Items where Subject is "L Education > LB Theory and practice of education > LB2832 Teaching personnel"

Number of items at this level: 32.

2014

Jones, J. and Edwards, J. (2014) Changemaker values within the Foundation Degree Learning and Teaching and the development of a Teaching Assistant Teachmeet Event. In: Alden Rivers, B. and Smith, J. (eds.) Changemaker in the Curriculum: The University of Northampton: Case Studies 2013-2014. Northampton: The University of Northampton. pp. 49-54.
Tarry, E. and Cox, A. (2014) Professional development in international schools; issues of inclusion identified by a group of international school teaching assistants. Journal of Research in Special Educational Needs. 14(4), pp. 248-254. 1471-3802.

Tarry, E. and Cox, A., (eds.) (2013) Teaching Assistants in International Schools. Woodbridge: John Catt. 9781908095947.
Brown, J. and Devecchi, C. (2013) The impact of training on teaching assistants' professional development: opportunities and future strategy. Professional Development in Education. 39(3), pp. 369-386. 1941-5265.
Tarry, E. and Cox, A. (2013) Supporting the professional development of teaching assistants in an international context. International Schools Journal. 33(1) 0264-7281.
Tarry, E. and Cox, A. (2013) More than washing up paint pots! IS: International School. 16(1), pp. 30-31. 1461-3956.

Bland, K. and Sleightholme, S. (2012) Researching the pupil voice: what makes a good teaching assistant? Support for Learning. 27(4), pp. 172-176. 0268-2141.
Devecchi, C., Dettori, F., Doveston, M., Sedgwick, P. and Jament, J. (2012) Inclusive classrooms in Italy and England: the role of support teachers and teaching assistants. European Journal of Special Needs Education. 27(2), pp. 171-184. 0885-6257.
Tarry, E. (2012) Teaching assistants: providing support for the IPC. In: Hayden, M. and Thompson, J. (eds.) Taking the IPC Forward: Engaging with the International Primary Curriculum. Woodbridge: John Catt Educational. pp. 125-133.

Burns, E. and Bell, S. (2011) Narrative construction of professional teacher identity of teachers with dyslexia. Teaching and Teacher Education. 27(5), pp. 952-960. 0742-051x (print), 1879-2480 (online).
Tarry, E. (2011) British international schools: the deployment and training of teaching assistants. Journal of Research in International Education. 10(3), pp. 293-302. 1741-2943.

Burns, E. and Bell, S. (2010) Voices of teachers with dyslexia in Finnish and English further and higher educational settings. Teachers and Teaching: Theory and Practice. 16(5), pp. 529-543. 1354-0602.
Devecchi, C. and Nevin, A. (2010) Leadership for inclusive schools and inclusive school leadership. In: Normore, A. H. (ed.) Global Perspectives on Educational Leadership Reform. Bingley: Emerald. pp. 211-241.
Devecchi, C. and Rouse, M. (2010) An exploration of the features of effective collaboration between teachers and teaching assistants in secondary schools. Support For Learning. 25(2), pp. 91-99. 0268-2141.
Garner, P. (2010) Managing behaviour, managing the standards. In: Hallett, F. and Hallett, G. (eds.) Transforming the Role of the SENCO. Maidenhead: Open University Press. pp. 91-98.

Devecchi, C. (2008) Collaboration between teachers and TAs: from co-configuration to re-configuration. Paper presented to: British Educational Research Association (BERA) Annual Conference, Heriot-Watt University, Edinburgh, 03-06 September 2008. (Unpublished)
Devecchi, C. (2008) Crossing professional borders: TAs and teachers as migrants, immigrants and trespassers. Poster presented to: Camera, Faculty of Education, University of Cambridge, 16 April 2008. (Unpublished)
Devecchi, C. (2008) Applying Bernstein’s sociology of pedagogy to teaching assistants’ supportive practices: an exploration. Panel Presentation presented to: Kaleidoscope, Faculty of Education, University of Cambridge, 06 June 2008. (Unpublished)
Duckett, P., Sixsmith, J. and Kagan, C. (2008) Researching pupil well-being in UK secondary schools: Community psychology and the politics of research. Childhood. 15(1), pp. 89-106. 0907-5682.
Rose, R. and O'Neill, A. (2008) The changing roles of teaching assistants in England and special needs assistants in Ireland: a comparison. REACH: Journal of Special Needs Education in Ireland. 22(1), pp. 48-58. 0790-8695.

Bland, K., Bonnett, E. and Follett, J. (2007) An investigation into the use and deployment of Higher Level Teaching Assistants (HLTAs) in Northamptonshire schools. Report submitted to Workforce Agreement Monitoring Group (WAMG), November 2007.
Bland, K. and Follett, J. (2007) An investigation into the use and deployment of Higher Level Teaching Assistants (HLTAs) in a Northamptonshire Technology College. Paper submitted to the Northamptonshire County Council, November 2007
Burgess, H. and Shelton Mayes, A. (2007) Supporting the professional development of teaching assistants: classroom teachers’ perspectives on their mentoring role. Curriculum Journal. 18(3), pp. 389-407. 1469-3704.
Garner, P. (2007) The roles and responsibilities of teachers and others in identifying and assessing learning disabilities. Paper presented to: British Council, Zagreb, Croatia, 6 November 2007. (Unpublished)
Ralph, S. and Pearson, S. (2007) The identity of SENCos: insights through images. Journal of Research in Special Educational Needs. 7(1), pp. 36-45. 1471-3802.
Smith, A. (2007) The role & responsibilities of a Special Educational Needs Coordinator in an English school. Paper presented to: Finnish National SENCo Conference, Jyvaskyla, Finland, 19-21 March 2007. (Unpublished)

Feng, Y. (2006) The enhanced role of teaching assistants in school remodelling in primary schools in England: some reflections on teacher education in China. Paper presented to: British Educational Research Association (BERA) New Researchers/Student Conference, University of Warwick, Coventry, 6-9 September 2006. (Unpublished)
Groom, B. (2006) Building relationships for learning: the developing role of the teaching assistant. Support for Learning. 21(4), pp. 199-203. 1467-9604.

O'Brien, T. and Garner, P., (eds.) (2001) Untold stories: learning support assistants and their work. Stoke on Trent: Trentham Books. 1858562503.

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