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Trent, John – Educational Research, 2014
Background: In the past decade, educational settings worldwide have experienced a significant increase in the number of school-based teaching assistants (TAs). The deployment of these TAs has been accompanied by reports of confusion and uncertainty about their roles and responsibilities within schools. While the need to reframe the role and…
Descriptors: Foreign Countries, Teacher Aides, Professional Identity, English (Second Language)
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Webster, Rob; Blatchford, Peter; Russell, Anthony – School Leadership & Management, 2013
Following research on the negative impact of support from teaching assistants (TAs) on pupils' academic progress, there was a clear need for schools to fundamentally reassess the way they use TAs. This article reports on findings from a collaborative project aimed at developing and evaluating alternative strategies to using TAs. Practitioner-led…
Descriptors: Academic Achievement, Students, Teaching Methods, Educational Change
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Morgan, Jill; Ashbaker, Betty Y. – Journal of Staff Development, 2011
Teachers in the United Kingdom (UK) are often supported in the classroom by teaching assistants (TAs)--paraprofessionals whose roles have changed significantly in the last several years. The 2003 National Agreement: Raising Standards and Tackling Workload, known as the workforce remodeling initiative, was designed to raise standards in schools in…
Descriptors: Foreign Countries, Teachers, Teacher Aides, Role
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Lyons, Wanda E. – Canadian Journal of Action Research, 2012
This participatory action research study engaged classroom teachers, special education teachers, teacher assistants, and a principal in examining and resolving role issues within inclusive classrooms. Analysis of data from multiple sources revealed three predominant findings: (a) when teachers were confronted with role problems, they identified an…
Descriptors: Educational Strategies, Action Research, Participatory Research, Special Education Teachers
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Rutherford, Gill – International Journal of Inclusive Education, 2012
Disabled students' entry to the (compulsory) education system in New Zealand is often conditional upon the presence of untrained teacher aides, who are frequently regarded as the "solution to inclusion". This widespread practice has occurred within a research and policy void, despite the growing body of international research literature…
Descriptors: Social Justice, Teacher Aides, Student Attitudes, Disabilities
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Stephenson, Jennifer; Carter, Mark – International Journal of Special Education, 2014
Although teacher aides are often employed in schools to provide support for students with disabilities and special education needs, there is limited Australian research on their work and employer expectations. This article provides an analysis of advertisements for teacher aide positions, and compares the content of advertisements with role…
Descriptors: Foreign Countries, Teacher Aides, Occupational Information, Staff Role
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Symes, Wendy; Humphrey, Neil – British Journal of Special Education, 2011
Growing numbers of pupils with autistic spectrum disorders (ASD) are attending mainstream schools, and increasing numbers of additional staff are being deployed to support them. Recent research has cast doubt on the effectiveness of this support, by highlighting issues relating to deployment and training, and to relationships with class teachers.…
Descriptors: Foreign Countries, Teacher Aides, Inclusion, Autism
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Bignold, Wendy; Barbera, Jackie – Professional Development in Education, 2012
Teaching assistants are often the constant adult in classrooms in England today and find themselves working closely with student-teachers. This paper explores the role of teaching assistants in the training and assessment of primary initial teacher education students and considers their continuing professional development (CPD) needs in relation…
Descriptors: Preservice Teacher Education, Foreign Countries, Professional Development, Teacher Aides
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Bullough, Robert V., Jr.; Hall-Kenyon, Kendra M.; MacKay, Kathryn Lake – Early Childhood Education Journal, 2012
Surprisingly little is known about Head Start teachers; who teaches, why they teach, and how they think and feel about their work. To begin to address these issues, a survey was developed and distributed to Head Start teachers, assistant teachers, and aides in one three-county program to examine their motivation and well-being. Follow-up…
Descriptors: Preschool Teachers, Teacher Aides, Teacher Attitudes, Well Being
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Curby, Timothy W.; Boyer, Caroline; Edwards, Taylor; Chavez, Catharine – Early Education and Development, 2012
Research Findings: The purpose of the present study is to examine the degree to which assistant and lead teachers work together in Head Start classrooms in 3 domains: emotional support, classroom organization, and instructional support. Pairs of lead and assistant teachers from 14 Head Start classrooms were simultaneously observed for 1 morning to…
Descriptors: Teacher Aides, Comparative Analysis, Preschool Teachers, Federal Programs
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Balshaw, Maggie – European Journal of Special Needs Education, 2010
A closer look at the dynamics of school organisation, culture and ethos in respect to the support and management of teaching assistants (TAs) can help to develop more effective ways of using their energy, skills and talent. Focusing on the UK System, this author has found promising practices that can be built on. Where schools have begun to look…
Descriptors: Teacher Aides, Foreign Countries, Professional Development, Job Placement
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Webster, Rob – Educational Psychology in Practice, 2014
In this article, the author reflects on findings from research on the role and impact of teaching assistants and experience of working as a special educational needs (SEN) officer. Research evidence suggests the reliance on teaching assistants to include pupils with Statements of SEN in mainstream settings masks a collective, though unintentional,…
Descriptors: Role Perception, Evidence, Educational Practices, Inclusion
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Gates, Zaynab; Román, Diego X.; del Rosal, Karla – Bilingual Research Journal, 2016
Utilizing Ruiz's (1984, 1995) language orientation and language policy work, this ethnographic study compared two intercultural bilingual education (IBE) schools located in two Wichí-Weenhayek communities on both sides of the Argentinean-Bolivian border. We examined Wichí-Weenhayek and non-Indigenous teachers' profiles, teacher-student…
Descriptors: Foreign Countries, Geographic Regions, Educational Policy, Language Planning
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Batistic Zorec, Marcela; Hocevar, Andreja – Center for Educational Policy Studies Journal, 2012
The present article examines the changes in Slovene preschools subsequent to Slovenia's independence in 1991. In the socialist period, the national education programme for preschools was highly structured, goal and content-oriented and subject to schoolization. The Curriculum for Preschools (1999) brought conceptual changes towards education…
Descriptors: Foreign Countries, Preschool Education, Educational Planning, Educational Change
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Stamopoulos, Elizabeth – Australasian Journal of Early Childhood, 2012
Rapid changes in Australian education have intensified the role of early childhood leaders and led to unprecedented challenges. The Australian Curriculum (ACARA, 2011), mandated Australian "National Quality Framework" (NQF) for Early Childhood Education & Care (DEEWR, 2010b) and the "National Early Years Learning Framework"…
Descriptors: Early Childhood Education, Leadership, Models, Educational Change
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