Peter Blatchford|Anthony Russell|Paul Bassett|Penelope Brown|Clare Martin
The role and effects of teaching assistants in English primary schools (Years 4 to 6) 2000–2003. Results from the Class Size and Pupil—Adult Ratios (CSPAR) KS2 Project
University of London|University of London|University of London|University of London|University of London
widely assumed increasing number teaching assistants tas classroom beneficial children one important aim recently implemented workforce agreement still significant gaps knowledge many aspects deployment impact class size pupiladult ratios cspar ks2 study built earlier findings pupils reception key stage ks 1 investigated 1 deployment tas classrooms key parties involved perceived 2 effect tas interactions involving pupils teachers classrooms pupil attainments study longitudinal mixed method multiinformant design methods data collection included whole sample questionnaires completed tas teachers head teachers assessments pupil attainments mathematics english science data pupil background subsample case studies systematic observation study study found tas role ks2 predominantly direct one sense facetoface interactions supporting certain pupils evidence presence tas characteristic tas measurable effect pupil attainment however results clear showing tas indirect effect teaching eg pupils active form interaction teacher individualised teacher attention supported teachers views tas effective supporting way authors conclude attention needs paid call pedagogical role tas used effectively help teachers pupils particularly context enhanced roles tas introduced part governments remodelling agenda