The effect of support staff on pupil engagement and individual attention

By P. Blatchford, P. Bassett, P. Brown, R. Webster. 2009

119 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/0ac78009ccb5241eefc17149dbf994926abc3e79

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. Christine Rubie-Davies
2. P. Blatchford
3. P. Bassett
4. P. Brown

In Education

1. P. Brown
2. P. Bassett
3. P. Blatchford
4. A. Russell
5. Clare Martin
6. R. Webster
7. Christine Rubie-Davies
8. E. Baines

Citations in the corpus

• Inclusive classrooms in Italy and England: the role of support teachers and teaching assistants (2012, background): “…and human resources are made available and distributed (Wiebe-Berry 2008); the limitations and/or purpose of deploying additional adults (Blatchford et al. 2009a; Farrell et al. 2010; Webster et al. 2010); and the fairness of their deployment, employment and training opportunities…”
• Enhancing learning? A comparison of teacher and teaching assistant interactions with pupils (2010, background): “The 5-year Deployment and Impact of Support Staff (DISS) Project found that, far from supporting the teacher with low-level administrative duties (which was once the mainstay of their work), the bulk of TAs' work now involves direct pedagogical interactions with pupils (Blatchford, Bassett, Brown, &”
• The impact of support staff on pupils’ ‘positive approaches to learning’ and their academic progress (2011, methodology): “Elsewhere (Blatchford et al., 2009a; Webster et al., 2010b) the concept of the ‘wider pedagogical role’ (WPR) of support staff has been developed both to summarise other findings from the project and also to suggest possible explanations for the results on academic progress.”