Can Teaching Assistants Improve Attainment and Attitudes of Low Performing Pupils in Numeracy? Evidence from a Large-Scale Randomised Controlled Trial

Autor/inn/en	Hodgen, Jeremy; Adkins, Michael; Ainsworth, Shaaron Elizabeth
Titel	Can Teaching Assistants Improve Attainment and Attitudes of Low Performing Pupils in Numeracy? Evidence from a Large-Scale Randomised Controlled Trial
Quelle	In: Cambridge Journal of Education, 53 (2023) 2, S.215-235 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hodgen, Jeremy) ORCID (Adkins, Michael) ORCID (Ainsworth, Shaaron Elizabeth)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-764X
DOI	10.1080/0305764X.2022.2093838
Schlagwörter	Teacher Aides; Educational Attainment; Student Attitudes; Low Achievement; Numeracy; Mathematics Achievement; Intervention; Program Effectiveness; Elementary School Students; Foreign Countries; Mathematics Education; United Kingdom (England) + Suchen Sie Ihr Suchwort? Handreichung; Lehrerhilfe; Bildungsabschluss; Bildungsgut; Schülerverhalten; Unterdurchschnittliche Leistung; Rechenkompetenz; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Ausland; Mathematische Bildung
Abstract	The use of teaching assistants (TAs) is widespread in many education systems, but the ways that TAs can support learning effectively are poorly understood. Much evidence indicates that most TA support has no, or negative, effects on pupil attainment. A small but growing body of evidence shows that structured TA intervention programmes can be effective. This paper reports the results of a large-scale randomised controlled trial of Catch Up® Numeracy, an intervention delivered one-to-one by TAs, compared to a control in which TAs provided matched-time numeracy support. The trial involved 1794 low-attaining pupils (aged 7-10) and 300 TAs from 150 English primary schools. Pupils in the intervention group showed no gains in attainment compared to the matched-time control, but there was some evidence to suggest a positive impact in pupils' attitudes. The implications for future TA interventions to address low attainment in numeracy are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01