Understanding teaching assistant self-efficacy in role and in training: its susceptibility to influence
There has been a noted growth in the number of teaching assistants (TAs) in mainstream schools (DfE, 2013a). Research is inconclusive about their efficacy at changing outcomes for children (Alborz et al 2009; Blatchford et al, 2009) and has proposed more training for TAs (Russell et al, 2005). Gene...
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| Format: | Article |
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Taylor and Francis
2014
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| Online Access: | https://eprints.nottingham.ac.uk/3260/ |