Turn taking, repair and topic practices in teaching assistant led literacy intervention sessions
Bosanquet, P. 2012. Turn taking, repair and topic practices in teaching assistant led literacy intervention sessions. PhD Thesis Institute of Education, University of London Department of Psychology and Human Development
This research explored the learning experiences of pupils during literacy intervention sessions in English primary schools, by examining the moment-by-moment interactions between teaching assistants and pupils. Teaching assistants have taken increasing responsibility for teaching and learning, including the teaching of group intervention sessions aimed at supporting those pupils not making expected progress in literacy. The effectiveness of any intervention is reliant on the moment-by-moment interactions as social-constructivist theory indicates that it is in these interactions that shared meaning is negotiated and scaffolding provided. However, there is a lack of research into how this occurs in the interactions between teaching assistants and pupils generally, and specifically during these intervention sessions.
|Keywords||teaching assistants; scaffolding; literacy interventions|
|Publication process dates|
|Deposited||15 Aug 2013|
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