
Evidencia
Definición
Teaching assistants (also known as TAs or classroom support assistants) are adults who support teachers in the classroom. Teaching assistants’ duties can vary widely from school to school, ranging from providing administrative and classroom support to providing targeted academic support to individual pupils or small groups.
Search terms: support staff; adult support staff; teaching assistants; associate staff; classroom assistants; auxiliary teachers; teachers’ aide; education paraprofessional
Puntuación de la evidencia
A number of systematic reviews of the impact of support staff in schools have been conducted. However, there are no meta-analyses specifically looking at the impact of TAs on learning. Overall the evidence is limited.
Información coste adicional
The average cost of employing a teaching assistant, including salary and on-costs, is estimated at about £18,000. Overall, costs are estimated as high.
Remitentes
1 - Alborz, A., Pearson, D., Farrell, P., Howes, A.
The impact of adult support staff on pupils and mainstream schools
Technical Report. In: Research Evidence in Education Library. London: EPPICentre, Social Science Research Unit, Institute of Education, University of London.
(2009)
2 - Blatchford, P., Bassett, P., Brown, P., Koutsoubou, M., Martin, C., Russell, A. and Webster, R., with Rubie-Davies, C.
London: Department for Children, Schools and Families
(2009)
3 - Blatchford, P., Bassett, P., Brown, P., Martin, C., Russell, A., & Webster, R.
The impact of support staff on pupils’ ‘positive approaches to learning’ and their academic progress
British Educational Research Journal,37(3), 443-464
(2011)
4 - Blatchford, P., Russell, A., Bassett, P., Brown, P., & Martin, C.
British Educational Research Journal, 33(1), 5-26
(2007)
5 - Bowyer-Crane, C., Snowling, M. J., Duff, F. J., Fieldsend, E., Carroll, J. M., Miles, J., & Hulme, C.
Journal of Child Psychology and Psychiatry, 49(4), 422-432
(2008)
6 - Brown, K. J., Morris, D., & Fields, M.
Intervention after grade 1: Serving increased numbers of struggling readers effectively
Journal of Literacy Research, 37(1), 61-94
(2005)
7 - Burgoyne, K., Duff, F. J., Clarke, P. J., Buckley, S., Snowling, M. J., & Hulme, C.
Journal of Child Psychology and Psychiatry, 53(10), 1044-1053
(2012)
8 - Butt, R. and Lowe, K.
International Journal of Inclusive Education, 16(2), 207–219
(2012)
9 - Duff, F. J., Fieldsend, E., Bowyer-Crane, C., Hulme, C., Smith, G., Gibbs, S., & Snowling, M. J.
Journal of Research in Reading, 31(3), 319-336
(2008)
10 - Ehri, L. C., Dreyer, L. G., Flugman, B., & Gross, A..
American Educational Research Journal, 44(2), 414-448
(2007)
11 - Farrell, P., Alborz, A., Howes, A. & Pearson, D.
Educational Review, 62.4 pp 435-448
(2010)
12 - Gerber, S.B., Finn, J.D., Achilles, C.M. and Boyd-Zacharias, J.
Teacher aides and students’ academic achievement
Educational Evaluation and Policy Analysis 23.2 pp 123-143
(2001)
13 - Gorard, S., See, B. H., Siddiqui, N.
Switch-on Reading Evaluation Report and Executive SummaryEEF, London
(2014)
14 - Gray, C., McCloy, S., Dunbar, C., Dunn, J., Mitchell, D., & Ferguson, J.
Added value or a familiar face? The impact of learning support assistants on young readers
Journal of Early Childhood Research, 5(3), 285-300
(2007)
15 - Hatcher, P. J., Goetz, K., Snowling, M. J., Hulme, C., Gibbs, S., & Smith, G.
Evidence for the effectiveness of the Early Literacy Support programme
British Journal of Educational Psychology, 76(2), 351-367
(2006)
16 - Mecrow, C., Beckwith, J., & Klee, T.
International Journal of Language & Communication Disorders, 45(3), 354-367
(2010)
17 - Mercer, C. D., Campbell, K. U., Miller, M. D., Mercer, K. D., & Lane, H. B.
Effects of a reading fluency intervention for middle schoolers with specific learning disabilities
Learning Disabilities Research & Practice, 15(4), 179-189
(2000)
18 - Miller, S. D.
Journal of Education for Students Placed At Risk, 8(3), 333-349
(2003)
19 - Moore, W. and Hammond, L.
Australian Journal of Learning Difficulties, 16(2), 85–110
(2011)
20 - Morris, D.
Using Noncertified Tutors to Work with At Risk Readers: An Evidence-Based Model
The Elementary School Journal, 106(4), 351-362
(2006)
21 - Muijs, D. & Reynolds, D.
Educational Research, 45.3 pp 219-230
(2003)
22 - NFER
A Randomised Trial of Catch Up Numeracy® Evaluation Report and Executive Summary
EEF, London
(2014)
23 - Ritter, G.W., Barnett, J.H., Genny, C.S., & Albin, G.R.
Review of Educational Research, 79 (3), 3-38
(2009)
24 - Savage, R., & Carless, S.
British Educational Research Journal, 34(3), 363-385. (Follow up of 2003 study)
(2008)
25 - Savage, R., Carless, S., & Stuart, M.
The effects of rime and phoneme-based teaching delivered by learning support assistants
Journal of Research in Reading, 26(3), 211-233
(2003)
26 - Swann, W., & Loxley, A.
The impact of school‐based training on classroom assistants in primary schools
Research papers in education, 13(2), 141-160
(1998)
27 - Vadasy, P. F., & Sanders, E. A.
Journal of Educational Psychology, 100(2), 272
(2008)
28 - Vadasy, P. F., Sanders, E. A., & Tudor, S.
Effectiveness of paraeducator-supplemented individual instruction beyond basic decoding skills
Journal of Learning Disabilities, 40(6), 508-525
(2007)
Resumen de efectividad
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