Between inclusion and improvement. Evidence and the politics of teaching assistants in England.

Autor/inn/en	Hofbauer, Susann; Kelly, Peter; Beck, Anna
Titel	Between inclusion and improvement. Evidence and the politics of teaching assistants in England.
Quelle	Aus: Kemethofer, David (Hrsg.); Reitinger, Johannes (Hrsg.); Soukup-Altrichter, Katharina (Hrsg.): Vermessen? Zum Verhältnis von Bildungsforschung, Bildungspolitik und Bildungspraxis. 1. Auflage. Münster; New York: Waxmann (2021) S. 213-225 PDF als Volltext Link als defekt meldenVerfügbarkeit
Reihe	Beiträge zur Bildungsforschung. 7
Beigaben	Literaturangaben
Sprache	englisch
Dokumenttyp	online; gedruckt; Sammelwerksbeitrag
ISBN	978-3-8309-4316-7; 978-3-8309-9316-2
Schlagwörter	Bildungspolitik; Schulpolitik; Schule; Schulleitung; Schulbegleitung; Lehrer; Schüler; Unterrichtsqualität; Inklusion; Legitimation; Sonderpädagogischer Förderbedarf; Evidenz; Optimierung; Wirksamkeit; Assistent; England; Großbritannien
Abstract	An important aspect of education policy aimed at improving the quality of teaching in England is the provision of support by teacher assistants. Teaching assistants have become increasingly important as a result of inclusion policies that began in the 1970s and efforts to reduce teacher workload from the 2000s. In recent years, educational researchers have evaluated the use and effectiveness of teaching assistants. Some studies highlight the negative effects teacher assistants have on the academic achievement of pupils with special educational needs, whilst others problematize the use of and pedagogical contribution made by teaching assistants to consider whether or not they are needed. Here we look at how the production and reception of 'evidence' can have a direct effect on practice. Furthermore, we consider how 'evidence' is used to legitimise educational policy decisions and increase the pressure on school leaders to justify their decision making. (Orig.).
Erfasst von	Externer Selbsteintrag
Update	2022/2