Teacher assistants in inclusive schools

By M. Giangreco, Mary Beth Doyle. 2007

117 citations recorded by the source corpus.

Subfields: Education, Safety Research

View Paper: https://www.semanticscholar.org/paper/3b9b70890350a02a548d73ed4f5e506c930e9106

How researchers see this paper

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

In Education

1. P. Brown
2. P. Bassett
3. P. Blatchford
4. A. Russell
5. Clare Martin
6. E. Carter
7. R. Webster
8. Lynn G. Sisco

In Safety Research

1. E. Carter
2. Lynn G. Sisco
3. Stacia L. Pleasants
4. M. Fisher
5. P. Blatchford
6. P. Brown
7. P. Farrell
8. P. Bassett

Citations in the corpus

• The impact of support staff on pupils’ ‘positive approaches to learning’ and their academic progress (2011, background): “…relation to inclusion and supporting pupils with SEN (in the UK, Moran & Abbott, 2002; Mistry et al., 2004; in the USA, Giangreco et al., 1997, 2005; Giangreco & Doyle, 2007); characteristics of support staff, in terms of gender, ethnicity, class and qualifications (Teeman et al., 2008); and the…”
• The impact of teaching assistants on improving pupils’ academic achievement in mainstream schools: a review of the literature (2010, background): “More recently Giangrecco and Doyle (2007) reiterate their concerns about the failure of TA support to bring about improved learning and participation, reflecting the need for further systematic reviews of the literature in this area.”
• Roles, Responsibilities, and Concerns of Paraeducators (2012, background): “The growing number of paraeducators calls for careful and ongoing assessment and evaluation of the effectiveness of this manner of “intervention” as has been recommended by Giangreco and his colleagues (Giangreco & Broer, 2005; Giangreco & Doyle, 2007).”
• The effect of support staff on pupil engagement and individual attention (2009, background): “Giangreco and Doyle ( 2007 , 432) state that studies to date offer ‘limited guidance to policymakers and practitioners’, as they provide ‘only the most basic descriptive findings … virtually devoid of efficacy data’.”
• Peer Supports as an Alternative to Individually Assigned Paraprofessionals in Inclusive High School Classrooms (2007, background): “Such one-to-one support arrangements have emerged as a Bcommon practice[ and the primary means for including students with severe disabilities at the secondary level (Giangreco & Doyle, 2007).”