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Informationen zum Autor Gary Thomas took up the post of chair in education at Birmingham in 2005. Before university teaching! he worked as a teacher and as an educational psychologist. In higher education at the University of Leeds! at Oxford Brookes University! UWE and University College London his teaching and research have focused on inclusion! special education! and research methodology in education. He has received awards from the ESRC! the Nuffield Foundation! the Leverhulme Trust! the DfES! Barnardos! the Cadmean Trust! local authorities and a range of other organisations. Most of his funded research has been on inclusive or special education! though his Leverhulme Research Fellowship was awarded to examine the role of theory in education. He currently leads an ESRC thematic seminar competition in the Teaching and Learning Research Programme on the assessment of quality in educational research. He is the founding co-editor of a Taylor & Francis Carfax journal! the International Journal of Research and Method in Education and he is an editorial board member of the British Educational Research Journal. Klappentext "Few areas of education can equal the growth rate of that forteaching assistants over the past seven years! doubling to more than133!000 in England between 1997 to 2004. TAs are vital in thedevelopment of inclusive education! yet their status! pay! conditions!qualifications and their relationship with classroom teachers are all ofdeep concern in the majority of cases. This excellent! practical bookis a welcome and much-needed authoritative study of the allimportantrelationship between TA and teacher." Mark Vaughan OBE! Founder and Co-Director!Centre for Studies on Inclusive Education "This is an excellent book! founded in action research that enables it to go beyond the "seat-of-the-pants" methodology that informs much material on TA/teacher partnerships." TES This book is for teachers and teaching assistants seeking to improve theways in which they work together to meet the needs of children in theirclasses. It outlines the thinking behind the employment of teachingassistants in the classroom and spells out some of the teamworkingopportunities and problems that can arise. Drawing on original research! itexplores ways in which teachers and teaching assistants can worktogether to support children's learning and examines different models ofworking together. This unique book provides:Highly effective models for working together! tried and tested in schoolsA practical section with activities! hand-outs and photocopiableresources that teachers can use to develop these models in theirown schoolsThis is a key text for classroom teachers! teaching assistants! traineeteachers and postgraduate education students! and those studying forfoundation degrees for teaching assistants. It is also of use to parents!headteachers! educational psychologists! and other support personnel. Zusammenfassung This book is for teachers and teaching assistants seeking to improve the ways in which they work together to meet the needs of children in their classes. It outlines the thinking behind the employment of teaching assistants in the classroom and spells out some of the teamworking opportunities and problems that can arise. Inhaltsverzeichnis Preface Acknowledgements PART 1: THEORY! RESEARCH AND PRACTICE ON TEAMWORK IN CLASSROOMSIntroduction 1: The rise of the teaching assistant 2: Teacher-TA partnership working 3: Meeting children's needs - reflective practice! reflective teamwork 4: Three models of teamwork in classrooms 5: Action research into the models - phase 1 6: Themes from using the models in practice - phase 1 7: Action research into the models Phase 2 - 'Working Together' PART 2: IMPLEMENTATION IN SCHOOLS Introduction 8: Using the models 9: CPD activities 10: A Toolkit for classroom research
