Intervention programmes in mathematics and literacy: teaching assistants’ perceptions of their training and support

Houssart, Jenny and Croucher, Richard (2013) Intervention programmes in mathematics and literacy: teaching assistants’ perceptions of their training and support. School Leadership & Management, 33 (5). pp. 427-439. ISSN 1363-2434

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Abstract

We approach the recent argument put in this journal that teaching assistants (TAs) should be more strongly trained, monitored and supervised when teaching on intervention programmes. We suggest that the argument sits uneasily with 10 wider management and educational literature. We examine TAs’ experience of delivering important intervention programmes in mathematics and literacy. TAs report considerable variation in both their training and the quality of management involvement in their teaching. Consequently, we argue for an approach that includes TAs in a form of distributed leadership which recognises their specific 15 capabilities rather than the model advocated both by government documents and some researchers.

Item Type: Article
Keywords (uncontrolled): management, school improvement, governance
Research Areas: A. > Business School > Leadership, Work and Organisations > Employment Relations group
Item ID: 10696
Notes on copyright: Author can archive post-print (ie final draft post-refereeing) on institutional repository or subject-based repository after an 18 months embargo.
Useful Links:
Depositing User: Alison Roache
Date Deposited: 05 Jun 2013 12:31
Last Modified: 03 Jun 2019 14:37
URI: https://eprints.mdx.ac.uk/id/eprint/10696

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