TY - JOUR
T1 - An exploration of the features of effective collaboration between teachers and teaching assistants in secondary schools
AU - Devecchi, Cristina
AU - Rouse, M
PY - 2010/5/4
Y1 - 2010/5/4
N2 - This article explores notions of support and collaboration between teachers and teaching assistants (TAs) in two secondary schools in England. In particular it reviews how team members created opportunities and established collaborative practices aimed at including each other in the task of providing support for children who are described as having difficulties in learning. The data from the ethnographic study, which were collected through a variety of methods and were generated with the support and participation of teachers, heads of departments, special educational needs co-ordinators (SENCOs) and teaching assistants, suggest that the successful inclusion of students is dependent on how schools as organisations and communities are able to support the inclusion of adults as well
AB - This article explores notions of support and collaboration between teachers and teaching assistants (TAs) in two secondary schools in England. In particular it reviews how team members created opportunities and established collaborative practices aimed at including each other in the task of providing support for children who are described as having difficulties in learning. The data from the ethnographic study, which were collected through a variety of methods and were generated with the support and participation of teachers, heads of departments, special educational needs co-ordinators (SENCOs) and teaching assistants, suggest that the successful inclusion of students is dependent on how schools as organisations and communities are able to support the inclusion of adults as well
U2 - 10.1111/j.1467-9604.2010.01445.x
DO - 10.1111/j.1467-9604.2010.01445.x
M3 - Article
SN - 0268-2141
VL - 25
JO - Support for Learning
JF - Support for Learning
IS - 2
ER -