Understanding teaching assistant self-efficacy in role and in training: its susceptibility to influence

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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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Bibliographic Details
Main Authors:	Higgins, Helen J., Gulliford, Anthea
Format:	Article
Published:	Taylor and Francis 2014
Subjects:	Teaching Assistant Self-efficacy Training Coach consult Role School Effectiveness
Online Access:	https://eprints.nottingham.ac.uk/3260/

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