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The impact of support staff on pupils’ ‘positive approaches to learning’ and their academic progress

Blatchford, Peter and Bassett, Paul and Brown, Penelope and Martin, Clare and Russell, Anthony and Webster, Robert (2011) The impact of support staff on pupils’ ‘positive approaches to learning’ and their academic progress. British Educational Research Journal, 37 (3). pp. 443-464. ISSN 0141-1926. DOI UNSPECIFIED

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Item Type: Article
Additional Information: Ground breaking, significant paper already having impact on policy in UK and overseas Large scale longitudinal study funded by UK Governments. Largest international study yet, which for first time provides systematic evidence on impact of Teaching Assistants (TAs) on pupils’ academic progress. Provocative findings show pupils receiving most support make less progress, even controlling for factors connected to getting more support, like prior attainment and level of SEN. Sophisticated multi level regression analyses used.
Divisions: IOE Departments > Departments > Psychology and Human Development
Depositing User: Atira Pure
Date Deposited: 26 Sep 2013 10:55
Last Modified: 29 Jan 2015 08:46
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