils' academic and social engagement in mainstream schools: insights from systematic literature reviews
The last twenty years have seen a huge expansion in the additional adults working in classrooms in the UK, USA, and other countries. This paper presents the findings of a series of systematic literature reviews about teaching assistants (TAs). The first two reviews focused on stakeholder perceptions...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
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Centre for Resilience & Socio-Emotional Health
2009-11-01
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| Series: | International Journal of Emotional Education |
| Subjects: | |
| Online Access: | http://www.um.edu.mt/__data/assets/pdf_file/0017/183221/ENSECV1I2P5.pdf |
| _version_ | 1797963235426566144 |
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| author | Wasyl Cajkler Geoff Tennant |
| author_facet | Wasyl Cajkler Geoff Tennant |
| author_sort | Wasyl Cajkler |
| collection | DOAJ |
| description | The last twenty years have seen a huge expansion in the additional adults working in classrooms in the UK, USA, and other countries. This paper presents the findings of a series of systematic literature reviews about teaching assistants (TAs). The first two reviews focused on stakeholder perceptions of TAs' contributions to academic and social engagement, namely the perceptions of pupils, teachers, TAs, headteachers and parents on four principal contributions that teaching assistants contribute to: pupils' academic and socio-academic engagement; inclusion; maintenance of stakeholder relations; and support for the teacher. The third review explored training of TAs. Against a background of patchy training provision both in the UK and the USA, strong claims are made for the benefits to TAs of training provided, particularly in building confidence and skills. The conclusions include implications for further training and the need for further research to gain an in-depth understanding of the way TAs engage with children. |
| first_indexed | 2024-04-11T01:26:18Z |
| format | Article |
| id | doaj.art-9c52145741784214a5ed5973949a6785 |
| institution | Directory Open Access Journal |
| issn | 2073-7629 |
| language | English |
| last_indexed | 2024-04-11T01:26:18Z |
| publishDate | 2009-11-01 |
| publisher | Centre for Resilience & Socio-Emotional Health |
| record_format | Article |
| series | International Journal of Emotional Education |
| spelling | doaj.art-9c52145741784214a5ed5973949a67852023-01-03T10:23:32ZengCentre for Resilience & Socio-Emotional HealthInternational Journal of Emotional Education2073-76292009-11-01127190Teaching assistants and pupils' academic and social engagement in mainstream schools: insights from systematic literature reviewsWasyl CajklerGeoff TennantThe last twenty years have seen a huge expansion in the additional adults working in classrooms in the UK, USA, and other countries. This paper presents the findings of a series of systematic literature reviews about teaching assistants (TAs). The first two reviews focused on stakeholder perceptions of TAs' contributions to academic and social engagement, namely the perceptions of pupils, teachers, TAs, headteachers and parents on four principal contributions that teaching assistants contribute to: pupils' academic and socio-academic engagement; inclusion; maintenance of stakeholder relations; and support for the teacher. The third review explored training of TAs. Against a background of patchy training provision both in the UK and the USA, strong claims are made for the benefits to TAs of training provided, particularly in building confidence and skills. The conclusions include implications for further training and the need for further research to gain an in-depth understanding of the way TAs engage with children.http://www.um.edu.mt/__data/assets/pdf_file/0017/183221/ENSECV1I2P5.pdfrespondingdiversitysocial and emotional learningpoliciespractices |
| spellingShingle | Wasyl Cajkler Geoff Tennant Teaching assistants and pupils' academic and social engagement in mainstream schools: insights from systematic literature reviews International Journal of Emotional Education responding diversity social and emotional learning policies practices |
| title | Teaching assistants and pupils' academic and social engagement in mainstream schools: insights from systematic literature reviews |
| title_full | Teaching assistants and pupils' academic and social engagement in mainstream schools: insights from systematic literature reviews |
| title_fullStr | Teaching assistants and pupils' academic and social engagement in mainstream schools: insights from systematic literature reviews |
| title_full_unstemmed | Teaching assistants and pupils' academic and social engagement in mainstream schools: insights from systematic literature reviews |
| title_short | Teaching assistants and pupils' academic and social engagement in mainstream schools: insights from systematic literature reviews |
| title_sort | teaching assistants and pupils academic and social engagement in mainstream schools insights from systematic literature reviews |
| topic | responding diversity social and emotional learning policies practices |
| url | http://www.um.edu.mt/__data/assets/pdf_file/0017/183221/ENSECV1I2P5.pdf |
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