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Wigford, Angie; Higgins, Andrea – Educational & Child Psychology, 2019
Aim(s): This study explored the perceptions of wellbeing of teachers and teaching assistants who work within the international school sector. Method: A mixed methods approach provided quantitative and qualitative data. An online questionnaire was completed by 1065 staff in international schools from 72 countries worldwide. Data was summarised to…
Descriptors: Well Being, International Schools, Teacher Aides, Teacher Attitudes
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Cassim, Nabeelah; Moen, Melanie – South African Journal of Education, 2020
Grade 1 learners in South Africa are not receiving the quality education they deserve. Early Childhood Education forms the basis of all education; however, numerous challenges in the South African education system impede the teaching and learning of young children. In this article we investigate Grade 1 teachers' responsibilities in the class and…
Descriptors: Foreign Countries, Teacher Aides, Grade 1, Elementary School Students
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Mowrey, Sascha C.; King, Elizabeth K. – Early Education and Development, 2019
Research Findings: The current study explored the patterns of collaboration among early childhood educators in order to understand the extent to which collaborations exist for practitioners, either formally or informally, within and across public preschool, Head Start, and child care sectors in a community and the extent to which work environment…
Descriptors: Preschool Teachers, Public School Teachers, Teacher Collaboration, Federal Programs
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See, Beng Huat; Morris, Rebecca; Gorard, Stephen; Siddiqui, Nadia – Educational Research and Evaluation, 2019
This paper presents the findings of a 1-year efficacy trial of Maths Counts (MC), an intensive, individualised programme delivered by trained teaching assistants. The programme was delivered 3 times a week over 10 weeks. The sample included 291 Year 3 to Year 6 pupils (age 7 to 11) from 35 primary schools in England. Pupils were individually…
Descriptors: Foreign Countries, Mathematics Instruction, Teacher Aides, Teaching Methods
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Carneiro, Alexandra; Dias, Pedro; Pinto, Raquel; Baião, Rita; Mesquita, Ana; Soares, Isabel – Journal of Psychoeducational Assessment, 2019
The present study aimed to identify predictors of agreement and disagreement concerning emotional and behavioral problems reported by the mothers and teachers of preschool-aged children. Participants included 172 (89 boys) children, their mothers, and their preschool teachers. Mothers were asked to complete the Child Behavior Checklist for Ages…
Descriptors: Emotional Problems, Behavior Problems, Mothers, Preschool Teachers
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Maher, Anthony John; Vickerman, Philip – Journal of Research in Special Educational Needs, 2018
One outcome of England's Code of Practice' (DfE, 1994) was an increase, first, in the number of learning support assistants (LSAs) working in mainstream schools and, second, the establishment of the role of special educational needs co-ordinator (SENCO). Semi-structured interviews were conducted with SENCOs and LSAs to explore: (i) why they chose…
Descriptors: Special Education, Special Needs Students, Foreign Countries, Social Justice
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Sharples, Jonathan; Webster, Rob; Blatchford, Peter – Education Endowment Foundation, 2018
While the number of teachers in mainstream schools in England has remained relatively steady over the last decade or so, the number of full-time equivalent TAs has more than trebled since 2000: from 79,000 to 243,700. Teaching assistants comprise over a quarter of the workforce in mainstream schools in England: 35% of the primary workforce, and…
Descriptors: Foreign Countries, Elementary Secondary Education, Teacher Aides, Preschool Education
TNTP, 2021
Unfortunately, Arkansas has faced a massive shortage of certified teachers for decades. Statewide, 4 percent of public school teachers are uncertified, with another 3 percent teaching out of field. In many districts, the percentage of uncertified is much higher: as high as 56 percent in the Helena-West Helena School District, and 52 percent in the…
Descriptors: Teacher Shortage, Teacher Supply and Demand, Geographic Regions, Minority Group Students
Karge, Belinda Dunnick – Solution Tree, 2022
This is your comprehensive resource on providing effective special education services in your school. Written for current and aspiring administrators and teacher leaders, the book offers action items, case studies, and reproducible tools to help you stay in front of special education law, know and support your learning services team, and ensure…
Descriptors: Inclusion, Students with Disabilities, Multi Tiered Systems of Support, Guides
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Zakai-Mashiach, Mati; Ziv, Margalit; Dromi, Esther – European Early Childhood Education Research Journal, 2017
This study examined the Theory of Mind (ToM) abilities of typically developing preschoolers in three age groups: three- to four-, four- to five- and five- to six-years-old (n = 110), who differed in their spontaneous social interest toward included children with autism spectrum disorder (ASD). Social interest was assessed by administering a…
Descriptors: Preschool Children, Theory of Mind, Age Differences, Autism
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Black, Felicia V. – Contemporary Issues in Early Childhood, 2018
Quality professional development for a diverse early education and care workforce has been a priority in policy reform agendas. This issue points to the need to address quality professional development for this particular workforce, across varied childcare settings, which takes into consideration the complex experiences and intersecting social…
Descriptors: Early Childhood Education, Faculty Development, Case Studies, Child Care Centers
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Page, Angela; Ferrett, Renee – International Education Journal: Comparative Perspectives, 2018
The human rights issue of inclusion in education has been the focus of numerous legislative and policy documents around the world. The right of a student with additional needs to access their local school and participate in mainstream classrooms has been mandated for numerous years across many nations. Increasing numbers of students with…
Descriptors: Autism, Pervasive Developmental Disorders, Inclusion, Teacher Aides
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Tristan Middleton – International Journal of Nurture in Education, 2018
This paper presents the results of a small-scale research project to identify the impact of working in a nurture group setting on two teaching assistants in an English primary school. This research uses a narrative inquiry approach to provide rich data from the stories through which the practitioners interpret, and make sense of, significant…
Descriptors: Foreign Countries, Teacher Aides, Special Needs Students, Social Emotional Learning
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Gokbulut, Ozlem Dagli; Akcamete, Gonul; Güneyli, Ahmet – International Journal of Education and Practice, 2020
This study was conducted on three students with special education needs and their 16 non-disabled classmates in the 2nd year of an elementary school in Cyprus where inclusive education is offered to them and their parents. In the mentioned inclusive education setting, student and parent opinions with regard to the effectiveness of reading…
Descriptors: Team Teaching, Inclusion, Reading Skills, Instructional Effectiveness
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Sembiante, Sabrina F.; Yeomans-Maldonado, Gloria; Johanson, Megan; Justice, Laura – Early Education and Development, 2023
Research Findings: We examined the amount of preschool lead/assistant teachers' English/Spanish language use and relations between quality of teacher-child interactions, and Dual Language Learners' (DLLs) English/Spanish bilingual vocabulary in 31 English-medium Head Start classrooms. Measures in this study included (a) children's conceptual…
Descriptors: Classroom Communication, Bilingualism, Bilingual Teachers, Teacher Student Relationship
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