Turn taking, repair and topic practices in teaching assistant led literacy intervention sessions

PhD Thesis


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
AuthorsBosanquet, P.
TypePhD Thesis
Abstract

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.
The research took a multiple-case study approach. Fine grained linguistic analysis of observation based empirical data in the form of video recordings of intervention sessions provided the basis for theory development. This was done through the analytical framework of conversation analysis, situated within the broader field of linguistic ethnography.
The research identified that interactions are strongly focused on the organisational principles of the task and task completion, rather than developing the learning experiences of individual pupils and the group. Teaching assistants provide high levels of support, leading to potential pupil reliance on this support due to a lack of development of interactional and metacognitive skills for self and reciprocal scaffolding.
The research has implications for policy in relation to provision for pupils who are falling behind in literacy. It is argued that a theory of oral pedagogy needs to be developed which can be used to clarify the pedagogical role of the teaching assistant, and there needs to be continuing professional development for teaching assistants in order to improve the quality of their moment-by-moment interactions with pupils.

Keywordsteaching assistants; scaffolding; literacy interventions
Year2012
Publication dates
Print2012
Publication process dates
Deposited15 Aug 2013
Publisher's version
License
CC BY-NC-ND
Permalink -

https://repository.uel.ac.uk/item/85zv6

  • 13
    total views
  • 42
    total downloads
  • 3
    views this month
  • 4
    downloads this month

Related outputs

The principles of scaffolding
Bosanquet, P. 2015. The principles of scaffolding. in: The Teaching Assistant’s Guide to Effective Interaction Routledge.
Scaffolding learning for independence: Clarifying teacher and teaching assistant roles for children with special educational needs
Radford, Julie, Bosanquet, P., Webster, Rob and Blatchford, Peter 2014. Scaffolding learning for independence: Clarifying teacher and teaching assistant roles for children with special educational needs. Learning and Instruction. 36 (Apr.), pp. 1-10.
Fostering learner independence through heuristic scaffolding: A valuable role for teaching assistants
Radford, Julie, Bosanquet, P., Webster, Rob, Blatchford, Peter and Rubie-Davies, Christine 2014. Fostering learner independence through heuristic scaffolding: A valuable role for teaching assistants. International Journal of Educational Research. 63, pp. 116-126.
Developing the scaffolding practices of teaching assistants: A continuing professional development model
Bosanquet, P. 2013. Developing the scaffolding practices of teaching assistants: A continuing professional development model. UEL Research and Knowledge Exchange Conference 2013. University of East London, London 26 Jun 2013 London University of East London.