The impact of teaching assistants on improving pupils’ academic achievement in mainstream schools: a review of the literature

By P. Farrell, A. Alborz, A. Howes, D. Pearson. 2010

119 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Safety Research

View Paper: https://www.semanticscholar.org/paper/c1c92624c1eb4b1c9cafa9272df176482f7fdf4c

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. P. Blatchford
2. N. Humphrey
3. W. Symes

In Education

1. A. Russell
2. W. Symes
3. R. Webster
4. P. Blatchford
5. N. Humphrey
6. P. Bassett
7. P. Brown
8. Clare Martin

In Safety Research

1. N. Humphrey
2. P. Blatchford
3. R. Webster
4. W. Symes

Citations in the corpus

• School factors that facilitate or hinder the ability of teaching assistants to effectively support pupils with autism spectrum disorders (ASDs) in mainstream secondary schools (2011, background): “Although there are a number of reviews evaluating the impact of TAs in primary, secondary and special school settings, there has been little research exploring the experiences of TAs of pupils with SEN, and of those that do exist, only a handful explore the support of pupils with ASD (Farrell et al.”
• Inclusive classrooms in Italy and England: the role of support teachers and teaching assistants (2012, background): “…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 (Cajkler et al. 2007; Devecchi…”
• Challenging and changing how schools use teaching assistants: findings from the Effective Deployment of Teaching Assistants project (2013, background): “However, delivering interventions accounts for around 30 40 minutes of the TAs’ day (Blatchford, Russell, and Webster 2012; Farrell et al. 2010), which leads to questions about what TAs do for the rest of the day, and what impact it has.”