Teacher Aides and Students’ Academic Achievement

By S. B. Gerber, J. Finn, C. Achilles, J. Boyd-Zaharias. 2001

143 citations recorded by the source corpus.

Subfields: Education

View Paper: https://www.semanticscholar.org/paper/efb4448c80e0f09481c4149b35d0457748f2ea70

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. D. Muijs
2. D. Reynolds
3. E. Carter
4. P. Farrell
5. C. Kennedy
6. W. Tunmer
7. W. van de Grift
8. Matthew E. Brock

Citations in the corpus

• Full-Day and Half-Day Kindergarten in the United States (2004, background): “However, Gerber et al. (2001) showed the presence of classroom aides has only a very small positive association with reading achievement in the primary grades.”
• Explicit instruction in phonemic awareness and phonemically based decoding skills as an intervention strategy for struggling readers in whole language classrooms (2008, background): “This situation is similar to what has occurred in the United States, where many teacher aides are assigned instructional responsibilities for which they are ill-prepared ( Gerber, Finn, Achilles, & Boyd-Zaharias, 2001 ).”
• Effects of Peer Support Interventions on Students' Access to the General Curriculum and Social Interactions (2005, unknown): “Specifically, over-reliance on paraprofessionals may (a) limit students’ social interactions with their classmates (Hemmingsson, Borell, & Gustavsson, 2003; Marks, Schrader, & Levine, 1999), (b) hinder student achievement ( Gerber, Finn, Achilles, & Boyd-Zaharias, 2001 ), (c) stigmatize students (Br”
• Promoting Access to the General Curriculum Using Peer Support Strategies (2006, background): “Although these studies collectively suggest that peer support strategies offer potential benefits for all participating students, they appear to be especially promising for students judged to be at-risk for course or school failure. Several factors may account for improvements in academic outcomes. ”
• Enhancing learning? A comparison of teacher and teaching assistant interactions with pupils (2010, unknown): “However, the DISS project (Blatchford, Bassett, Brown, Koutsoubou, et al, 2009), as well as other studies (Gerber, Finn, Achilles, & Boyd-Zaharias, 2001 ; Klassen, 2001 ; Muijs & Reynolds, 2003 ), have not found that TAs have a positive effect on pupils' educational progress.”
• The impact of teaching assistants on improving pupils’ academic achievement in mainstream schools: a review of the literature (2010, background): “There were four non-targeted intervention studies that were included in the EPPI review (Frelow, Charry, and Freilich 1974; Loos, Williams, and Bailey 1977; Blatchford et al. 2001; Gerber et al. 2001).”
• The effectiveness of the use of learning support assistants in improving the mathematics achievement of low achieving pupils in primary school (2003, background): “…and the USA, such as improving pupil achievement, encouraging pro-social behaviour, helping classroom management, helping specific categories of pupils such as low achieving pupils and pupils with special needs, fostering parental involvement and improving pupils’ self-esteem (Gerber et al., 2001).”