Eyres, Ian and Hancock, Roger
(2004).
| DOI (Digital Object Identifier) Link: | http://dx.doi.org/doi:10.1080/0140672042000277143 |
|---|---|
| Google Scholar: | Look up in Google Scholar |
Abstract
This paper considers the part played by teaching assistants in the implementation of the National Literacy and National Numeracy Strategies, two widespread UK government reforms. Evidence from two sources of evaluation (the Ontario Institute in Canada and OfSTED, the school inspectorate for England) indicates that assistants are providing 'remedial' support for up to 25% of children in English primary schools. However, although the evaluators note this, they fail to truly acknowledge the important contribution of assistants to the functioning of the Strategies. The paper argues that the lack of acknowledgement arises from the evaluators' view of teaching assistants as 'peripheral' and teachers as 'core'. This does assistants a great disservice, but also masks the shortcomings of the Strategies, particularly with regard to the way in which a required pedagogy, linked to targets and tests, has created an exclusionary pressure leading to the separation of teaching by teachers and assistants, respectively.
| Item Type: | Journal Article |
|---|---|
| Copyright Holders: | 2004 Taylor & Francis Ltd |
| ISSN: | 1470-1359 |
| Academic Unit/Department: | Education and Language Studies > Education |
| Interdisciplinary Research Centre: | Centre for Research in Education and Educational Technology (CREET) Centre for Research in Education and Educational Technology (CREET) |
| Item ID: | 450 |
| Depositing User: | Users 12 not found. |
| Date Deposited: | 24 May 2006 |
| Last Modified: | 15 Nov 2011 10:08 |
| URI: | http://oro.open.ac.uk/id/eprint/450 |
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