Working with Support in the Classroom
Purchase
eBook
ISBN:
9781848600744
Available from
January 0001
Hardcover
ISBN:
9781412902403
Available from
January 0001
Description
Over recent years there has been a vast increase in the number of people who support children's learning in classrooms and other educational settings, both as employees and as volunteers. Using stories of successful practice and ideas for improving collaborative work, the book explores and maps the development of the roles in relation to children's learning that can be played by people other than qualified teachers.
The work of teaching assistants, learning mentors, classroom assistants for children with special educational needs, student teachers, nursery nurses, and parent and community helpers are all illustrated in the chapters of the book, which focuses on the whole range of educational settings from the early years through primary to secondary classrooms.
The work of teaching assistants, learning mentors, classroom assistants for children with special educational needs, student teachers, nursery nurses, and parent and community helpers are all illustrated in the chapters of the book, which focuses on the whole range of educational settings from the early years through primary to secondary classrooms.
Contents
Introduction
Introduction
Valuing Diversity: The Role of Support Workers in the Early Years
Valuing Diversity: The Role of Support Workers in the Early Years
Making the Most of the Teaching Assistant for Special Educational Needs
Making the Most of the Teaching Assistant for Special Educational Needs
Learning Mentors in Primary Classrooms and Schools
Learning Mentors in Primary Classrooms and Schools
Partners in Mathematical Learning
Partners in Mathematical Learning
Working with Support to Enhance the Use of ICT
Working with Support to Enhance the Use of ICT
The Teacher and the Nursery Nurse: Building the Partnership
The Teacher and the Nursery Nurse: Building the Partnership
Making the Most of an Extra Pair of Hands: Teachers and Student Teachers in the Classroom
Making the Most of an Extra Pair of Hands: Teachers and Student Teachers in the Classroom
All Different, All Equal: A Case Study of Support at Temple Primary School
All Different, All Equal: A Case Study of Support at Temple Primary School
Peering into the Future: Two Conversations with Headteachers
Peering into the Future: Two Conversations with Headteachers
Developing Successful Practice with Support Staff
Developing Successful Practice with Support Staff
Additional materials
Description
Over recent years there has been a vast increase in the number of people who support children's learning in classrooms and other educational settings, both as employees and as volunteers. Using stories of successful practice and ideas for improving collaborative work, the book explores and maps the development of the roles in relation to children's learning that can be played by people other than qualified teachers.
The work of teaching assistants, learning mentors, classroom assistants for children with special educational needs, student teachers, nursery nurses, and parent and community helpers are all illustrated in the chapters of the book, which focuses on the whole range of educational settings from the early years through primary to secondary classrooms.
The work of teaching assistants, learning mentors, classroom assistants for children with special educational needs, student teachers, nursery nurses, and parent and community helpers are all illustrated in the chapters of the book, which focuses on the whole range of educational settings from the early years through primary to secondary classrooms.
Contents
Introduction
Introduction
Valuing Diversity: The Role of Support Workers in the Early Years
Valuing Diversity: The Role of Support Workers in the Early Years
Making the Most of the Teaching Assistant for Special Educational Needs
Making the Most of the Teaching Assistant for Special Educational Needs
Learning Mentors in Primary Classrooms and Schools
Learning Mentors in Primary Classrooms and Schools
Partners in Mathematical Learning
Partners in Mathematical Learning
Working with Support to Enhance the Use of ICT
Working with Support to Enhance the Use of ICT
The Teacher and the Nursery Nurse: Building the Partnership
The Teacher and the Nursery Nurse: Building the Partnership
Making the Most of an Extra Pair of Hands: Teachers and Student Teachers in the Classroom
Making the Most of an Extra Pair of Hands: Teachers and Student Teachers in the Classroom
All Different, All Equal: A Case Study of Support at Temple Primary School
All Different, All Equal: A Case Study of Support at Temple Primary School
Peering into the Future: Two Conversations with Headteachers
Peering into the Future: Two Conversations with Headteachers
Developing Successful Practice with Support Staff
Developing Successful Practice with Support Staff
Additional materials
Reviews
April 2005 | 184 pages | Sage UK
| Format | Published Date | ISBN | Price |
|---|---|---|---|
| Hardcover | 31/03/2026 | 9781412902403 | $209.00 |
| Lifetime | 28/03/2023 | 9781848600744 | $87.00 |
| 180 Day Ebook | 28/03/2023 | 9781848600744 | $60.00 |
Over recent years there has been a vast increase in the number of people who support children's learning in classrooms and other educational settings, both as employees and as volunteers. Using stories of successful practice and ideas for improving collaborative work, the book explores and maps the development of the roles in relation to children's learning that can be played by people other than qualified teachers.
The work of teaching assistants, learning mentors, classroom assistants for children with special educational needs, student teachers, nursery nurses, and parent and community helpers are all illustrated in the chapters of the book, which focuses on the whole range of educational settings from the early years through primary to secondary classrooms.
The work of teaching assistants, learning mentors, classroom assistants for children with special educational needs, student teachers, nursery nurses, and parent and community helpers are all illustrated in the chapters of the book, which focuses on the whole range of educational settings from the early years through primary to secondary classrooms.
Table Of Contents:
- Introduction
- Valuing Diversity: The Role of Support Workers in the Early Years
- Making the Most of the Teaching Assistant for Special Educational Needs
- Learning Mentors in Primary Classrooms and Schools
- Partners in Mathematical Learning
- Working with Support to Enhance the Use of ICT
- The Teacher and the Nursery Nurse: Building the Partnership
- Making the Most of an Extra Pair of Hands: Teachers and Student Teachers in the Classroom
- All Different, All Equal: A Case Study of Support at Temple Primary School
- Peering into the Future: Two Conversations with Headteachers
- Developing Successful Practice with Support Staff
Recent Product Reviews:
'Through working with teaching assistants on courses I know that the balancing of relationships is a central concern. This book will provide a valuable opportunity to extend this experience during Initial Teacher Training. Readers at all levels of experience will be able to reflect on how to develop creative and constructive paths leading to a partnership of professionals, and to make teams work in a way that really benefits the learning of children in their care.' - Min Wilkie, School of Education, University of Leicester 'The publication of this book is most timely. As the plans for the remodelling of the school workforce begin to take shape, further complexities surrounding the area continue to be exposed. This book addresses many of these and does so in an accessible and thought provoking way. Simplistic answers to how best we can work with support in the classroom are not provided, but different ways of approaching the question are. By reading about, and engaging with, fictionalised accounts, case studies, stories and vignettes, the reader is transported across the whole range of educational settings, exploring the myriad definitions of classroom "support"' - Dr Iris Keating, Manchester Metropolitan University