Teachers and Assistants Working Together

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Open University Press, 2005 - Education - 187 pages
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"Few areas of education can equal the growth rate of that for teaching assistants over the past seven years, doubling to more than 133,000 in England between 1997 to 2004. TAs are vital in the development of inclusive education, yet their status, pay, conditions, qualifications and their relationship with classroom teachers are all of deep concern in the majority of cases. This excellent, practical book is a welcome and much-needed authoritative study of the all important relationship between TA and teacher."--Mark Vaughan OBE, Founder and Co-Director, Centre for Studies on Inclusive Education. "This is an excellent book, founded in action research that enables it to go beyond the "seat-of-the-pants" methodology that informs much material on TA/teacher partnerships."--"TES". This book is for teachers and teaching assistants seeking to improve the ways in which they work together to meet the needs of children in their classes. It outlines the thinking behind the employment of teaching assistants in the classroom and spells out some of the teamworking opportunities and problems that can arise.; Drawing on original research, it explores ways in which teachers and teaching assistants can work together to support children's learning and examines different models of working together. This unique book provides: highly effective models for working together, tried and tested in schools; and, a practical section with activities, hand-outs and photocopiable resources that teachers can use to develop these models in their own schools. This is a key text for classroom teachers, teaching assistants, trainee teachers and postgraduate education students, and those studying for foundation degrees for teaching assistants. It is also of use to parents, headteachers, educational psychologists, and other support personnel.

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Contents

Introduction
3
The Rise of the Teaching Assistant
9
TeacherTA Partnership Working
22
Copyright

9 other sections not shown

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About the author (2005)

Gary Thomas took up the post of chair in education at Birmingham in 2005. Before university teaching, he worked as a teacher and as an educational psychologist. In higher education at the University of Leeds, at Oxford Brookes University, UWE and University College London his teaching and research have focused on inclusion, special education, and research methodology in education. He has received awards from the ESRC, the Nuffield Foundation, the Leverhulme Trust, the DfES, Barnardos, the Cadmean Trust, local authorities and a range of other organisations. Most of his funded research has been on inclusive or special education, though his Leverhulme Research Fellowship was awarded to examine the role of theory in education. He currently leads an ESRC thematic seminar competition in the Teaching and Learning Research Programme on the assessment of quality in educational research. He is the founding co-editor of a Taylor & Francis Carfax journal, the International Journal of Research and Method in Education and he is an editorial board member of the British Educational Research Journal.

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